• Catalogue shopping: the power of the OPAC

      Ordidge, Irene; Edwards, Ann; McNutt, Vince; Oddy, Elizabeth; Thomas, Curwen (University of Wolverhampton, 2003)
    • Developing the information skills agenda

      Ordidge, Irene (University of Wolverhampton, 2001)
      Technological advances by the database creators of the late 60’s and early 70’s enabled the ‘information explosion’ to be managed and accessed. Information professionals developed specialist skills to explore these bibliographic resources on-line. A decade later, as attitudes changed and resources became more accessible, a parallel agenda of user education programmes was being developed by librarians. The information skills agenda took shape across schools, colleges and Higher Education institutions and a skills hand-over began. The curriculum focussed on access to print resources initially to support the shift to resource-based and flexible learning initiatives. The rapid developments in desktop information technology in the late 80’s and 90’s brought the two developments closer together. It enabled information professionals, already supporting the development of user information skills, to include access to bibliographic databases and electronic resources on CD-ROM and on-line.
    • Dyslexic learners and learning centre provision - could do better?

      Pritchard, Oliver (University of Wolverhampton, 2002)
      Learning Centre staff at the University of Wolverhampton generally have good awareness of disability issues and try to ensure services and facilities are accessible to a wide range of users. However, little work had been done directly with users to explore their views of our services and the problems they might face when using them. The research targeted dyslexic learners as the University has a relatively large population of students with this disability. In addition many of our services rely on an ability to cope with printed and electronic information and these might pose particular problems for users with dyslexia. The services might include apparently simple elements such as guides to particular Learning Centres through to more complex examples including the subject web pages and information skills workshops.
    • Embedding information skills on student learning: providing the models

      Bastable, Wendy; Morris, Pamela (University of Wolverhampton, 2007)
      This Phase 3 (evaluation and embedding) project has been developed from a highly successful earlier project: Embedding information skills on student learning: making the difference (2006). The earlier project produced a programme of information literacy skills, based on SCONUL’s Seven Pillars of Wisdom, which was delivered to two modules of first year students from the School of Humanities, Languages and Social Sciences (HLSS) in bite-sized presentations at the end of their lectures. Importantly, it found that: “an effective Information Literacy programme delivered at the very beginning of Undergraduate life can contribute significantly to students’ ability to find, use and record information and increase their confidence regarding academic performance.” Bastable and Morris (2006). Valued by students, it clearly had a part to play in the learning experience of first year undergraduates and potentially in Schools’ retention and employability strategies. This was the impetus for a Phase 3 project which would test the information literacy programme on a more diverse range of students and subjects within HLSS and provide models which would encourage further take-up within the School and other Schools in the University. Other important outcomes from the previous project also needed to be carried forward and tested in a wider context: “We as librarians have been able to assess our approaches to the design and delivery of a structured Information Literacy programme. We have had the opportunity to work collaboratively as a team of librarians with academic staff and, crucial to the embedding process, earn important space on first semester, first year modules. We now know that the bite-sized sessions of information skills which are dove-tailed into existing lectures are a successful way to deliver the programme.” Bastable and Morris (2006). It was this combination of the following three features in Phase 2 which distinguished it from any other work being conducted in the field of information literacy: the partnership between academics and librarians, a structured information literacy programme and delivery in bite-sized sessions. So, it was these three crucial areas which would be put to the test in this current project by the delivery to an extended range of students.
    • Embedding information skills training on student learning: making a difference

      Bastable, Wendy; Morris, Pamela; Cook, Eleanor; Dutton, Gill; Pieterick, Jackie; Pieterick, Jackie; Taylor, Fiona (University of Wolverhampton, 2006)
      This embedding project builds on one that was delivered in 2001, headed by Oliver Pritchard, Dudley Learning Centre Manager, leading a research team with staff working from different Learning Centres in the University. In the 2001 project, sessions on information skills were run in three differing subject areas for second and third years and their impact on student learning was assessed using questionnaires and focus groups for students and in-depth interviews with academic staff. Findings were encouraging. Skills and experience gained within the sessions were taken on and applied within assignment work to good effect. Within this small study there is evidence of a progression in student awareness, confidence and skills and Information Skills sessions bring a longer-term, practical and tangible element to the learning experience and are a valuable part of helping students to become more effective learners.
    • Empowering Students through Learning Space Design

      Rhodes, Jonathan; Green, Mathew (JISC RSC, 2014-03)
    • Investigation into the student use of non-university owned computers.

      Dalziel, Colin; Oddy, Elizabeth; Bernardes, Jon (University of Wolverhampton, 2003)
    • Reading lists - how do you eat yours?

      Thompson, Lisa; Mahon, Claire; Thomas, Linda (University of Wolverhampton, 2004)
      Students at the University of Wolverhampton Business School (UWBS are given reading lists as part of their guides for each module. Learning Centre staff at Compton and Telford campuses use the reading lists as the basis for a large proportion of stock purchase decisions. However, there is little or no evidence to suggest how students utilise reading lists when selecting books. The purpose of the the project was to examine how students use reading lists to inform their information resource selections.
    • Using Facebook Pages to reach users: the experiences of University of Wolverhampton

      Alcock, Joanne (Association of Libraries and Information Professionals in the Social Sciences, 2009)
      This article shares the experiences of University of Wolverhampton's pilot project into the use of Facebook pages for academic libraries.
    • The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement

      Witton, Gemma (2016-05)
      Lecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and lecture theatres, scheduled recordings through integration with timetabling and automated distribution through virtual learning environments are swiftly becoming the norm. Capturing lectures has been shown to have a positive impact on student satisfaction, but numerous studies have shown little or no positive impact on student attainment as a result of capturing lectures. This article explores an alternative approach to the use of capture technologies in a pilot study at the University of Wolverhampton. The output of the pilot evaluation is a theoretical model recommending a shift in focus away from the conventional use of the technology for capturing lectures. It advocates a move toward the purposeful use of capture technologies to create content which adds value to student learning and increases engagement, which may ultimately lead to a positive impact on student attainment. The findings have implications for policy and practice around the use of capture technologies. Future work is described in the context of the project findings.
    • A Virtual "Hello" for the Harrison Learning Centre - A Web-Based Orientation Concept

      Hammerton, Matthew; Granger, Joss (University of Wolverhampton, 2005)
      Discusses a collaborative project involving academics, IT staff and Librarians to create a Web-Based 3D Virtual tour guide for the Harrison Learning Centre at the University of Wolverhampton.
    • What do they do with IT?

      Bunford, Natasha (University of Wolverhampton, 2004)
      Student utilisation of personal computers is very much on the national and international educational agenda. The Joint Information Systems Committee (JISC) has undertaken a three-year project to monitor the use of electronic information within Higher Education. The Pew Internet & American Life Project (Pew, 2001) has been looking at overall usage of the web by college students in the USA. The majority of today’s undergraduate students have grown up in a world where there have always been computers, the Internet, and mobile phones. The use of the Internet is, for many students, integrated into their daily communication habits. The University of Wolverhampton is investing heavily in I.T. and this project developed out of a need to have a better understanding of how students are using the computers within the Harrison Learning Centre. How many students actually activate their university accounts? Is the layout of the Harrison Learning Centre I.T. suite suitable for the ways it is used? How long do students sit at PCs on average? How are students utilising the Internet? When are peak usage times? The answers to these questions will help the Learning Centre to see where it needs to prioritise I.T. infrastructure and support.