Learning by Doing – Reactivating the Learning Support Programme at WIT Libraries

Main Article Content

Nora Hegarty Alan Carbery Tina Hurley

Abstract

The purpose of this paper is to describe the process involved in re-designing Waterford Institute of Technology (WIT) Libraries’ information literacy programme for first year students. It is written by some of the members of the library learning support team, who deliver the programme. It describes the steps involved in the programme’s development and design, discusses the pedagogical principles that influenced the initiative, and summarises the evaluations we have undertaken to date.

These evaluations have yielded positive informal and formal feedback from the students and lecturers who participated in the programme. The value of a pedagogically sound, active learning approach to information literacy training is highlighted throughout the results.

By providing constructive solutions for incorporating active learning into library user education programmes, this paper is expected to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. It is likely to be of particular interest to librarians involved in information literacy education.

Article Details

How to Cite
HEGARTY, Nora; CARBERY, Alan; HURLEY, Tina. Learning by Doing – Reactivating the Learning Support Programme at WIT Libraries. Journal of Information Literacy, [S.l.], v. 3, n. 2, p. 73-90, dec. 2009. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V3-I2-2009-6>. Date accessed: 25 may 2019. doi: https://doi.org/10.11645/3.2.227.
Keywords
information literacy; active learning; learning support; user education; pedagogy; academic libraries; undergraduates
Section
Peer reviewed articles from LILAC