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Developing Digital Literacy in EndNote: Train the Trainer Pilot Jamie Finch Information Advisor, Cardiff Metropolitan University.

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Presentation on theme: "Developing Digital Literacy in EndNote: Train the Trainer Pilot Jamie Finch Information Advisor, Cardiff Metropolitan University."— Presentation transcript:

1 Developing Digital Literacy in EndNote: Train the Trainer Pilot Jamie Finch Information Advisor, Cardiff Metropolitan University

2 What is EndNote? Bibliographic management software Powerful research tool for evidencing assignments Build full text library of references Organise & add research notes Use them in Word in any style Automate a manual process – never lose a reference again

3 What does EndNote look like? EndNote Desktop SoftwareEndNote iPad App

4 EndNote & Digital Literacy In context of growing digital collections / web technologies, these tools are out there Staff & students place importance on learning them (Kharbach, 2014) Teach EndNote but also teach the process – IN, SORT, OUT Growing Web 2.0 functionality – reference sharing & collaboration e.g. virtual reading groups Other benefits: avoid plagiarism, aid to reference construction, information management (Curtis, 2010)

5 Rationale for Change Lead trainer but only part time Need to empower others to meet future demand Fits with my performance aims & Cardiff Met’s strategy to improve research output quality Students received training but few gone on to use EndNote No feedback or assessment in existing training

6 EndNote Train the Trainer Aims Devise a robust & tested EndNote Train the Trainer Programme Teach EndNote in a way that students would remember & use Explore how to get feedback from students & give it back to them Empower others to support researchers with EndNote Improve how students manage references by using EndNote _________________________________ Explore how software & EndNote is taught? What is most useful about EndNote that will drive student learning of it? _________________________________ To ‘hard wire’ a method of feedback, assessment & evaluation To continuously improve both workshop content & teaching method

7 3 Phases of Pilot PHASE 1 – September Build core knowledge would-be trainers PHASE 2 – November Formative assessment EndNote library & discuss specific issues PHASE 3 - January Peer observation of new trainers running own workshops Practice Month

8 The Muddiest Point Classroom Assessment Technique (CAT) used at end of each phase Developed by Mosteller (1989) for stats course Good fit for EndNote sessions: unobtrusive, quick, simple method Students given 5 minutes to jot on post it notes ‘muddy’ or unclear points

9 Phase 1 – Build Knowledge Training needs analysis: IT and referencing competency, emotions & wish list Design presentation & frame learning outcomes EndNote training workshop to build core knowledge Muddy points: Judith & Julie wanted to practice Followed by ‘practice month’

10 Phase 2 – Assess ‘Practice Month’ Formative assessment of their EndNote libraries Discuss how delegates would adapt my slides “I have brought my wellies to get knee-deep in muddy points” (Julie) “You only find out muddy points when you try the software and your memory needs to function” (Judith) Explore concerns about their new trainer roles “How do you get to Carnegie Hall? Practice, practice, practice!” (Jack Benny?)

11 Phase 3 – Teaching & Peer Observation Friendly & informal joint session by Judith & Julie for two other staff Peer observation of Judith & Julie by me Nicol’s 7 principles of effective feedback used Muddy points: practice (Tim) & PDFs (Philip) Slides acted as aide- memoire New trainers: Judith & Julie Peer observation & support: Me New ‘students’: Philip & Tim

12 Reflections Pilot proven to be robust model of training future EndNote trainers Phased nature was its greatest strength Slides memorable & facilitated student learning Practice is key to learning Feedback hard-wired into sessions: get to know learners & develop sessions Muddiest Point Technique a good fit, but a bit negative

13 The Future Pilot first step in longer process of improving EndNote training Roll out in Learning Centres Judith & Julie sharing their knowledge Academics keen to incorporate EndNote in student inductions, PDP Modules, staff training, etc. Questions?

14 Bibliography 1.Angelo, T. A. and Cross, K. P. (1993) Classroom assessment techniques : a handbook for college teachers. The Jossey-Bass Higher and Adult Education Series 2nd ed. edn. San Francisco: Jossey-Bass Publishers. 2.Biggs, J. B. and Tang, C. S.-k. (2011) Teaching for quality learning at university : what the student does. 4th ed. edn. Maidenhead: McGraw- Hill/Society for Research into Higher Education/Open University Press. 3.Curtis, H. 2010. Reference Management and Digital Literacy [Online]. Wolverhampton: University of Wolverhampton. Available: [Accessed 31/05 2014]. 4.Dreyfus, S. E. and Dreyfus, H. L. (1980) A five-stage model of the mental activities involved in directed skill acquisition, Berkeley, CA: DTIC Document. Available at: (Accessed: 15/09/2013). 5.Gosling, D. and Moon, J. (2002) How to use learning outcomes and assessment criteria London: Southern England Consortium for Credit Accumulation and Transfer. Available at: files/Learning%20Outcomes%20&%20Assessment%20Criteria.pdf (Accessed: 12/03/2014). files/Learning%20Outcomes%20&%20Assessment%20Criteria.pdf 6.Harrison, M., Summerton, S. & Peters, K. 2005. EndNote training for academic staff and students: The experience of Manchester Metropolitan University Library. New Review of Academic Librarianship, 11, pp.31-40. 7.Kharbach, M. 2011-14. 10 great tools for academic research you should know about [Online]. Canada: Educational Technology and Mobile Learning. Available: [Accessed 04/06 2014]. 8.Kolb, D. A. (1984) Experiential learning : experience as the source of learning and development. Englewood Cliffs ; London: Prentice-Hall. 9.Kolb, A. Y. and Kolb, D., A. (2005) 'Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education', Academy of Management Learning & Education, 4(2), pp. 193. 10.Mosteller, F. (1989) The "Muddiest Point in the Lecture“ as a Feedback Device: Derek Bok Center for Teaching and Learning, Harvard University. Available at: (Accessed: 13/10 2013). 11.Nicol, D. J. and Macfarlane ‐ Dick, D. (2006) 'Formative assessment and self ‐ regulated learning: A model and seven principles of good feedback practice', Studies in higher education, 31(2), pp. 199-218. 12.Nicol, D. (2010) 'From monologue to dialogue: improving written feedback processes in mass higher education', Assessment & Evaluation in Higher Education, 35(5), pp. 501-517.

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