This document discusses the challenges of sustainably delivering information literacy components at University College Dublin (UCD). It outlines UCD Library's current successful approach of fully integrating information literacy into academic modules, but notes this comes at a high cost of resources. Suggestions for making delivery more sustainable going forward include developing online tutorials, utilizing flexible library staff teams, taking a program-level rather than module-level approach, and setting limits on the number of instruction sessions. The goal is to keep the library central to student learning while addressing staff fatigue issues.

1. Damned if we do and damned
if we don’t …
How to address sustainability in the delivery
of information literacy components in UCD
Lorna Dodd Valerie Kendlin
Liaison Librarian Deputy Head of Academic Services,
Human Sciences Business & Law,
University College Dublin, University College Dublin,
Belfield, Dublin 4, Belfield, Dublin 4,
Ireland Ireland
Lorna.dodd@ucd.ie Valerie.kendlin@ucd.ie

2. UCD Library Information Literacy map

3. Outline
• Current approach to information literacy
• Benefits and Challenges
• Suggestions for sustaining delivery into
the future

5. Current Approach
• Assessed module with specific assignment
 Sometimes graded by Library staff
• Library skills component mandatory
 Fully integrated into module
• Library coordination
 One member of T&LIS group manages all aspects
of library’s involvement
 Content delivered by wider T&LIS Group
 Each module supported by Library Assistant team

6. Current Approach

7. Examples
• Problem/Enquiry Based Learning
 1st year English & Spanish
 Library workshops integrated into ‘problems’
• 3rd year Economics
 Final Year project
 Focused workshops & assessed worksheets
 15%-30% of final grade
• Skills for the Humanities
 First years
 Introduction to library resources, using Internet
appropriately, using information ethically
 Assessed worksheets

8. Benefits

9. “Without close liaison with the library from the earliest stages, EBL in
English simply would not have happened, and our contact with library staff
has definitely improved the module design and delivery.”
Dr. Danielle Clarke, School of English, Drama & Film & former VP for Teaching
& Learning
“…the library’s involvement in the module facilitates the development of the
students as effective learners. The students can then face into further
and ongoing studies with confidence and commitment. “
Dr. Feargal Murphy, VP for Teaching & Learning
“Collaborating with UCD Library staff has enabled a blend of experience
and expertise which would have been otherwise impossible;…”
Dr. Claire McGuinness, School of Information & Library Studies
"Involving the librarian challenges us to ‘think outside the box’ rather than
being driven by content alone resulting in a more dynamic and creative
approach“
Ms. Alison Clancy, School of Nursing, Midwifery & Health Systems

10. We have Success!!!!
Information Literacy is embedded in modules
Academics understand the value of librarians and IL to
the student experience

11. But at what price…?
• Average of one extra module each year
• 89% T&LIS information skills delivered by 5 librarians
• Huge administrative work attached to each 50 minute class
• Leading and co-ordinating the work of group almost a full-
time job
• Staff fatigue

12. The more we
do the more is
asked of us…
…Have we
become victims
of our own
success?

13. Challenges

14. If this is unsustainable…..
Where do we go from here?

15. Just Quit?
But where
does that
leave us?

16. And how will
the academic
community view
our role?

17. How do we make it sustainable?
• Online Tutorial - VLE
 Little cost involved
 Plagiarism Tutorial in UCD VLE
 First launched 2008/09
 Technical Skills not required
 Useful for generic skills – which we still deliver
• Online Tutorial – Stand Alone
 Can be very expensive
 Technical expertise required
 May be better for meeting specific needs
• Good complimentary tool
 Blended approach

18. How do we make it sustainable?
• Flexible teams of staff – Library structure
 Currently Liaison Librarians ‘dedicated to specific
Schools
 Developing new strategic plan
 Utilising the whole team – e.g. experience and skills of
Library assistants
• Programme rather than module approach
 Complexity of organisation i.e. BA
 Look at overlap i.e. Business & Spanish
 Staggered delivery by year/level
 Intervention at point of need
• Maximum no of sessions agreed in advance
 Communication with Schools

19. The Future?...
The Library at the heart of
learning enterprise