Library and Learning Services
Permanent URI for this community
For many years library staff at all DMU libraries have been involved in research and discussion on professional issues. A selection of material is included herewith.
Browse
Browsing Library and Learning Services by Issue Date
Now showing 1 - 20 of 44
Results Per Page
Sort Options
Item Open Access Start with the learner(CILIP, 2005-01) Webb, Jo; Powis, ChrisTeaching information literacy is about empowering users, not following a sterile curriculum. To be effective, we need to provide a mixture of teaching and learning activities to accommodate diversity.Item Open Access Implementing the virtual library: the ELINOR project at De Montfort University(2005-05-24) Arnold, KathrynThe ELINOR (Electronic Library and INformation Online Retrieval) project to develop a digitized collection of undergraduate texts and other learning materials has been operating at De Montfort University since March 1992. This paper provides an overview of the project in both its pilot stage and during the scaling-up phase which will end in May 1996. The paper describes the background to the project, the main features of the technology in use, the user interface, and user reactions. Also outlined are some of the issues arising from negotiations with publishers. We detail the results of the pilot and the way in which these have influenced the strategy for scaling up, and conclude by considering the challenges remaining if the research project is to be translated into the operational activity of the library service.Item Open Access CORSALL: collaboration in research support by academic libraries in Leicestershire: final report(2006-01-25) Bloor, IanNo abstract providedItem Open Access Using a developmental approach to enhance students' learning: A model of learning support for both traditional and non-traditional learners.(2006-06) Bloy, Sue; Buckingham, Louise; Pillai, MaryA traditional deficit approach to supporting learning, that is reactive, remedial and specialist, is costly, and limited in its impact. (Cottrell, 2001; Wolfendale, 1996; Peelo and Wareham, 2002;Tinto, 1997). The result of depending on such an approach is that many students who wouldbenefit from support for their learning, but who don't actually fail, may not find help until late in their studies or, never find it at all. Typically, if these students survive on their course, they do so by resorting to safe surface approaches to learning and consequently never reach their highest potential. A developmental model of learning support however: (i)acknowledges that it is not helpful to categorise students as 'vulnerable' or 'at risk' or 'failing' but that most students (maybe all students) need support for their learning at some point during their studies, (ii) encourages students to be pro-active, to make decisions about their own study strategies prior to embarking on assignment work rather than simply making reactive responses to grades and assignment feedback, (iii) recognises that many students are unsure about the appropriateness of helpseeking, and (iv) involves collaboration between faculty staff (both academic and support) and central teams to provide contextualised support. In view of the rich diversity of students currently in higher education, it is important to ensure that the potential of all students is acknowledged and developed. This presentation will outline a learning development approach to supporting learning, which operates successfully across different subject areas and levels and modes of study. Key elements of this model are (i) a self-assessment exercise undertaken at induction by over 15,000 students over the last 7 years, (ii) diverse gateways to support including embedded bespoke support for study (contextualised course-based provision) and centrally provided generic study skills, (iii) practical learning materials that are accessible to all students and are used at both undergraduate and postgraduate levels. Each of the key elements has an intrinsic value but there is added value in overtly acknowledging their inter-relationships and positioning them in the curriculum in a timely and relevant manner.Item Metadata only The Impact of the Read/Write Web on Learner Agency(2008) Hall, RichardThis article scopes some of the key political elements in the higher educational use of the read/write web, or Web2.0 as it is commonly known. It investigates ways in which these tools can be used to enhance deliberative democracy, the associations between individuals and their capability for decision-making. The structuring of spaces in which individual users can come together to make decisions and act is a critical theme, and one which impacts upon the agency, access and participation, and associations that are afforded by those contexts. Where differences exist between students and/or their tutor(s), the read/write web affords tools for representing such variation. Herewith the voices of both learners and tutors are evaluated, in order to argue that the read/write web can be used positively to acknowledge difference and promote agency.Item Metadata only Towards a fusion of formal and informal learning environments: the impact of the Read/Write Web(2009) Hall, RichardThe read/write web, or Web 2.0, offers ways for users to personalise their online existence, and to develop their own critical identities though their control of a range of tools. Exerting control enables those users to forge new contexts, profiles and content through which to represent themselves, based upon the user-centred, participative, social networking affordances of specific technologies. In turn these technologies enable learners to integrate their own contexts, profiles and content, in order to develop informal associations or communities of inquiry. Within educational contexts these tools enable spaces for learners to extend their own formal learning into more informal places though the fusion of web-based tools into a task-oriented personal learning environment. Where students are empowered to make decisions about the tools that support their personal approaches to learning, they are able develop further control over their learning experiences and move towards their own subject-based mastery. Critically, they are able to define with whom to share