Developing Digital Literacy in
EndNote: Train the Trainer Pilot
Jamie Finch
Information Advisor, Cardiff Metropolitan University
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
What does EndNote look like?
EndNote Desktop Software
•
EndNote iPad App
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)
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
EndNote Train the Trainer Aims
Empower others to support
researchers with EndNote
• Improve how students manage
references by using EndNote
_________________________________
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
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
Practice
Month
Formative
assessment
EndNote
library &
discuss
specific
issues
PHASE 3 - January
Build core
knowledge
would-be
trainers
PHASE 2 – November
PHASE 1 – September
3 Phases of Pilot
Peer
observation
of new
trainers
running
own
workshops
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
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’
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?)
Phase 3 – Teaching & Peer
New trainers:
Observation
Judith & Julie
• 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 aidememoire
New ‘students’:
Philip & Tim
Peer
observation &
support: Me
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
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?
Bibliography
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