Library and Skills Centre Teachmeet 2024

Oli Johnson and Matthew Martin (Academic Skills Advisers)

University of Sheffield

The rapid development of Generative AI (Gen AI) tools has raised the stakes for critical thinking as an academic skill. With unlimited access to potentially valuable but generic and sometimes dubious information, it is more important than ever before for students to be able to evaluate, organise and communicate that information using an authentic academic voice. This session will focus on the positive potential of Gen AI as a tool to develop critical thinking skills. How can students be supported to use Gen AI thoughtfully and ethically within their academic work? How can Gen AI be used to open up new perspectives, to challenge established thinking and to act as a critical friend? The session will introduce a range of examples to open up discussion of its applications.

Oli Johnson is an Academic Skills Adviser at 301 Academic Skills Centre at the University of Sheffield. He works on a range of study skills-related initiatives including Peer Assisted Learning, a study skills workshop and 1:1 programme and our suite of online resources. He is also a Senior Fellow of the Higher Education Academy and teaches on the Postgraduate Certificate in Learning and Teaching.

Matthew Martin is Academic Skills Manager at The University of Sheffield’s 301 Academic Skills Centre. He provides leadership and coordination of 301’s work in the areas of study skills, maths and statistics, peer learning and undergraduate research, with a particular focus on ensuring close collaboration with colleagues from across professional services, academic departments and the Students’ Union to ensure a holistic and joined up skills offer across the institution.

Julie Burrell, Rachel Donlon, and Sarah Webb (Academic Liaison Librarians)

Manchester Metropolitan University

This presentation will explore on the development of an online Media and Misinformation self-study course, covering the following areas: how librarians at MMU previously approached the topic of misinformation; the motivations behind choosing to adapt this approach; the aims, format, and content of the course itself; current engagement with the course; and plans for future developments.

Julie Burrell is an Academic Liaison Librarian at Manchester Metropolitan University, where she provides support for the People and Performance and Operations, Technology, Events and Hospitality Management departments within the University’s Business School. She is a fellow of Advanced HE and regularly provides information literacy training via both embedded teaching sessions, and 1-2-1 appointments. Julie has been involved with the Library’s Fake News and media literacy offering for several years and is keen to continue adapting and developing their response to the ongoing challenges that misinformation presents.

Rachel Donlon is an Academic Liaison Librarian at Manchester Metropolitan University. Beginning her career in public library roles, she now works primarily with the Health and Education faculty at the University, providing support to academics and students.  A Fellow of Advanced HE, Rachel regularly teaches information literacy, provides 1-2-1 support, and has a keen interest in media literacy promotion.

Sarah Webb FHEA is an Academic Liaison Librarian at Manchester Metropolitan University supporting the Manchester Fashion Institute, School of Theatre, Politics and Philosophy. She provides embedded teaching and 1-2-1 support. In 2018, Sarah co-created the library’s original Fake News workshop and has been responding to and tracking the changes and developments within media literacy since that date. 

Nabiha Asam (Student Skills Partner), Chloe Bolsover (Learning and Teaching Librarian), and Jayne Evans (Skills Manager)

Sheffield Hallam University

Student Partner research at Sheffield Hallam University Library reported low confidence in understanding critical thinking, particularly amongst undergraduate students in STEM and health-related courses.  Library staff and students have worked together to develop and curate a learning pathway through existing and newly developed resources using the LinkedIn Learning Pathway tool.  On completion of the pathway students will receive certification to upload to their professional LinkedIn account.  This presentation will demonstrate the draft pathway alongside showcasing staff & student collaboration.

Nabiha Asam is a second-year aerospace engineering student at Sheffield Hallam University. As a Student Skills Partner at the Library’s Skills Centre, Nabiha has this year collaborated on the co-production of specialised study resources for the Skills Partners STEM Project. More recently Nabiha has co-designed a learning pathway for Critical Thinking. She is the recipient of a Women in Engineering scholarship and will graduate from the Royal Academy of Engineering’s Graduate Engineering Engagement Programme. Nabiha is looking forward to shortly beginning her placement at MBDA as an Aerodynamic Engineer where she will apply her knowledge to real-world challenges, shaping the future of sustainable aviation and inspiring future generations.

Chloe Bolsover is a Learning and Teaching Librarian at Sheffield Hallam University.  As part of her role, Chloe develops and delivers training for information literacy, referencing and using reference management systems. Chloe was involved in a project to create a learning resource called How to Search, which aims to help students at the start of their research. She is now developing content for a new learning pathway on LinkedIn Learning which focuses on critical thinking. 

Jayne Evans is an Academic Skills Manager in the Library’s Skills Centre at Sheffield Hallam University. Her professional background is in developing and delivering innovative student-led activities, and has a particular interest in working in partnership with students to ensure that all are able to thrive in higher education.  She is keen to uphold the principles of meaningful co-creation, co-design and co-production in her work with students.

Laura Williams (Subject Librarian)

University of Huddersfield

At the University of Huddersfield, we are exploring ideas about how to address the potential impact of PhD influencers and content creators. Social media platforms such as TikTok, Instagram and X are increasingly being used to share advice about PhD research. PhD students and early career researchers taking on a knowledge influencer role on social media platforms, sharing advice about literature searching, reference management and AI tools. This presentation will discuss ways to introduce critical reflection on information in for PGRs in a world where social media makes it easy to access community knowledge. How can teaching ensure research students are able to think critically about information in a rapidly changing landscape of tools? This presentation will cover how our traditional library content can still be delivered whilst addressing the need to encourage reflection and debate about new emerging technologies and raises awareness of influencer culture on academia.

Laura Williams: Laura is a Subject Librarian at the University of Huddersfield, responsible for architecture, design and fashion subject areas. She is interested in researcher training, user experience research, visual literacy and using creative teaching methods. Laura is also a part-time PhD student at the University of Sheffield Information School, researching information behaviour on social media focusing on sport and fitness contexts.

Michelle Schneider (Library Learning Advisor)

University of Leeds

Library staff at Leeds have been working with students to develop and participate in evidence-based debates to enhance their critical thinking skills. This presentation will share the experience of trialling this approach in the School of Education and through an open workshop programme. This approach aims to help students consider different perspectives, recognise how the same evidence can be used to develop different perspectives, and understand the importance of counter arguments.

Michelle Schneider - I work as a learning advisor at the University of Leeds. My role involves collaborating with academics in the Faculty of Arts, Humanities and Cultures to position students’ academic skills and literacies development as an integral part of the curriculum. I also teach on several modules, working directly with students.  In addition, as part of our Skills@Library co-curricular offer, I provide 1 to 1s, design and deliver workshops and contribute to online resources. I am the strategic co-lead for our Workshop Programme.