We all recognise the problem of trying to deliver training at just the right moment when students ready to take it in and use it!
At the University of Helsinki they have their own ICT Driving Licence course:
Suggestion from Monica (Ms Norway) about camouflaging information literacy training by getting PhD students to deliver it. The message can be better received if delivered by someone the students consider their peer, or at least close to them in terms of age and experience.
When resources are tight, or structures changing, think about what you can *stop* doing.
Study circle cards (Kristina) – these lovely cards can be borrowed from enquiry desk:
Kristina’s presentation about study circle. The cards give an introduction and activities on a range of information literacy and study skills themes. Students can work through them by themselves or in a group. More info in Finnish. More info in English.
Problems with feedback are (a) students’ motivation to give it, and (b) [librarian] teachers’ willingness to receive it.
Solutions for (a): short MCQ form at end of session, give examples of what you’d like to hear in free-response section.
Solutions for (b): reduce sensitivity to criticism by doing it every session; not personal; constructive; good feedback is motivating.
Examples of feedback Qs (I liked emphasis on ‘apply in practice’ rather than enjoyment):