Peer-based information literacy training: Insights from the NICE Evidence Search Student Champion Scheme

Abstract

There is a widespread acknowledgement that with ever-increasing levels of access to digital information sources, students need to be supported in the development of their information literacies. Academic libraries and librarians have taken the lead in the development of information literacy programmes. Whilst there has been much sharing of good practise, there has been less consideration of alternative models of the outcomes of information literacy programmes. To contribute to addressing this gap, this article reports on an evaluation of student peer delivery of an information literacy scheme in the specific context of a medical and health information portal. The Student Champion Scheme (SCS) is an initiative designed to promote the use of a national specialist health and social care information portal, Evidence Search, amongst students in the health professions, and thereby to further embed evidence-based practise. The SCS run by NICE (National Institute for Health and Care Excellence, UK), uses a model of training, in which student champions are first trained by NICE staff, and then the champions train their peers. This study evaluates the scheme on the basis of secondary data gathered by NICE during the evaluation processes associated with two annual cycles of the SCS, together with focus groups with champions, and interviews with prospective university-based co-facilitators of the scheme. Findings suggest that the scheme is successful in promoting use of the portal, Evidence Search, and in developing advocates amongst champions. The evaluation offers a range of insights into the benefits and challenges associated with such a scheme, whose interest and implications extend beyond this specific scheme. To be successful the quality of peer training and peers' identification with and belief in the value of both the training they deliver, and specific information sources is pivotal. In addition, training is strengthened by contributions from librarians and academics, and a climate in which all participants are clear about their specific contribution. It is recommended that academic libraries should seek to develop a range of differentiated information literacy programmes, each with specific objectives, to suit different audiences, and undertake regular evaluation as a basis for improvement and innovation.