This article focuses on the importance of impact in higher education from a strategic perspective, exploring its value to institutions, learners and prospective students in today’s higher education context, using the UK as a case study. The increasing prominence of impact in HEPs is discussed, with consideration given to the operational structures and approaches which can be adopted to enable the monitoring and evaluation of impact in higher education providers.
James Kay, Library Subscriptions & Document Delivery Librarian at the University of Derby, makes the case for a collaborative approach to planning and decision making amongst HE/FE library and information practitioners.
DaCosta, Jacqui; Dubicki, Eleonora (Johns Hopkins University Press, 2012)
In September 2007, the Lampitt Law was passed in the state of New Jersey, formalizing the requirements for students transferring between institutions. This led to a 2008 statewide articulation agreement to facilitate the seamless transfer of students’ courses and credits between county colleges and four-year public institutions of higher education. In response to this articulation agreement, three professional librarian groups combined to create information literacy standards utilizing progression as a core principle. The Information Literacy Progression Standards were launched in January 2010. They consist of a four-page document comprising an introduction; the standards defining competencies at a Novice/Introductory (Year 1) level and at a Gateway/Developing (Year 2) level; and some sample assignments demonstrating the Standards in Practice. This article outlines how the Standards were developed and successfully disseminated and implemented. As well as describing the creation of the Standards, the article highlights initiatives at several academic institutions where librarians have attempted to address information literacy at an organizational level, utilizing successful collaborations with faculty and administrators..
The foundation for the Didactic Diamond was developed with students of the College of Health and Social Care at the University of Derby – in particular the Chesterfield Campus. A significant number of students are so-called atypical learners (ie. returners to education or non-traditional learners) which led to an identified need to provide more robust study skill guidance. Roberts and Ousey (2011) described "finding and using evidence" as the "bane of student life" in relation to student nurses. The Didactic Diamond seeks to ease this problem by introducing students to the process involved with producing good quality academic work. It is used to explain the process from understanding the question and choosing an appropriate topic; utilising information literacy to find appropriate sources; taking notes on the found evidence to gain critical understanding of the topic; using drafting techniques to improve the academic writing and ensuring that the original question is answered fully and critically by utilising the developed resources diligently. Feedback from students on the Didactic Diamond has been positive, the simple figure acts as a mnemonic and provides students with an introduction to the method with a means to remember which steps to take in their academic process. After utilising the Diamond in one-to-one sessions it has been developed into an Academic Writing session for the University Library’s Enhance Your Learning program and has been successfully delivered to a range of students from different cohorts. The Masterclass provides an opportunity to share the Didactic Diamond with a broader audience interested in Information Literacy and embedding Information Literacy in a broader procedural context.
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