School to HE Transitions
York St. John University, 20th June 2011
About the Event:
This lively one day event aimed at School, College and University Librarians was a good mix of presentations and group activities.
The first speakers of the day were two librarians from the north east, Ann-Marie Laws, Librarian at Ponteland High School and Jackie Dunn, Senior Library Assistant at Newcastle University. Ann-Marie and Jackie showcased their project, Bridging the Divide-Information Literacy the forgotten link. Their ultimate aim is to develop an online teaching resource toolkit that can be used by librarians in all sectors to support students in the development of good research skills earlier in their studies (before they get to University?), thus enabling smooth transition. Much of what they talked about wasn’t anything new (asking the right questions, not making assumptions etc) and I would have liked a bit more information regarding what they include in lessons and how they collaborate but it was very inspiring to see two people so enthusiastic about the work they do and keen to share what they’re doing with others.
After the first talk we were asked to get into small groups and asked ‘how in an ideal world, would the transition from school to HE, in regard to information literacy, be handled? Clearly spurred on by Ann-Marie and Jackie, collaboration between schools, colleges and universities was on every wish list as was allowing schools access to HE resources (legally of course) so they have an idea of what is available and how to use it. Other interesting points made included: skills lessons for younger children (get them early!), developing an information literacy programme as part of staff development for teachers/lecturers, auditing the skills of new HE students to inform school/college provision, using student reflection on learning and skills progression to inform joint sessions.
Our second speaker was Nikki Heath, Librarian at Werneth School, Stockport. Anyone who heard Nikki’s keynote speech at LILAC this year will know what great things she’s doing to improve use of the library at her school. The main focus of her presentation was on her work done promoting Reading for Pleasure at Werneth. This was a school that had a poor reading record prior to Nikki taking up her post a record now much improved as a direct result of the activities she has organized. These activities included teachers promoting books they had enjoyed to students and vice versa, a summer challenge where forms complete reading related challenges for a super prize (sounds like the school were willing to hand over a not insignificant sum of money as previous prizes sounded pretty spectacular trips to bowling alleys, trips to cinema with popcorn, a Wii Fit-I just hope in the current climate they are able to keep it up), Lego club to get pupils into the library which then encourages them to read (they are currently looking at sets of Lego architecture and books on architects to go with them). I got talking to someone on the way home who commented that they were disappointed Nikki hadn’t talked more about the work she did to promote information literacy but for me this talk was refreshing and I think encouraging children to read (for pleasure) at an early age is one of the first steps to becoming information literate (having seen first-hand how students will read an abstract, and no more, for their essay rather than the whole of the article). It also served as a reminder (for me anyway) not to assume that only the FE/HE sector is doing anything to improve information literacy standards, lots of good work is being done with kids before they get to us.
After a tasty lunch and a chance to chat with other attendees the final presentation was What do we expect of first years in HE: an evidence-based practice perspective from Hannah Spring, Senior Lecturer – Research and Evidence Based Practice Support, York St John University. Hannah’s background is as a clinical librarian and in her present post she leads on information literacy issues for evidence based health practice, teaches research methods and supports research development. Hannah peppered her talk with small group activities, asking us to define what evidence based practice was, and a thought-provoking YouTube video on the challenges faced by modern day students. Her talk highlighted the challenges we, as librarians for the ‘Google Generation’ (those born after 1993, with little or no recollection of life before the web), face. There is a common misconception that the Google Generation is better skilled at searching for and using information (and they themselves think this) simply because access to information is so instant, easy and less of a problem than actually using the information (incidentally students don’t recognize that there is a problem). Hannah commented on student’s attitudes to information searching, they tend to search ‘horizontally’ rather than ‘vertically’ and use what Brabazon has termed a ‘smash and grab’ method when searching for and using information. They navigate but don’t use information. In our teaching these are the issues we need to be aware of and think of ways to tackle them and promote a better understanding of the different information sources that are available and how to use them to good effect.
After the presentations delegates were given the opportunity to showcase anything they were doing with regards to smoothing the transition to HE. There were some great initiatives including a workbook being developed at the University of Birmingham that can be given to schools so they can teach some of the skills sessions offered in their increasingly popular school activities. All in all it was a day well spent and I came away (as is often the case) feeling enthused and inspired. Many thanks to CILIP UC&R Yorks & Humberside.
For those who wanted a copy of the presentations, they are available through Slideshare:
Bridging the Divide- Information Literacy: the forgotten link. Jackie Dunn (Newcastle University) & Anne-Marie Laws (Ponteland High School)
Information skills iniatives in schools: Nikki Heath (Werneth School)
Evidence-based practice: what we expect of first year students in HE: Hannah Spring (York St.John University)
The results of the day's enthusiastically-debated workshop are also available to download.
