CILIP: the library and information association

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03 June 2019

		Start Date	End Date	Start Time	End Time
Keynote 1: David Stewart, CILIP President		03/06/2019	03/06/2019	10:10	11:05	03/06/2019 10:10 - 11:05 Presenter: David Stewart David Stewart is Director of Health Libraries North – leading the strategic development, co-ordination and monitoring of all NHS library and knowledge services across the North of England. David is a CILIP Trustee and Board member and founder of both the CHILL and HEALER networks. He is part of the strategic NHS library leads group that is delivering Knowledge for Healthcare, Health Education England’s framework for service development. Previous posts include Director of Information Services at the Royal Society of Medicine and Deputy Director of Health Libraries in Oxford Region. David has a first degree in medieval & modern history from Birmingham University, qualified as a librarian in 1981 at Birmingham Polytechnic and obtained his CILIP Fellowship in 2012. David's keynote will focus on his Presidential themes: research, impact and telling the story and how they underpin change. He will talk about his two presidential themes of research and “the North”. He will discuss change and how library research needs to underpin our messages to stakeholders.
Parallel Session 1: Academic study skills for postgraduate taught students		03/06/2019	03/06/2019	11:05	11:40	03/06/2019 11:05 - 11:40 Presenter: Fiona Brown and Sharon Boyd, University of Edinburgh This short presentation provides a high level overview of a long-term project undertaken to support the development of academic skills in postgraduate taught students. The predicted increase in numbers of postgraduate taught students raised concerns about how the limited numbers of staff could continue to teach academic skills such as information literacy, data analysis and writing for research. In addition, a change to the University teaching timetable reduced the amount of pre-course support available to new students prior to starting their programme of study. In light of the dual pressure on students and staff, two new online courses were created to provide additional resources and guidance for postgraduate taught students. The first was a pre-arrival course, open access and available to all interested in applying to study at the institution. The second was an academic skills course designed to run through the year and available to all postgraduate taught students, including online and on-campus cohorts. The primary goal was to ensure students were better able to undertake the requirements of a postgraduate programme. A secondary goal was to achieve this with limited staff time and budget, whilst maintaining face-to-face engagement using online tools. The presentation will focus on the academic skills course specifically. The course started in autumn 2013 with four staff catering for approximately 150 postgraduate students; the same number of staff are now catering for over 600 postgraduate taught and research students. The course has developed over this time in response to student and staff feedback. This presentation will be of interest to those looking for a solution to flexibly support and engage with increasing numbers of students. The presenters are keen to stimulate discussion on this solution and gain inspiration and feedback from delegates sharing experiences of how they are tackling this problem in other institutions.
Parallel Session 1: Have we made a difference?		03/06/2019	03/06/2019	11:05	11:40	03/06/2019 11:05 - 11:40 Presenter: Sue Myer, Teesside University This presentation will discuss a project to develop an enhanced evaluation framework for the Learning Hub within Teesside University Library’s Liaison and Skills Development Team. Learning Hub provision is based on a theory of change approach. The aim is that if students participate in Learning Hub activities, they will have a positive experience and will gain immediate benefits for their academic work. Through these benefits, they will develop greater confidence and knowledge which will lead to further future successes. Data collected within the Learning Hub evaluation framework is used to assess the quality of the service. A previous version of the evaluation strategy included data on attendance, satisfaction and short-term benefits for different aspects of the provision. However, it was recognised that this evaluation strategy lacked sufficient ways of measuring longer-term Learning Hub impact. This project aimed to address this gap, by creating a toolkit of approaches that could be used within bespoke research for priority areas. For example, the first approach aimed to measure the ‘distance travelled’ by learners within a particular cohort from the start of their course to a point after interventions had taken place. An initial questionnaire asked learners to identify areas of academic skills where they felt the greatest need for development, so that any planned interventions could be prioritised. The follow-up questionnaire aimed to discover whether there had been an increase in confidence. This paper will evaluate the advantages, challenges and lessons learned from the different piloted approaches. We will share our ideas and any barriers to implementing them. There will also be an opportunity for members of the audience to report on any initiatives that they have used to measure longer-term impact. We anticipate that the paper may be of interest to other institutions who wish to measure the impact of their services.
