Targeting, Tailoring, Timing - How the smaller regional Victorian TAFEs are changing to meet the need of HE students studying in their regions together.

Abstract

INTRODUCTION The Dual Sector Partnership (DSP) Project was set up to deliver HE programs to regional students through their own local TAFE Institutes. The model of blended delivery allowed the students to study online but keep a local connection with lecturers and support staff based at their home institutes. Many students articulated into the degree programs from TAFE diplomas. The transition from a vocational environment into a HE environment presented challenges for these students. They were time poor, often in middle to senior management roles, working full time and managing families. Significant barriers existed in their relative isolation from direct assistance by studying online and lack of underlying academic literacies required for HE study. Students had access to both UB library resources online, but also their local TAFE libraries for support. In this way we reflected the “blended delivery” concept in library support. METHODS Project funds provided a local library collection- building program and an Information Librarian role (Jo Menzies). Jo works with the partners identify resources and practices that will help build capacity for the librarians, most of whom had previously not been required to deliver Information Literacy at the HE level. The libraries have devised and tested a number of strategies to better connect with these largely, online students. Strategies include the development of some very tailored and targeted sessions delivered outside normal library hours and requiring a very tight connection between teaching, library and learning skills staff. Other strategies include the development of an innovative and interactive tool to support referencing instruction, (one of the biggest issues for this cohort of students), active presence in student Moodle shells so students can interact with the library in their study space, development of student-generated sessions where students request specific session topics, and a preferred time to meet with their support librarian. RESULTS Strategies have had varying degrees of success. Student feedback has been positive, but major issues are making contact with this cohort and finding the right time.. Online resources are available but their skills with technology often prevent them from accessing such resources without support and instruction on effective use. One of the important results from this project to date is that delivery of Information Literacy for this cohort is all about Targeting, Tailoring and Timing (the 3 T’s). CONCLUSIONS We have a way to go, but we have clear goals to work towards, including the development of strong local connections between the library, teaching and study support staff. For this mature age group support works best when online is complimented by face to face support. RELEVANCE For the smaller regional TAFEs having to provide Information Literacy to HE students is a new thing, but not only are they HE, this cohort is mature age, not based on campus and come into the program with significant gaps in their academic literacies and technological skills. As a result each TAFE Institute library has responded locally in customising their delivery to suit the DSP cohort