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Abstract


 
 
 The paper focuses on the use of a Personal Response System (PRS) as a tool for engaging students during initial library induction sessions. The Personal Response system is an interactive tool that is appropriate for a wide range of learning and teaching activities. The PRS works by each student (or group of students) responding to questions or statements using a handset. A virtual library tour created by Kingston University library staff was developed interspersed with the use of the PRS. The paper explores the background to the development of this virtual tour and the use of the PRS in information literacy sessions prior to the introduction in the library induction sessions. It reflects on the advantages of using this technology and the benefits for both staff and students. 
 
 

Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

“…Generally engagement with 'study skills' learning is considered to be low (Burnett & Collins, 2007;Thompson et al, 2008;Verlander & Scutt, 2009;Wingate, 2006) despite the fact that this is an area in which most undergraduate students are likely to be lacking (Latham & Gross, 2013;McKeever, 2013). Librarians may be aware that new students do not have the information literacy skills necessary to successfully complete academic assignments, but it seems that many students themselves are not.…”

“…Increasing student numbers may be a factor in induction sessions moving to a lecture theatre format, from previously more interactive sessions. For example, Burnett & Collins (2007) describe how inductions at Kingston University took the form of a tour followed by a short worksheet, but this had become impractical due to increasing numbers of students. They also mentioned concerns over the effectiveness of the format, suggesting the worksheet element had become a passive activity.…”

“…They also mentioned concerns over the effectiveness of the format, suggesting the worksheet element had become a passive activity. Burnett and Collins' (2007) experience of using a personal response system was that it increased student engagement, although how this was measured is not explained. These accounts of attempts to increase student engagement suggest that librarians tend to measure engagement by whether the student is doing something, be it reading from a question card, holding up a coloured cube, or pressing a button on a handset.…”

“…Although there is much agreement among librarians that induction sessions, and information skills teaching more generally, should be engaging and relevant for students, there is less agreement about how this should be achieved. For example Carpmael et al (1992) designed a workbook to replace library tours which were thought to be too passive, whereas Burnett & Collins (2007) report replacing a 'passive' worksheet with using personal response systems in a lecture theatre setting. Many authors report success with alternative models, but it is not always possible to determine whether the key success factor was the method used (personal response system, worksheet etc.…”

Self- and Cohort-directed Design in Research Training Tutorials for Undergraduate Researchers: Increasing Ownership and Relevance to Improve Learning Outcomes

“…The idea behind the technology is usually instantly recognizable from popular culture, and provides novelty in the classroom without too steep a learning curve. Accounts from other classrooms found that before learning has even started, a PRS provides an excellent icebreaker for the session, as educators can begin informal dialogue with students before the session begins by handing out and answering questions about the response devices 18 . Library educators have always found challenging the task of fostering participation in a one-off session with no defined and summative assessment, and struggled with the image barrier of the library educational session as "dry" and "a chore" 19 .…”