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Source: https://www.ncl.ac.uk/postgraduate/degrees/module/?code=HSS8002 Parent: https://www.ncl.ac.uk/postgraduate/degrees/7827f/

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• Offered for Year: 2026/27

• Module Leader(s): Mrs Louise Masson

• Co-Module Leader: Mrs Rob McEwen-Orr

• Owning School: School X

• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

This module aims to equip postgraduate students with the knowledge and skills to become efficient and effective information managers, saving time and stress, and ensuring they are able to make the most of the rich range of resources available from the University Library and beyond.\ \ It covers all aspects of information literacy, from the beginnings of the literature search, through to keeping research up-to-date and organising references.\ \ Whether you’re interested in archives or specialist information for your topic, we’ll help you chart a course through today’s highly complex, information world.

Outline Of Syllabus

The module uses a combination of face-to-face sessions and self-paced materials on Canvas. \ \ The core content and participatory activities lay the foundation for the module’s assignment.\ \ Core content includes: \ \ 1. Managing your information: exploring valuable information management tools \ 2. Your search question: formulating your search \ 3. Finding the right words and identifying information types \ 4. Finding information: search techniques (360 degree searching, keyword searching, controlled vocabularies, and advanced searching)\ 5. Finding information: academic sources (Google and AI, Library Search, interdisciplinary databases, SAGE Research Methods) \ 6. Beyond the Library and finding information elsewhere \ 7. Evaluate your findings and your search (finding diverse voices and materials, critical use of Artificial Intelligence tools and information)\ \ We will also ask you to spend time exploring specialist information types, which you may tailor to your specific research interests (options include audio-visual materials; newspapers; business information and data; government publications and statistics; Special Collections and archives; and social media). \ \ Core participatory activities include:\ \ 1. Assessing your information skills (self-assessment tool)\ 2. Planning your time\ 3. Attending the introductory lecture\ 4. Working through the five weeks of core topic content on Canvas\ 5. Contributing to Canvas discussion boards \ 6. Participating in two two-hour workshops\ 7. Attending the final lecture\ \ Library staff will be on hand to answer your questions via Canvas discussion boards and at the in-person sessions.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The module uses a blended approach (in accordance with the HASS training programme’s preferred mode of delivery for this module since 2018/19) providing directed online reading and activities (via the VLE), asynchronous discussion, and face to face sessions. Students on HSS8002 come from a wide variety of subject domains, and have variable information literacy skills. The module design responds to this by enabling differentiation and specialisation.\ \ Students are supported to audit their information literacy skills at the start of the module, define goals and select topics that will enable them to develop skills suited to their needs and subject area. \ \ The first lecture covers an introduction to the module, getting started with the library and highlighting the completion of the diagnostic tool to plan their own learning journey. \ \ The first two-hour workshop introduces a practical concept from the topic decolonisation of literature searching. By focusing on the limitations of academic databases when it comes to finding outputs by authors from underrepresented groups, the workshop provides students with an opportunity to consider non-academic and specialist information sources and reflect on their own practice during an early stage of the module\ \ The second two-hour workshop during the module uses group work to integrate and consolidate online learning, and practise core information literacy skills. It also provides a focus for formative feedback. \ \ The final interactive lecture summarises and encourages reflection on key learning and skills, and uses group activities to help students prepare for the module assessment. Students are encouraged to re-take the audit of their information literacy skills at the end of the module to consolidate their learning and create ongoing personal action points and goals.\ \ The module leaders facilitate and contribute to online discussions throughout the module, answering specialist questions, providing feedback on effective practice and supporting peer-learning. Students work through core information literacy materials, but can choose their level of engagement with the specialist topics offered. The design permits students to consider a wide range of specialist topics at an entry level or choose to engage more deeply with a smaller number. Reference management tools are presented in the context of managing information.\ \ The approach combines an accessible and flexible mode of delivery, which allows students to learn at their own pace and provides a rich resource to support ongoing development of information literacy at postgraduate level.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

The purpose of the bibliography is to demonstrate what has been learnt in the sessions and show awareness of the variety of sources of information available, as well as the ability to cite correctly.\ \ The critical review enables personal reflection on the development of the literature search (for example, techniques employed and resources consulted), its overall success or failure, and how it might be developed in the future.\ \ Further guidance on the assessment will be provided during the module.\ \ For the formative assessment students will complete an online Search Planner. Written feedback will be provided prior to the final assessment

Reading Lists

• HSS8002's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• HSS8002's Timetable