The value and impact of cross professional collaborations in developing student information and academic literacy skills at Sheffield Hallam University, UK.

The paper is jointly written by an academic and librarian and discusses the value and impact of two examples of cross professional collaboration at Sheffield Hallam University. The collaborations addressed information and academic literacy skills development of 640 students across four years and involved a librarian, an academic, an academic skills tutor and an e-learning expert. The paper includes analysis on the value and impact of cross-professional collaborations in developing student information literacy (IL) and academic literacy skills. It concludes with discussion of lessons learned and best practice recommendations.

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Engaging international students in academic and information literacy

New Library World ◽

10.1108/nlw-07-2014-0088 ◽

2015 ◽

Vol 116 (5/6) ◽

pp. 277-288 ◽

Cited By ~ 8

Author(s):

Alison Lahlafi ◽

Diane Rushton

Keyword(s):

International Students ◽

International Student ◽

Academic Literacy ◽

Academic Skills ◽

Literacy Skills ◽

Skills Development ◽

Teaching Techniques ◽

Content Type ◽

Learning And Teaching ◽

Second Year

Purpose – The purpose of this paper is to discuss a collaborative initiative between a module leader, librarian and academic skills tutor to support information and academic literacy skills development of a group of international students from a partner college in Malaysia during their three-month study visit to Sheffield Hallam University. Design/methodology/approach – The paper explores the transferability of active learning and teaching techniques used with second-year home students to a cohort of final-year international students. It discusses the development, implementation and assessment of learning workshop activities and the use of mobile phones in the classroom to enhance student engagement. Findings – The embedded active learning and teaching techniques used with second-year home students transferred well to the international student cohort. At the end of the module, international student feedback and reference list analysis suggests that the embedding of both information and academic literacy skills within modules does support student development of these skills. Mobile technology proved both enjoyable and engaging for the students. Originality/value – The paper’s findings are transferable to other international student cohorts in UK higher education libraries and suggest ways of engaging students in information and academic skills workshops and supporting their skills development to achieve academic success.

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Developing national best practice recommendations for harm reduction programmes: Lessons learned from a community-based project

International Journal of Drug Policy ◽

10.1016/j.drugpo.2016.11.008 ◽

2017 ◽

Vol 41 ◽

pp. 14-18 ◽

Cited By ~ 1

Author(s):

Tara Marie Watson ◽

Carol Strike ◽

Laurel Challacombe ◽

Geoff Demel ◽

Diana Heywood ◽

...

Keyword(s):

Harm Reduction ◽

Best Practice ◽

Lessons Learned ◽

Community Based ◽

Practice Recommendations

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Step Up to Masters

Journal of Information Literacy ◽

10.11645/15.3.3095 ◽

2021 ◽

Vol 15 (3) ◽

pp. 100

Author(s):

Daniel John Pullinger ◽

Jiani Liu

Keyword(s):

Academic Literacy ◽

Literacy Skills ◽

Individual Development ◽

Skills Development ◽

Postgraduate Students ◽

Online Resource ◽

Research Findings ◽

Key Topics ◽

Learning Development ◽

The University

The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team’s own research findings on PGT students’ academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic.

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Embedding Academic Literacy Skills: Towards a Best Practice Model

Journal of University Teaching and Learning Practice ◽

10.53761/1.11.3.8 ◽

2014 ◽

Vol 11 (3) ◽

pp. 94-114

Author(s):

Robyn McWilliams ◽

◽

Quentin Allan ◽

Keyword(s):

New Zealand ◽

Large Scale ◽

Best Practice ◽

Academic Staff ◽

Academic Literacy ◽

Interdisciplinary Studies ◽

Literacy Skills ◽

Health Science ◽

Generic Model ◽

Practice Model

Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery often has an effective role to play; however, there are strong pedagogical arguments for adopting an embedded approach wherever possible. The practice of embedding literacy interventions within subject papers is time-consuming and often logistically challenging; therefore, in order to help learning advisors, their managers and academic staff in faculties to consider the issues, options and constraints in a systematic manner, this paper proposes a best-practice model drawing from over two decades of literature and the authors’ practical experience over the same period in New Zealand and overseas. In order to elucidate the model, the paper critiques an embedded academic literacy skills programme facilitated by an interdisciplinary studies unit at Auckland University of Technology (AUT), New Zealand. The programme is embedded in a core paper entitled Knowledge, Enquiry and Communication (KEC) which is a prerequisite for entry into all of the Health Science programmes. As well as describing key features which have contributed to the success of the programme, the authors identify several key factors which need to be taken into account when considering embedded academic literacy initiatives

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Støttetenester for forskingsdatahandtering på UiT Noregs arktiske universitet – erfaringar og forslag til beste praksis

Nordic Journal of Information Literacy in Higher Education ◽

10.15845/noril.v10i1.283 ◽

2018 ◽

Vol 10 (1) ◽

pp. 65-80 ◽

Cited By ~ 1

Author(s):

Philipp Conzett ◽

Lene Østvand

Keyword(s):

Support Services ◽

Best Practice ◽

Division Of Labour ◽

Research Data ◽

The Arctic ◽

Skills Development ◽

Research Data Management ◽

Practice Recommendations ◽

Areas Of Interest ◽

Technical Solutions

This article describes how support services for research data management have been developed and are run at UiT The Arctic University of Norway (UiT). We go through several areas of interest: technical solutions, researcher involvement, division of labour between different units at our institution as well as co-operation with national and international stakeholders, data curation, skills development, training and curriculum development, dissemination, and policy making. Each section concludes with a set of best practice recommendations.

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Programmable electronic mining systems: best practice recommendations (in nine parts) part 2: 2.1. System safety.

10.26616/nioshpub2001137 ◽

2001 ◽

Keyword(s):

Best Practice ◽

System Safety ◽

Practice Recommendations

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Formulating best practice recommendations for prepaid electricity meter deployment in Soweto, South Africa – Capitalising on the developed‐world's experiences

Journal of Public Affairs ◽

10.1002/pa.2646 ◽

2021 ◽

Author(s):

Njabulo Kambule ◽

Kowiyou Yessoufou ◽

Nnamdi Nwulu

Keyword(s):

South Africa ◽

Best Practice ◽

Practice Recommendations

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Illuminating the decision-making strategies of anesthesia providers in challenging cases

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181320641149 ◽

2020 ◽

Vol 64 (1) ◽

pp. 653-657

Author(s):

Joshua Biro ◽

David M. Neyens ◽

Candace Jaruzel ◽

Catherine D. Tobin ◽

Myrtede Alfred ◽

...

Keyword(s):

Decision Making ◽

Work Environment ◽

Medication Errors ◽

Information Seeking ◽

Best Practice ◽

Practice Recommendations ◽

Medication Delivery ◽

Anesthesia Providers ◽

Healthcare Work ◽

Realistic View

Medication errors and error-related scenarios in anesthesia remain an important area of research. Interventions and best practice recommendations in anesthesia are often based in the work-as-imagined healthcare system, remaining under-used due to a range of unforeseen complexities in healthcare work-as- done. In order to design adaptable anesthesia medication delivery systems, a better understanding of clinical cognition within the context of anesthesia work is needed. Fourteen interviews probing anesthesia providers’ decision making were performed. The results revealed three overarching themes: (1) anesthesia providers find cases challenging when they have incomplete information, (2) decision-making begins with information seeking, and (3) attributes such as expertise, experience, and work environment influence anesthesia providers’ information seeking and synthesis of tasks. These themes and the context within this data help create a more realistic view of work-as-done and generate insights into what potential medication error reducing interventions should look to avoid and what they could help facilitate.

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