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Evaluating MI512: an information literacy course for PhD students

By Jane Secker and Rowena Macrae-Gibson

Abstract

Purpose: Provides an overview of a six week information literacy course for research students that was redesigned following the librarians undertaking the Postgraduate Certificate in Teaching in Higher Education Design/methodology/approach: Case study and evaluation of the impact of a teaching programme Findings: Research students appreciate and value the expertise of library staff and are prepared to devote considerable time to an information literacy programme. Programme received excellent feedback Research limitations/implications: No summative assessment associated with the course so no quantitative measure of improvement in learning. Practical implications: Resource implications of running a six week programme. Originality/value: Provides a model programme other librarians can adapt for use at their own institution. Extended doctoral level information literacy courses are relatively uncommon and demonstrates the benefit of this type of course to research

Topics: LB2300 Higher Education, Z665 Library Science. Information Science
Publisher: Emerald
Year: 2011
DOI identifier: 10.1108/00242531111113050
OAI identifier: oai:eprints.lse.ac.uk:32975
Provided by: LSE Research Online

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Citations

  1. (2009). Committee of Inquiry into the Changing Learner Experience (2009) Higher Education in a Web 2.0 World. London: JISC. Available from http://www.jisc.ac.uk/publications/documents/heweb2.aspx
  2. (2007). Research Information Network & Consortium of Re search Libraries
  3. (2007). Researchers’ use of academic libraries and their services. London: RIN. Available at: http://www.rin.ac.uk/files/librariesreport-2007.pdf (accessed 25

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