Parallel Session 1: How to get quality insights into user's needs for free		03/06/2019	03/06/2019	11:05	11:40	03/06/2019 11:05 - 11:40 Presenter: Vee Rogacheva, OpenAthens Research doesn’t have to be a costly timely exercise. Embracing quick and easy research methods will help library teams get valuable insight in to users’ behaviour. This interactive session will provide attendees with the toolkit they need to carry out research to understand their users’ needs, and look at how the data collected can be used. Vee will provide examples and share learnings from her experience doing guerrilla research in libraries in the UK and the USA. This session will: Describe what UX research is and why it’s important to the library. Explain the concept of user centred design. Teach research methods that can be used for library projects. Outline learnings and share examples of research methods carried out in UK and USA libraries Upon completion, participants will be able to: Define UX research and how it can be used to inform and improve the library experience. Use guerrilla research to improve the experience at their own organisation.
Parallel Session 1: Lightning talks / Show and Tell		03/06/2019	03/06/2019	11:05	11:40	03/06/2019 11:05 - 11:40 Presenter: Hilary Oakley ; Katherine Burchell and Samuel Roberts; Greg Burnett Three 5 minute presentations followed by Show and Tell Creating Cost Saving Learning Objects to Assess Student Learning (Hilary Oakley, University of Sunderland) The aim of the lightning talk is to present a case study of making two Canvas quizzes to: Develop students information literacy and digital skills Assess student learning Reinforce learning from other library created resources Create interactive learning resources Create learning objects in a time-efficient low-cost way that can be reused/re-purposed across a team Shared roles: a way to work smarter in a time of change (Katherine Burchell and Samuel Roberts, Cambridge University Libraries) In this lightning talk, we aim to share our experience of working in newly created cross-school library posts. Established at the start of this academic year in three faculty libraries within the University of Cambridge, we believe these new shared posts offer valuable lessons on how we can all work smarter in this time of change. The talk will discuss what it has been like learning to work across three connected, but distinctly different faculty libraries. We will explain how we learnt to find our feet in a new style of work: one that required greater flexibility, a policy of adapting and a fresh approach to how we manage our working week. We intend to highlight some of the challenges and opportunities these roles have presented to us using examples of the various tasks that we each undertake, thus helping to demonstrate what we as staff can gain from working in three different library environments. We hope to draw attention to the wider benefits of our shared roles, how they enable the libraries we work in to collaborate more closely on improving the service they offer and how, using us as connections, the libraries can more easily share ideas and resources. The ever-changing world of academic research libraries continues to provide new and exciting challenges, which is why we wish to look to the future of shared working opportunities as a way of overcoming hurdles, creating innovative approaches to problems and embracing this time of change. The financial benefits of a subject librarian's specialist knowledge and best to gain that knowledge (Greg Bennett, Goldsmiths University) Greg was appointed at Goldsmiths, University of London, to organise the library provision for a new course in Law that will start in September 2019. In this paper, drawing from my own experiences, I discuss how genuine subject expertise, in addition to the benefits it provides for both research and teaching support, can and should lead to financial savings for a library. I have been given a budget to build a law collection from scratch. However there has been a need to carefully weigh one resource against another because the budget can’t stretch to every key law resource. Often librarians without a good subject knowledge have to rely on recommendations by academics for database purchases. However this can potentially lead to duplication of information and databases only used by single academics. My experience in a corporate library setting of daily legal and business research has given me the expertise to be able to carefully weigh up which resources will together provide the best coverage of information whilst being cost-effective. I have felt comfortable to push back against recommendations by academics that wouldn’t improve the overall collection greatly. I will suggest that this confidence comes directly