Embedding information skills on student learning: providing the models

This article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.This Phase 3 (evaluation and embedding) project has been developed from a highly successful earlier project: Embedding information skills on student learning: making the difference (2006). The earlier project produced a programme of information literacy skills, based on SCONUL’s Seven Pillars of Wisdom, which was delivered to two modules of first year students from the School of Humanities, Languages and Social Sciences (HLSS) in bite-sized presentations at the end of their lectures. Importantly, it found that: “an effective Information Literacy programme delivered at the very beginning of Undergraduate life can contribute significantly to students’ ability to find, use and record information and increase their confidence regarding academic performance.” Bastable and Morris (2006). Valued by students, it clearly had a part to play in the learning experience of first year undergraduates and potentially in Schools’ retention and employability strategies. This was the impetus for a Phase 3 project which would test the information literacy programme on a more diverse range of students and subjects within HLSS and provide models which would encourage further take-up within the School and other Schools in the University. Other important outcomes from the previous project also needed to be carried forward and tested in a wider context: “We as librarians have been able to assess our approaches to the design and delivery of a structured Information Literacy programme. We have had the opportunity to work collaboratively as a team of librarians with academic staff and, crucial to the embedding process, earn important space on first semester, first year modules. We now know that the bite-sized sessions of information skills which are dove-tailed into existing lectures are a successful way to deliver the programme.” Bastable and Morris (2006). It was this combination of the following three features in Phase 2 which distinguished it from any other work being conducted in the field of information literacy: the partnership between academics and librarians, a structured information literacy programme and delivery in bite-sized sessions. So, it was these three crucial areas which would be put to the test in this current project by the delivery to an extended range of students

Focusing on the voices of adults diagnosed with 'Attention Deficit Hyperactivity Disorder’

The aim of this work was to allow the voices of adults who identified with Attention Deficit Hyperactivity Disorder (‘ADHD’) to be heard and to contribute qualitative findings in a field heavily influenced by quantitative research. A further aim was to elicit therapeutic guidelines to add to and inform clinical practice in the field of counselling psychology. Using open-ended and informally structured questions, three interviews each were held with six participants, four men and two women. None of the participants had been formally diagnosed with ‘ADHD’ until their adulthood but all identified strongly with the characteristics of the condition. Narrative research methodology was used to explore participant transcripts holding the perspectives of temporality, sociality, place and adding a fourth – relationality, in mind. Participant narratives were presented in terms of their life story, their experience of ‘ADHD’ and the impact of both on their sense of themselves. Participants felt strongly that while the symptoms they experienced as a result of ‘ADHD’ had influenced and shaped what they saw as often dysfunctional relationships with self and others, they also acknowledged that early emotional trauma, neglect, and interpersonal dysfunction had played a part in their self-development. Their capacity to differentiate between themselves and behaviours driven by the neurological consequences of mistuned neural networks was compromised and resulted in damage to self-perception, self-esteem, self-confidence and self-worth. All participants were also aware of a capacity for divergent thinking that allowed some of their personal skills and talents to be productively exercised, particularly occupationally. Based on the findings a series of therapeutic guidelines were drawn up to inform clinical practice with this group. Limitations of this work were noted along with suggestions for further research projects

Embedding information skills training on student learning: making a difference

This article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.This embedding project builds on one that was delivered in 2001, headed by Oliver Pritchard, Dudley Learning Centre Manager, leading a research team with staff working from different Learning Centres in the University. In the 2001 project, sessions on information skills were run in three differing subject areas for second and third years and their impact on student learning was assessed using questionnaires and focus groups for students and in-depth interviews with academic staff. Findings were encouraging. Skills and experience gained within the sessions were taken on and applied within assignment work to good effect. Within this small study there is evidence of a progression in student awareness, confidence and skills and Information Skills sessions bring a longer-term, practical and tangible element to the learning experience and are a valuable part of helping students to become more effective learners

Promoting sustainability in refugee and IDP responses

The majority of refugee and internally displaced camps are set up as a temporary measure to accommodate people fleeing from conflict or natural disasters. However, in many conflict-related camps, the duration of the camp is longterm, resulting in high operation and maintenance costs arising from the installation of short term emergency water and sanitation facilities. While there are real constraints to agencies adopting long term approaches from the very start, such as government policy, land or funding issues, agencies setting up camps should have a thorough analysis of the most probable scenarios and design, plan approaches and use technologies with that scenario in mind. With the right choice of technology, which may have higher up-front costs, huge savings can be made over time on operation and maintenance costs making the systems more sustainable and resistant to external shocks

Groundwater supply sustainability in fragile states: a case study examining challenges and approaches

Sustainable groundwater supply development in developing countries remains an ongoing challenge due to a range of technical and community related factors. The challenge in fragile states becomes increasingly difficult due to often adverse operational environments and rapid NGO interventions. Such challenging conditions reduce the likelihood of achieving sustainable supplies in the long term. Recent practical experiences in Wau, South Sudan are presented and used to examine groundwater supply sustainability challenges and potential solutions that can be applied in wider fragile state contexts. It should be recognised that groundwater supply sustainability cannot always be realistically achieved in fragile state environments; however, long term financial and developmental incentives exist to maximise sustainability potential wherever the context allows. A combination of preparedness and informed early-phase decision making in collaboration with capable local partners can maximise groundwater supply sustainability potential in challenging fragile state working environments

Lessons learned from a Tiger Worm Toilet implementation project in Sierra Leone

This paper discusses the implementation of Tiger Worm Toilets (TWTs) as a sustainable alternative to pit latrines in areas with challenging environmental conditions. The study was carried out in Koinadugu, Sierra Leone, where TWTs were installed in 200 households, providing safe sanitation for approximately 1,200 individuals within a 17-month period. The study reveals that TWTs offer several benefits over traditional pit latrines, including higher cost efficiency. Despite some setbacks, TWTs have been well-received by the local communities, resulting in a significant reduction in open defaecation in areas where latrines are not viable. The study presents areas of further research and concludes with recommendations for future TWT designs based on the lessons learned

Learning from Oxfam's tiger worm toilets projects

The world is witnessing the highest levels of forced human displacement on record, leading to people being housed in urban centres and camps. Generally the sanitation needs of these people are initially met by external agencies. The long-term costs of operating and maintaining traditional sanitation systems can be unviable when communities or local authorities take over their management. Therefore Oxfam has been trialling the Tiger Worm Toilet (TWT) in peri-urban and camp settings. The aim of this paper is to review Oxfam’s TWT projects and to share the learnings, together with the innovations that have occurred. The learnings are that TWTs are not the solution to all sanitation problems, but they have been proven to work well at household level. Monitoring and documenting the trials has been an ongoing problem due to a number of issues, which are linked to short term funding, and the use of project rather than program approaches