Mary Barden

This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.

LEAP Online is an online skills portal designed to support students on their university journey, both academically and from a personal development perspective. It was launched in September 2017 and is based on a new Learning Development Framework (LDF) developed by the Director of Student Life and the eResources Librarian. The LDF represents a new learning development strategy aiming to ensure that the University’s skills offering is comprehensive and co-ordinated. It demonstrates a holistic approach, recognising four key areas relating to the acquisition of skills, knowledge and experience: academic development; personal development; digital literacy and student engagement.
The framework was informed by contributions from Academic Staff, Careers, Student Experience and the Students Union.

Until recently, academic skills support at the University of Bolton was fragmented and compartmentalised, sometimes leaving students confused as to where to go for help. In addition the focus was on remedial support. We have developed a new vision: the Learning Excellence Achievement Pathway (LEAP). This new learning development strategy has the objective of developing a skills offering that is comprehensive, co-ordinated, and trackable, offering an inclusive, personalised and relevant approach to learning development. A new Learning Development Framework (LDF) identifies skills students need to progress through their programmes. It demonstrates a holistic approach, recognising four key areas relating to the acquisition of skills, knowledge and experience: (1) academic development, (2) personal development, (3) digital literacy and (4) student engagement.
LEAP support is delivered face-to-face and online. This paper will focus on the challenge of providing the online support – LEAP Online. The University’s existing online skills tutorial, BISSTO, is being transformed into LEAP Online, offering content reflecting the new LDF. Content included will be differentiated into levels designed to engage students of all abilities. LEAP Online includes badged assessments providing students with evidence demonstrating engagement with LEAP.
This paper will demonstrate the challenges, achievements and opportunities offered by the LEAP Online project: (1) how the technical challenges of providing content, activities and assessments online have been overcome; (2) how students will work with their personal tutors to agree a LEAP Action Plan; (3) how LEAP Online is ideally suited to provide content for both embedded and extra-curricular skills support.
The successful implementation of the strategy, underpinned by LEAP Online, will ensure that the University’s skills provision is transformed from a deficit model, to one which encourages and champions excellence.

This session will showcase the transformation of BISSTO to LEAP Online. The new platform will include expanded content in the following sections: My Academic Engagement; My Personal Development; My Digital Literacy and My Student Engagement. The new content will be presented in an engaging way with videos, activities and trackable assessments based in Moodle. Students will be awarded a digital badge for passing the assessments which shows on their Moodle profile, enabling tutors to track their students' engagement with the skills tutorial. LEAP Online will also have differentiation within each section to ensure that content is provided to more able students to stretch their development further.
The workshop will demonstrate how LEAP Online can contribute to and support academic skills and scholarship modules and the personal tutorial system. We would also welcome ideas for content and activities that would help you deliver your skills modules and tutorials. In the session, you will learn about LEAP Online expanded content and badged assessments and how LEAP Online can be used in skills modules and tutorials.

The BISSTO tutorial has been written and designed to meet the information needs of today’s students and staff. The BISSTO team plan to expand the content of BISSTO to further support the needs of a ‘Teaching Intensive Research Informed University’ The poster presentation displays some of the existing Information Literacy and Digital Literacy BISSTO content. We are then seeking staff feedback and engagement for further development by asking the question:
“What do members of staff need to support both their student body and their own professional development needs?”

Information literacy (IL) skills, the ability to search for, analyse and use information effectively, are key skills in achieving academic success as well as contributing to factors such as employability. The University’s IL framework was developed in 2008. It was to be formally embedded into the University curriculum, but this has only been achieved on a limited basis.
As responsibility for IL is included in the Library remit, a solution was to incorporate IL within an existing library service. The redevelopment of BISSTO in 2013 provided an opportunity to include interactive IL tests at appropriate points in the tutorial, covering all aspects of the framework. An IL section was also included to provide general information about IL for academics and students.
The first part of the session will outline the content changes. The second part will focus on how BISSTO can be used in the classroom to improve student competencies. The outcome of this session is that participants should know how to use BISSTO successfully in the curriculum to improve student information literacy competencies.

The subject of e-books has received a lot of attention in the empirical literature, but mainly from the technical or library perspective. Consequently, the aim of this research was to develop a greater understanding of student perceptions towards e-books and their frequency of use. A quantitative approach was used, in the format of a questionnaire. The results revealed that e-books are of interest to students at University of Bolton, but they are not regarded as being as important as printed texts. Also, only 43.4% of students actually used the e-book collection. Lack of awareness was stated as the most popular reason for non-use. The most significant motivation for using e-books was its accessibility its ease of use and that it avoided traditional library problems such as fines, queues, etc. Another key influence upon the actual choice of whether to use e-books or not was lecturer recommendation. The majority of student-users expected their use of e-books to increase. Managerial implications of the study were noted and recommendations regarding improved information dissemination and training were made. Avenues for future research suggested a subsequent monitoring study to investigate temporal stability of e-books usage and a further study to investigate University of Bolton academic staff’s perceptions and attitudes towards e-books.