from a good subject knowledge. I will ask the questions, how does a librarian gain specialist subject knowledge and is expecting specialist knowledge asking too much of librarians. I will demonstrate how a librarian’s subject expertise is very different to an academic’s subject expertise (and, in my case, a practising lawyer’s expertise) and so academic qualifications aren’t necessarily my proposed way of librarians gaining subject expertise. Instead, I will propose that working in specialist, non-academic libraries (eg law firms, banks, hospitals, galleries) is the best way to gain the kind of subject-specific knowledge that is most relevant to a librarian. However, non-specialist libraries have much to offer for a librarian’s development that specialist libraries don’t and so I will propose a much more flexible approach to librarians changing between different sectors of libraries than seems to currently be practised in libraries in general. Show and Tell Sheffield Authors Showcase: (Emily Stock, University of Sheffield) Quarts and pint pots: How a service delivery review reset the OU’s Digital and Information Literacy Authoring team’s capacity (Hilary Johnson, Open University)
Parallel Session 2: Going green? AND Smarter staff development		03/06/2019	03/06/2019	12:00	13:00	03/06/2019 12:00 - 13:00 Presenter: Steve McIndoe, University of Sheffield / Birgit Fraser and Sarah Elsegood, Anglia Ruskin University Going Green? Steve McIndoe The University of Sheffield (TUoS) Library recently initiated a project to gather user experience (UX) data on StarPlus Beta, the newly-developed interface for the Library’s Primo (Ex Libris) discovery system. A project team was assembled with representatives drawn from across the Library. The UX data gathering methods include short interviews, focus groups, an observational study of users interacting with StarPlus Beta and an online survey to capture feedback from as wide a pool of users as possible. While the project itself has been able to draw on the experience of staff who had attended a two-day UX workshop, and some who also went to the UXLibsIV conference in Sheffield in July 2018, there have been no other costs incurred in running the project besides the investment of staff time and some incentives for participants agreeing to take part in the observational studies. This presentation will outline the processes involved in designing and running a UX research project, from establishing the membership of the team to identifying appropriate UX activities, recruiting participants, gathering and analysing the data, making recommendations and implementing changes. The work in this first phase is due to be completed by June 2019. The presenter will share lessons learned in terms of managing a complex project with multiple stakeholders, as well as the specifics of carrying out UX work on the Library’s primary resource discovery system. It should be of interest to anyone with responsibility for - or an interest in - improving the design and functionality of search systems and improving the user experience. The audience will be encouraged to share their own experiences of library discovery systems with time at the end for questions and discussion. Smarter staff development: adapting Learning and Development Strategy at Anglia Ruskin University, Birgit Fraser and Sarah Elsegood What are the opportunities and challenges of managing L&D in a time of change? Over the last two years, several changes to our institutional context, including staffing changes, a new VLE, reduced resources and newly emerging university-wide strategies, have required an adaptation of our L&D strategy. We have been successful in supporting the personal and professional development of our staff in a leaner manner, benefitting both library staff and managers. This case study describes a programme of changes that we introduced to increase the efficiency and effectiveness of planning and undertaking staff development activities, whilst retaining our ethos as a learning organisation and developing our programme of Learning Hours. We would firstly like to share our institutional context and drivers that necessitated our change programme. The main focus of this case study, however, will be the steps taken as we adopted new ways of working and re-aligned our L&D strategy. We will also present details of our new L&D management and planning processes at ARU, as well as L&D initiatives that we have developed. This will be followed by a brief overview of the challenges that we faced, as well as highlights that we have been able to enjoy, feedback from staff, and a look into the future. For example, we reviewed our learning log. There will be an opportunity at the end of the session to ask questions and we would love to hear your experiences.
