Impact of EIS on information literacy skills: Focus group/interview questions for library staff
The following are suggestions of issues you might consider when analysing responses to each question.
- What role do you play in the delivery of EIS-related information skills?
Follow up question: Do you work with academic staff to do this?
How do library staff work together to deliver EIS-related information skills? Do some staff specialise in certain areas or is responsibility spread across a range of staff?
How do library staff see their role in the delivery of EIS-related information skills compared to that of academic staff? Is their scope for further co-operation in this area?
If you are also using the questionnaire for academic staff you might wish to compare the answers to those given to Question 4.
Corresponding statistics to collect:
Number of full-time equivalent library staff providing formal information skills training
- Have you received training to help you to deliver information skills? If so, please give details.
How well-equipped are library staff to deliver information skills? Is there a need for further training?
- Do you feel able to respond to the learning needs of individual students?
Follow up questions: a. Please give examples of particular successes.
b. Please give details of any difficulties you have experienced.
Do staff have confidence in their abilities to respond to students’ learning needs?
Is there a need for further training or other support to help staff further?
Are there any examples of good practice/successes that staff could be encouraged to share?
If you are also using the questionnaire for students you might wish to compare the answers to those given to Question 2.
- Do students display an understanding of the unique characteristics of EIS sources? Please give details of any difficulties you have noticed.
What is the staff perception of students’ understanding of the unique characteristics of EIS?
What difficulties do students face? How might these be dealt with?
If you are also using the questionnaire for students you might wish to compare the answers to those given to Question 3.
The coursework and observation checklists may provide further evidence.
The post-EIS task questions may provide further evidence.
- In your experience, are students able to articulate their information need and match this to EIS resources available? Please give details of any difficulties you have noticed.
How well are staff able to understand and interpret students’ information needs?
Do EIS resources provided match student needs?
If you are also using the questionnaire for students you might wish to compare the answers to those given to Question 2.
The coursework and observation checklists may provide further evidence.
The post-EIS task questions may provide further evidence.
- Are students able to extract information from EIS to match their information need? Please give details of any difficulties you have noticed.
What difficulties do students experience in the using EIS resources to locate information?
If you are also using the questionnaire for students you might wish to compare the answers to those given to Question 6.
If you are also using the questionnaire for academic staff you might wish to compare the answers to those given to Question 7.
The coursework and observation checklists may provide further evidence.
The post-EIS task questions may provide further evidence.
- In your experience, do students choose appropriate searching techniques when using EIS?
Follow up question: Are there any ways in which students’ search techniques might be improved?
Are students able to devise appropriate search strategies when using EIS?
What training/support needs can be identified in relation to students’ search techniques?
If you are also using the questionnaire for students you might wish to compare the answers to those given to Question 6.
The coursework and observation checklists may provide further evidence.
The post-EIS task questions may provide further evidence.
- In your experience, do students fully understand issues of currency, accuracy, relevance and comprehensiveness of EIS?
Follow up question: Are there any ways in which students’ understanding of these issues might be improved?
Do students appear to be aware of the issues of currency, accuracy, relevance and comprehensiveness in relation to EIS?
Do they understand the distinctive features of EIS in this respect?
Does this suggest any support or training needs?
If you are also using the questionnaire for students you might wish to compare the answers to those given to Questions 7 and 8.
The coursework and observation checklists may provide further evidence.
The post-EIS task questions may provide further evidence.