their personal approaches, and how they can best connect the informal learning that occurs across their life to their formal, academic work. The personal definition or fusion of tools and tasks is afforded through individual control over the learning environment. The flowering of personal learning aims, mediated by technologies and rules of engagement, occurs within task-specific loops where learners can interpret and process epistemological signals. In turn, where those loops are located within broader, personalised environments students can make contextual sense of their learning and extend their own educational opportunities. Moreover, they can extend their own academic decision-making through application in other contexts, and as a result manage their own academic uncertainties. This is evidenced through a thematic study of the voices of both learners and tutors, which highlights how the read/write web can be used proactively by educators, using specific tasks to enable learners to fuse their informal and formal learning spaces, and thereby enhance their decision-making confidence. The structuring of learning spaces that enable users and social networks to manage their educational processes is enhanced by read/write web approaches and tools, and in this paper is defined through a Fused Learner Integration model.Item Metadata only Emerging technologies as change agent within and across organisational cultures.(Inderscience, 2010) Conboy, H.; Brine, Alan; Clarke, J.E-learning policy and project implementation can be said to act as a driver of change in educational institutions, but institutions can change in markedly different ways. This paper reports on recent qualitative research focused on the implementation of Web2.0 approaches within a UK university. It argues that the embedded use of Web2.0 relies on the changing of working practices and people's mindsets. We suggest that implementation may be problematic, resulting in change being more readily accepted by some groups and/or cultures than others. The way in which the Web2.0 concept is socially constructed in everyday discourses, events and learning communities is explored. The informal and participatory nature of these approaches, which may initiate the seeping of informal practices into otherwise more formal educational environments, can frame emerging technologies as 'disruptive'.Item Metadata only Scoping the pedagogic relationship between self-efficacy and Web 2.0 technologies.(Routledge, 2010) Hall, Richard; Hall, MelanieItem Metadata only Locating learning development in a University Library: Promoting effective academic help seeking.(Taylor and Francis, 2010) Pillai, MaryItem Metadata only The information needs of UK historic houses: mapping the ground.(Emerald, 2010-01) Brine, Alan; Feather, JohnPurpose: The purpose of this paper is to concentrate on establishments that are known as the "built heritage", often described as "historic houses". Many operate in a similar vein to small businesses and often have a more diverse range of needs. In the UK historic houses form part of the tourism and leisure market. Heritage encompasses a wide variety of establishments including historic houses, historic gardens, heritage centres, town centres, countryside and museums. Design/methodology/approach: A model was developed for the study to show the information needs of historic houses and the information-seeking behaviour of those managing historic houses. Data have been collected both via questionnaires to and interviews of those managing properties. The collection of data focused on diversity of activities, information provision, use of information, developments (including technology) and collaboration. Findings: The conclusions discuss the management of information and the difficulties expressed for those managing historic houses as discovered during the research. Properties need to be able to make effective use of this to protect the heritage for future generations. Building on the empirical work recommendations are made on policy making, education, audits, co-operation and technology to improve the provision and management of information within the sector to support these establishments. Originality/value: The research represents the first study to investigate the existing situation of historic houses and their information needs in the UK, to try and provide an overview of the sector and information provision and how that might be improved.Item Metadata only Web 2.0 and Libraries: Impacts, Technologies and Trends(Chandos, 2010-04-28) Parkes, David; Walton, GeoffIn a world where computing power, ubiquity and connectivity create powerful new ways to facilitate learning, this book examines how librarians and information professionals can utilize emerging technologies to expand service and resource delivery. With contributions from leading professionals, including lecturers, librarians and e-learning technologists, this bookl explores strategic approaches for effectively implementing, living with, and managing revolutionary technological change in libraries.Item Metadata only Revealing the transformatory moment of learning technology: The place of critical social theory(Association for Learning Technology, 2011) Hall, RichardItem Metadata only Towards a resilient strategy for technology-enhanced learning.(Emerald, 2011) Hall, RichardItem Metadata only Questioning technology in the development of a resilient higher education.(Symposium Journals, 2011) Hall, Richard; Winn, J.Item Open Access Item Open Access EXPLORER Project Plan(2011-02) Lunt, ElizabethProject Plan for the JISC funded EXPLORER project to enhance and embed DORA within DMU systems and processesItem Open Access Minutes of EXPLORER Board Meeting April 2011(2011-04) Lunt, ElizabethMinutes from the EXPLORER board meeting April 2011. Includes update on the projectItem Open Access Summary of the DORA Survey 2011(2011-05) Lunt, Elizabeth; Cope, AlanSummary of the results of the DORA survey 2011. 81 researchers responded and their answers and comments are summarised.Item Open Access EXPLORER project.(ALISS, 2011-10) Lunt, ElizabethItem Metadata only Context and learning: The value and limits of library-based information literacy teaching.(Health Libraries Group, 2012) Eyre, Jason; Spring, H.
- «
- 1 (current)
- 2
- 3
- »