Parallel Session 2: Teaching searching without technology		03/06/2019	03/06/2019	12:00	13:00	03/06/2019 12:00 - 13:00 Presenter: Laura Williams and Jess Haigh, University of Huddersfield Learning Outcomes Examine current uses of technology (including PowerPoint, online gamification learning tools etc.) Seek ways of incorporating active learning pedagogies that do not require technology to be present in the learning environment Recognize the importance of scaffolding a session to allow for moments of learning Assess suggested activities through reflection on the suitability for participants own teaching contexts. Why people should attend the workshop? What do you do when asked to teach in a room without computers? When you have to work around unreliable technology? When you’ve crafted the perfect online quiz, but students can get on the Wi-Fi? Active learning, playful learning, gamification and constructivism are terms often used without a firm understanding of the theories behind them (Walsh and Inala, 2010). This can lead to “On Trend” teaching which looks flashy and sound great-but inserting a virtual quiz into your PowerPoint without first considering how it will contribute to learning is not always beneficial for students, or for yourself as a teacher. This session will explore how scaffolding activities that stretch students current understanding, involving individual, pair and group work, can lead to critical learning incidents, and allow students to be engaged and reflective learners (Biggs and Tang, 2011; Brookfield, 2015). And all for under a fiver.
Parallel Session 2: To read or not to read? AND Integrated learner support		03/06/2019	03/06/2019	12:00	13:00	03/06/2019 12:00 - 13:00 Presenter: Denise Wilson and Tracey Totty, Middlesbrough College / Cheryl Gardner, University of Nottingham To read or not to read? Denise Wilson and Tracey Totty Delegates should attend if they would like to learn about ways we have tried to engage students with reading, issues faced through an increase in fiction borrowing and reduced funding. Delegates will be able to contribute their experiences of how they engage their students. Previously we have tried to involve tutors and students in the Six Book Challenge (now Reading Ahead), however we have not been successful in this. Due to the importance of literacy, we have had to think of other ways to engage and support students. We have always had a fiction section in the LRC, which was split up by genre. Since the recent Government change in the literacy / English policy, the LRC has seen a huge increase in students borrowing fiction. As we wanted to engage the students in reading, we introduced a suggestion slip to encourage them to say what they would like to read, rather than relying on the choices of the LRC staff. This was moderately successful. We then realised that in many cases the students did not know what they wanted to read and the way we had the fiction section arranged was discouraging them. Therefore, we needed to change our approach. We reorganised the section in the Autumn 2018 term and this has increased fiction borrowing by 35%. Additionally, to our reorganisation, we have tried to expand our book stock and increase engagement by having a visit from Browns Books for Students' Bookbus. This has given the students an opportunity to choose which books we should buy. Further to this, we recently took up the offer of participating in a class book blog. This presentation will look at strategies we have used to increase participation, how we have managed and developed the collection and what impact these have had Integrated learner support: supporting the team, to support the students, Cheryl Gardner The University of Northampton introduced a new approach to skills development in 2018/19, as part of a wider review of their Personal Tutor system. To help improve retention and progression a new Integrated Learner Support (ILS) system was launched, that increases all undergraduate ‘face to face’ contact time with both their personal tutor and professional services staff. An element of this ILS system includes Academic Librarians working in partnership with Learning Development and Employability to deliver an additional six hours of embedded content to all undergraduate students, at each level of their study. This has been successfully rolled out to Level 4 students during 2018/19 and preparations are underway to extend this to Level 5 in 2019/20. This presentation will focus on two parts; the success and limitations of the ILS system but also the changes necessary within the Academic Librarian team to enable capacity to deliver additional content to all undergraduate students. The presentation will evaluate if the ILS has impacted engagement with traditionally “hard to reach” subject areas and if it has encouraged students to access Academic Librarian support. Delegates should attend this presentation to find out what works (and doesn’t) when introducing mandatory embedded information literacy skills. It will reflect on lessons learnt in the first year of delivery and what will change when extending implementation in 2019/20. With no extra resources available to facilitate the project, the Academic Librarian team, (supported by the wider Academic Services team) have reshaped workloads to help increase teaching capacity. This will examine new workflows that have been introduced to support the team, as well as exploring strategies and approaches to workload management to ensure an even and sustainable distribution across the team. The presentation will provide some examples of practical ways capacity was increased within a small, already busy Academic Librarian team.