Discovering Discovery Tools
University of Huddersfield, 16th May 2011
About the Event:
Many institutions are currently trying to decide whether to buy a discovery system, and, if so, which one. This event was a chance to go beyond the sales pitches and hear the experiences of librarians from institutions which had already implemented discovery systems. They described the pros and cons of the different systems, and what students and staff made of the change. Lots of you came- some from very far away- with lots of questions to ask. Many thanks to the speakers, who were willing to answer them and speak so honestly about their experiences.
If you couldn't attend, or you want to remind yourself of what was said, the day's presentations are available below on Slideshare and Prezi.
Summon at the University of Huddersfield: Dave Pattern & Martin Philip
EBSCO at the University of Liverpool: Terry Bucknell & Emma Thompson
Primo at the University of Oxford: Angela Carritt
World Cat at York St. John University: Clare McCluskey & Victoria Watt
For other perspectives on the event, try Paul Stainthorp's blog and the Tweets from the event, gathered by Chris Keene.
Getting up to speed: hints and tips for new library professionals
June 8th 2010, National Centre for Early Music in York
About the event
This event was recommended for librarians who are either new to the role or for those wanting to brush up on their skills.
Jo Webb, National Teaching Fellow and Academic Services Manager at De Montfort University opened the day with an insightful keynote speech on where academic libraries are today and what we should be working towards.
Jo discussed the HE environment now and the uncertainty that lies ahead in the new political climate and how student places are likely to decrease which could lead to an over supply of institutions. Professional training is also likely to decrease with cuts to public spending. Jo also highlighted how today’s student is far more demanding and expects the best from the academic processes and library services available to them. As budgets are cut and changes in structure are made, libraries have a huge job in proving their worth.
Jo went on to discuss professionalism and what this means referring to Michael Gorman’s Enduring Values (this was recommended as a seminal text). All participants looked at individual values and how they can apply these in their work which raised the importance of facilitating free access to all services and resources, responding to needs and being proactive, evidence based practice, supporting literacy and enhancing teaching, reducing barriers and engaging users and staff in future plans.
Jo concluded by stressing what we need to do now. We need to recognise the importance of our professionalism, to carry on learning and developing and challenging ourselves, to gain further qualifications, i.e., teaching, IT, management and to engage with technology. Jo went on to say that we also need to develop our own research and evaluation and to develop our practice by engaging with communities, increase involvement with teaching and learning, be reflective and build an evidence base that makes a difference.
This was a fascinating talk which highlighted how important academic libraries are and the key role they play in education both today and in the future.
The ‘speed dating’ structure of the rest of the day incorporated four workshops. Participants were split into four groups whereby they moved round in half hour intervals ultimately attending all workshops.
Clare McCluskey – York St John University Building Partnerships
Clare provided an interesting workshop discussing the various partnerships that libraries have to forge including partnerships with teaching staff, library staff, senior management, external bodies, researchers, students, other library services and the public. Clare highlighted how challenging this can be for libraries, but that often building one partnership can influence and lead to others.
Clare discussed the importance of attending panels in order to have an input in future developments. The importance of being strategic was stressed by collating evidence and getting senior management on side. Ensuring others have an understanding of your role is paramount and Clare stated that the way to do this was to get out of the library and market yourself. Clare’s final point was to ensure that you don’t impose on academics, but find ways to work with them.
Participants during this workshop provided insights into their own experiences and the issues and problems they have encountered when trying to build effective partnerships. This workshop provided some excellent pointers and advice on tackling this and overcoming any barriers.
Sarah Munks/Andrew Walsh – University of Huddersfield Getting More Active Learning into Teaching / Nuggets
Sarah and Andrew provided a very lively workshop in getting more active learning into teaching. The session included a number of fun practical exercises including Bingo, Crosswords and a ‘Run Around’.
The session began with a ‘run around’ that highlighted participants levels of confidence in delivering interactive teaching techniques. This is an excellent method for gauging student’s level of understanding which could be used as a good starter to an information skills session.
A bingo card (with words instead of numbers) was given to all participants at the start of the session. Throughout the workshop participants crossed out any words mentioned by Sarah or Andrew. Once Bingo was called, chocolate was dished out! This was a fun and light hearted method, but certainly ensured everyone was listening intently, most definitely a good way to keep students attention, especially with the reward of chocolate.
Other exercises included a crossword and the Cephalonian method which got everyone involved without putting anyone on the spot. Andrew also collated people's ideas from this session.
Andrew talked briefly about QR codes, being 2D barcodes which are translated easily by most camera phones, and how these were a good way of making a passive handout into something more active.
This was a fun and active session which showcased a number of different examples of interactive learning which could easily be tailored to suit individual needs. Sarah and Andrew clearly demonstrated that interactivity is not just about technology and that active learning can be very low tech and cheap and can involve nothing more than a bit of coloured card!
