SLIDE 1 Lucy Atherton Head Librarian Wellington College Berkshire Email: lha@wellingtoncollege.org.uk T witter: @welly_library Blog: http://wellingtoncollege.edublogs.org
DEVELOPING INDEPENDENT LEARNING SKILLS
FROM Y9 –Y13 THROUGH PROJECT
- BASED LEARNING AND LIBRARIAN
LED DIGITAL LITERACY SESSIONS.
SLIDE 2 PREPARING STUDENTS TO BECOME INDEPENDENT LEARNERS AND DIGITALLY LITERATE
This talk will contribute to the sub-theme:
- Preparing students to become independent learners and digitally
literate but also relates to the themes of:
- Partnerships and collaboration across school to support learning
and align resources with the curriculum
- Promoting and getting digital resources embedded into the
curriculum
SLIDE 3 DEFINITIONS:
Information literacy1
The ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society. Digital literacy2
The ability to find and use information but goes beyond this to encompass communication, collaboration and teamwork, social awareness in the digital environment, understanding of e-safety and creation of new information. Both digital and information literacy are underpinned by critical thinking and evaluation.
1CILIP's Information Literacy Group released CILIP Definition of
Information Literacy 2018 at the LILAC Conference
2The Open University
Digital and information literacy framework
SLIDE 4
INDEPENDENT LEARNING AT WELLINGTON COLLEGE
Restructuring of Year 9 curriculum to foster independence Librarian driving this change – proposal to Deputy Head Academic ICT skills taught Information Literacy/research skills short course run by the librarians Culminating in an independently researched project using newly acquired skills Project-based learning: Year 9 Three mini research projects (188 students) Year 10 HPQ (Higher Project Qualification) (200 students) Year 12 EPQ (Extended Project Qualification) for A Level Students (127) Year 12 EE (Extended Essay ) for all International Baccalaureate students. (95 students) Progression – developing and embedding digital literacy and research skills year on year throughout the students’ time at Wellington.
SLIDE 5
DEFINITION OF INDEPENDENT LEARNER
Five characteristics of an independent learner at Wellington:
Disciplined work habits Positive attitude to collaboration and engagement Ability to show independence and initiative Displays curiosity to learning Well-developed research skills
IB Learner profile
SLIDE 6
Y9 RESEARCH SKILLS COURSE - OVERVIEW
Lesson 1 (Discovery) – one hour
Learn how to use the library catalogue - look for and find a book in the library
Interactive 'Research Race' in teams Lesson 2 (Evaluation) – one hour
Evaluating information - thinking critically
Authentic and fake websites: Looking at information on websites and the characteristics of different sources. Discussion of newspaper bias. Lesson 3 (Academic Honesty) – one hour
What is plagiarism?
Referencing your sources
SLIDE 7
Y9 SESSION 1
Lesson 1 (Discovery and search skills)
Learn how to use the library catalogue
Look for and find a book in the library Small team competition through the
interactive 'Research Race'
Exploring aspects of the catalogue Reading lists/Renewals AccessIT phone app
VLeBooks
SLIDE 8 Y9 SESSION 2
Lesson 2 (Evaluation)
Evaluating information
Websites and fake websites
Discussion of bias
Card sort game
- pros and cons of different sources1
Exploring the e-Library resources
1thanks to the librarians at Middlesex University for sharing this excellent idea. All their resources are found here:
http://libguides.mdx.ac.uk/MDXGames
SLIDE 9
Y9 SESSION 3
Lesson 3 (Academic honesty)
Discussion about academic honesty and avoiding plagiarism
based around a quiz.
How and why to cite sources. Using Word to generate Bibliography and references. Showing students that many online resources provide the
citation for them to copy and paste.
After these digital literacy skills the Y9 students use study
periods known as ‘Lab Time’ to research and write an independent project on a subject of their choosing.
SLIDE 10
HPQ –Y10
Breaktime session for supervisors:
searching the library catalogue, e-Library, referencing support
Sessions for each HPQ group:
Refresher on e-Library In-depth look at Questia School Referencing sessions Individual project discussions with students Librarian visiting groups in classrooms
SLIDE 11 Y12 SUPPORT FROM LIBRARIANS
A level: EPQ (Extended Project Qualification) International Baccalaureate: Extended Essay (EE)
- A Level coursework support – History, English
- IB students have coursework in all subjects plus Extended Essay
- Sessions in the classroom on key online resources – eg. JSTOR, Literary Reference
Centre, Connell Guides, Cambridge Companions, Very Short Introductions, Questia School
- Customised librarian led sessions on how to use
subject specific e-resources, effective searching and referencing.