Keynote 2: Katherine Schopflin, Information Governance Lead, London Borough of Hackney		03/06/2019	03/06/2019	13:50	14:35	03/06/2019 13:50 - 14:35 Presenter: Katherine Schopflin Katharine Schopflin has over 20 years experience as a librarian and information manager in sectors including central and local government, technology and the media. During her time working at broadcasters the BBC and ITN, she worked closely with the media library community and was Chair of the Association of UK Media Librarians. She holds a PhD in Library and Information Studies from University College London and is the author of three books for Facet Publishing. She currently works as part of the Information Management team in a London local authority. Working through times of change: what can we learn from the demise of the media library sector? In 2000 the UK Media Library sector was a vibrant and forward-looking professional grouping. Today almost no media organisations have a library or recognise information professionals. How did the sector adapt to the changes they faced, and what can we learn from the fact that they failed?
Parallel Session 3: Innovation and impact of a Library Engagement Team		03/06/2019	03/06/2019	14:40	15:10	03/06/2019 14:40 - 15:10 Presenter: Stephen Bull and Catherine Robertson, University of Birmingham A growing number of UK university libraries are moving away from the ‘subject librarian’ model of academic library support to more ‘functional’ models. The Library Academic Engagement division at the University of Birmingham went down this route in August 2017. The reconfigured division consisted of three teams: Library Engagement, Learning Enhancement and Library Research Skills. The Library Engagement team has a primary focus in understanding the needs of students and staff across the institution. The team work in partnership with colleagues within the library and across the institution to meet these needs. The team has a more strategic focus on engagement and capacity to engage at greater breadth and depth than the previous model allowed. This short presentation will consider the impact of the functional model and, in particular, the value of a dedicated Library Engagement Team. Through a series of case studies, some of the contributions that the Library Engagement Team has made during the first year of its existence will be highlighted, including: Identifying and brokering new opportunities for embedded academic, information and digital literacy support (successes include: moving away from induction sessions to embedded sessions in the curriculum, including in schools where there had been little skills engagement previously); Creating connections (successes include: greater attendance and impact at both Staff-Student and Education committee meetings; increased engagement with new members of staff; working with the Academy through Annual Reports and Action Plans). Collections (successes include: increased embedding of the University’s Resource List system saw a 90% increase in sessions between 2016-17 and 2017-18; 200% increase in trials feedback contributing to an improved evidence-based system for requesting new resources). The presentation will include results from two surveys: Internal survey of key stakeholders who were asked to reflect on their experiences of Library Services during the first year of the functional model; External survey of other HEIs who were asked about their structure for library engagement and perceived pros and cons of the functional and subject models. A fuller version of this presentation has been written for a special issue of the New Review of Academic Librarianship, due to be published in the summer. This presentation will be of interest to anyone currently working, or interested, in functional models and academic engagement across the institution.
Parallel Session 3: Present WISe		03/06/2019	03/06/2019	14:40	15:10	03/06/2019 14:40 - 15:10 Presenter: Rhiannon Taylor and Ana Kedves, University of Warwick Preparing and delivering presentations is an integral element of information literacy (SCONUL Working Group on Information Literacy 2011) and part of coursework for many university students. It contributes to greater class interaction and participation, increased interest in learning, and improvement in communication skills (Girard & Trapp 2011). Studies show that learners respond better to visual presentations (Johnson and Christensen 2011), and visuals aid memory for both presenter and the audience (Ewing and Karafit 2014, Murugaiah 2016). In the Academic Services Division at the University of Warwick Library, we identified a gap in training provision. The aim of the Present WISe project was to develop resources to support students with preparing and delivering effective visual presentations. Not having a budget, apart from staff time, we used free tools to build interactive materials. We created an online course in Moodle, as a part of Warwick Information Skills - WISe, the Library’s growing portfolio of information literacy training resources. This resource is targeted at undergraduates, and learners use Present WISe as an independent course to support the development of their presentation-creating skills, and work at their own pace through the relevant sections. It has also been used by colleagues for embedded teaching sessions and serves as an additional resource following students’ participation in Presentation Technology workshops. We launched Present WISe in October 2018 and will share our experiences and challenges of designing and implementing the course. Our session will showcase tutorials on designing presentations and examples of different software in use and discuss strategies for engaging students and staff. Finally, we will outline the plans for further development of Present WISe.
