I’m at the UKCGE International Conference on Developments in Doctoral Education and Training in Edinburgh. I did a presentation (link to slides pdf) on the RILADS research so far:
What makes good practice in information literacy and digital scholarship training in UK HE and how can researchers influence this?
This presentation reports on-going research by Research Information Network / SCONUL into good practice digital literacy training interventions in UK Higher Education. Formal criteria have been used to investigate and frame identified examples, which are then related to Vitae’s Researcher Development Framework and SCONUL’s digital literacy lens. These examples are being disseminated to stakeholders in an attempt to encourage good practice in information and digital literacy training across the UK. Ascertaining the influence, benefits and success of the course or resource, and relating them to baselines and objectives, is crucial. It is therefore important to set out a range of criteria to help training practitioners and their institutions gather evidence to describe the effectiveness of the course or resource. The Impact Framework developed by Vitae’s Impact and Evaluation Group (IEG – formerly the Rugby Team) is an evaluation model which may help in this task, which focuses on quantitative and qualitative user feedback and how this has been taken into account by those responsible for the delivery of the resources. This model examines trends in terms of learner numbers, feedback in terms of the meeting of learning objectives, and quality of the course or resource, changes in learners knowledge, skills and competencies and improvements in attitudes, behaviour, performance and practice that may be attributable to the resource. The presentation discusses the extent to which these and other aspects of user feedback have been incorporated into the development of good practice resources and asks whether there are additional or alternative user-centred criteria which should be considered.