SLIDE 12 KEY LIBRARY PARTNERSHIPS WITH TEACHING STAFF AND HIGHLIGHTING KEY DIGITAL RESOURCES:
- Head of IB
- Geography Dept for A level coursework (Hodder A level review magazines and JSTOR)
- English Dept for IB Extended Essays and coursework (JSTOR, Literary Reference Centre)
- Project Coordinator (HPQ and EPQ)
- Drama through online playtexts
- Drama Online/Digital Theatre +
- History Dept
- Gale Historical Newspapers (primary sources),
History Study Centre, History Today online
- Science Dept
- Extension reading, Science Book Prize Shadowing.
- Classics for IB coursework. (MASSOLIT)
- Weekly News Digest (resource of the week)
SLIDE 13
BENEFITS
Library and librarians become central to learning Raises the library profile Increases collaboration with teaching staff and academic departments – through projects across year
groups and subjects.
Maximises use of library online and physical stock Many project research sessions timetabled in the library Teaching staff better informed and more knowledgeable about e-resources Students build on these research and referencing skills each year as they progress up the school Students better prepared for the demands of university study eg. Familiarity with JSTOR and
referencing
SLIDE 14
LESSONS LEARNT
School librarians need to be involved in curriculum design – information literacy embedded Be proactive – offer sessions – get out into the classrooms Be visible –Y9 assembly outlining the course Modify and improve timings and lesson content each year based on feedback As we embed culture of independent learning students less resistant to it Working to include more cross-curricular projects and content Y9 projects work more effectively as 3 smaller pieces of work – scaffolding and momentum across the year
Future plans
Greater evaluation of the
Y9 course
Teachers and librarians gaining skills and confidence in supporting the projects.
SLIDE 15 Lucy Atherton Head Librarian Wellington College Berkshire Email: lha@wellingtoncollege.org.uk T witter: @welly_library Blog: http://wellingtoncollege.edublogs.org
DEVELOPING INDEPENDENT LEARNING SKILLS
FROM Y9 –Y13 THROUGH PROJECT
- BASED LEARNING AND LIBRARIAN
LED DIGITAL LITERACY SESSIONS.
SLIDE 16 INDEPENDENT PROJECTS AT WELLINGTON COLLEGE A 5-YEAR JOURNEY
Year 9: Project - Malim Project (in-house project) Michaelmas T erm:
- Taught short course in ICT
- Librarian run course in Research Skills and referencing (3 x
1 hour lessons)
- 2 mini-projects - Art and History
Lent/Summer T erm:
- Culminates in a research project of 2,500 words or a
creative piece with a 750-word commentary
- Interdisciplinary – new subjects e.g. Economics, Politics, Art
History and Psychology
- All projects marked – Distinction, Merit, Pass and Fail. –
students can and do fail! Year 10: HPQ preparation
- Taught course of 1 lesson per week (1 hour)
- Reduced diet of GCSEs in order to give breathing space for
independent learning
- Taught course 1 lesson per week by non-specialist teachers
- Sessions run by the librarians to remind students about key digital
and print resources
- Librarians run sessions on the e-Library for the teachers of HPQ
and EPQ
- Pilot projects
- Then full HPQ independent project of 2000 words
- Evidence of 30 hours of work
- Research journal and production log.
- Level 2 qualification equivalent to a GCSE
- Encourages creativity and reflection.
- Emphasis on the IB philosophy and the IB learner profile
HANDOUT
SLIDE 17 INDEPENDENT PROJECTS AT WELLINGTON COLLEGE A 5-YEAR JOURNEY
Year 11: HPQ Complete
- Complete and present HPQ projects in the
Michaelmas T erm Y12: Extended Project Qualification (EPQ) or Extended Essay (EE)
- EPQ running for 10 years at Wellington
- Now compulsory for all A level students
- Bespoke taught course of study skills and critical thinking
- 40 hours of taught skills, 80 hours of independent work
- 5,000 to 6,000 words
- 10 classes of students
- Projects often subject specialisms intended for University
study
- EPQ Level 3 - 28 UCAS points (worth half an A level)
4 options at Edexcel EPQ 1. Dissertation (approx. 30 cited works) 2. Investigation/Field Study 3. Performance 4. Artefact IB Extended Essay
- 4000 words
- Integral part of the IB Diploma qualification
- Librarians run subject specific sessions to support the EE.
- Academic essay – researched by the student using a variety of
sources from academic papers to books and digital resources
- On 1 subject (e.g. Was Fulvia fairly depicted?) or 2 subjects inter-
disciplinary (e.g. Investigating plastic incineration as a method of disposal looking at the chemistry and environmental impact)
- IB students follow a course in ‘Theory of Knowledge’ which
includes critical thinking
SLIDE 18 INDEPENDENT PROJECTS AT WELLINGTON COLLEGE A 5-YEAR JOURNEY
Year 13: Complete EPQ or EE
- Librarians advise individual students and groups on
referencing
Lucy Atherton, Head Librarian, Wellington College Email: lha@wellingtoncollege.org.uk Blog: http://wellingtoncollege.edublogs.org/ T witter: @welly_library 29/11/2018