Many of these examples and more will be available in Andrew Walsh’s forthcoming book Active Learning Techniques for Librarians: Practical examples which is due for release in September 2010.
Jennifer Rowland - University of Bradford Confident Lecturing/Voice Projection
Jennifer’s workshop discussed how confidence and effective voice projection can be the key to grabbing student’s attention in a lecture. Jennifer stressed the importance of knowing your subject and knowing your audience and discussed ways to grasp the attention of your students by asserting from the offset that your session will get them better marks! Jennifer highlighted the importance of simplifying without patronizing, not rushing, changing the pace, using visual aids, team teaching and dealing with disruption at the offset.
Jennifer asserted that you can look more confident and in control by working on your body language, posture and breathing.
For the second half of the workshop, participants were on their feet trying out a number of different breathing and relaxation techniques. This was a lot of fun and felt a little strange at first, but the exercises really did help to increase your voice projection along with making you feel more relaxed and comfortable. A bit of preparation before a lecture in these areas could really make all the difference to your teaching style, which ultimately could produce a far more confident and calm lecture.
Jennifer's handout on Hints for gaining confidence (PDF)
Kirstyn Radford and Lisa Foggo – York University Peer Support Teaching with Postgraduates
Kirstyn and Lisa discussed the different and wide ranging challenges of working with postgraduates including different levels of knowledge, different understanding of technologies and students with English as a second language.
They discussed the different programmes they have put in place to support postgraduates including a day long programme offered to postgraduate students in the early stages of their research covering all areas of managing information. They highlighted how, although this was extremely staff intensive, it really raised the profile of the library and the services it can provide.
Kirstyn and Lisa were keen to find other routes into engaging with postgraduates and academics and were joined by Kate, a third year PhD student at York University, who offered an insight into this.
Kate highlighted how attending a session at the library had been a ‘complete revelation’ and had really opened her eyes to the wealth of information available to her. Kate was worried that other students were dismissing the resources available and this would then ultimately be passed onto undergraduates when they begin teaching. Kate suggested providing an online space where peers can support one another by drawing attention to useful resources and encouraging use.
Kirstyn and Lisa concluded with their own ideas including peer teaching which draws on the idea of students helping each other, along with methods for stressing the professional and employability skills that can be gained from obtaining ‘library skills’, i.e., marketing it by providing evidence that this will enhance their career opportunities.
It will be interesting to see how these ideas are developed in the future and the positive impact this will have for postgraduate students.
Overall, this was a lively and interactive event. The keynote and subsequent workshops highlighted our professionalism along with increasing confidence and generating ideas which can be integrated into future library practices and make a difference in these challenging times.
Emma Hadfield, Thomas Rotherham College
The Librarian as Researcher: Getting Your Voice Heard
27th May 2010, York St John University
About the event
Professor Jean McNiff, Professor of Educational Research at York St John University, opened this highly informative and enjoyable event by asking us to consider why we had chosen to come along to the conference in the first place. Without realising it, we were embarking on our first exercise towards understanding the world of action research with which many librarians are regularly involved but often without recognising it for what it is. Professor Mc Niff demonstrated the differences between action research and more traditional forms of research, arguing that everyone was capable of doing action research, of generating theory and offering explanations to the wider world. Through the use of caricature, drawing and lively debate, we explored how our activities at work might fit into an action research agenda and how we might want to take this forward in our own organisations.
Following this instructive and inspiring overview of action research, Professor Sheila Corrall, Head of Department and Professor of Librarianship and Information Management at the University of Sheffield continued the conference with a summary of practical research opportunities open to librarians. There were a number of universities offering higher degrees in librarianship, from Masters level through to PhD and also the new Professional Doctorate aimed specifically at experienced library and information professionals. For those not wanting to pursue research at degree level, Professor Corrall suggested other activities including writing book reviews, conference reports, case studies of local initiatives and literature reviews. Librarians were able to publish in a range of scholarly and practitioner-based publications, and financial support was sometimes available (The Sheila Corrall Publication Award, for example).
Dr Miggie Pickton, Research Support Specialist at the University of Northampton, embraced the theme of librarians getting involved with research activity and publishing their findings (preferably in the Library and Information Research journal, for which Dr Pickton was joint editor!). Dr Pickton provided plenty of practical guidance and encouragement for getting started. This was complemented by practical research examples from the York St John Library Research Group and then general discussions in the networking hour at the end of the day.
I came away from this conference feeling very inspired to get going with my own research and to investigate possibilities for publishing in the professional press. Thank you to the UC&R Yorkshire and Humberside Group for organising such a practical, helpful and enjoyable day.
Vanya Gallimore, University of York