Parallel Session 3: Understanding researchers - opportunities for engagement		03/06/2019	03/06/2019	14:40	15:10	03/06/2019 14:40 - 15:10 Presenter: Maria Mawson, University of Sheffield Supporting researchers is a tricky business. We may not always fully understand what they do, how they work, the external environments and challenges they face, and it’s unwise to make assumptions. It is also rare to see researchers in physical library spaces these days, as content and services are increasingly delivered remotely. It is important therefore to create or take opportunities to help us engage and understand researcher needs. In this presentation I will share some examples of recent projects and opportunities at the University of Sheffield Library. I’ll give an overview of a recent Library research project to investigate the future value of the academic research library. This enabled the project team to learn more about the some of the processes of research, as well as engaging proactively with research leaders within the institution. Proactivity is important, but other serendipitous opportunities may arise in the course of “business as usual” activities. Taking advantage of these can lead to more meaningful engagement, and I will reflect on the value and impact of several such opportunities that have arisen recently in Sheffield. The presentation will also highlight the benefits of close collaboration between Library teams, in particular the Scholarly Communications and Faculty Engagement teams in Sheffield University Library, maximising the knowledge and contacts of both to benefit research in the University. Delegates should attend if they are interested in developing relationships with researchers, and will be invited to share tips for engaging with and understanding researchers. (245 words)
Tour of Teesside University Library		03/06/2019	03/06/2019	14:40	16:15	03/06/2019 14:40 - 16:15 Please note this will overlap with later sessions. This involves a coach trip to Middlesbrough and back. Journey time is 30 minutes each way.
Parallel Session 4: Getting on board with REF requirements		03/06/2019	03/06/2019	15:30	16:30	03/06/2019 15:30 - 16:30 Presenter: Alison McNab, University of Huddersfield A growing number of card and board games have been developed to enable early career researchers (ECRs) to engage with key concepts or elements of the research lifecycle. These games vary in complexity, the time needed to play them, and the required preparation time. However, most are free or low-cost and thus valuable for academic libraries seeking to engage with early career researchers, either to introduce or reinforce understanding of a topic, often as part of a training session. Links to a number of these research games have been collected at http://wke.lt/w/s/4dJ0w This workshop will introduce delegates to a range of physical games related to research and publishing, review these in relation to the Vitae Researcher Development Framework (RDF), and consider the potential of these games (and others yet to be devised) in supporting researchers in their own library setting. Copies of the RDF, factsheets on the games, and a take home handout for action planning including suggested resources will be available for delegates. Intended learning outcomes: Participants will have the opportunity to consider the role of games in researcher development, map some current games to the RDF, evaluate the potential use of research games in their own libraries and consider gaps in the available provision. Delegates should return home with a draft action plan for discussion with colleagues.
Parallel Session 4: Higher Education Academy accreditation for librarians who teach		03/06/2019	03/06/2019	15:30	16:30	03/06/2019 15:30 - 16:30 Presenter: Sarah George and Jennifer Rowland, University of Bradford Higher Education Academy accreditation allows us to measure the impact of librarians’ teaching, demonstrating that library teaching and teachers are equal in value to “academic” teaching. Gaining the same accreditation as academics raises the profile of librarians as educators, not administrators, trainers or stampers of books. This practical, hands-on workshop will introduce the process of HEA accreditation and discuss the activities you might use as evidence to achieve it. It is designed as a springboard to launch your application. The outputs will include a map of your teaching activities against the assessment framework; an assessment of gaps in your current practice and identification of activities that you could potentially undertake to fill gaps. Learning outcomes: Appreciate the nature of HEA Fellowship and its relevance to: Gain an understanding of the levels of HEA Accreditation Map teaching and learning practices against the HEA framework Identify areas in which your current teaching practice does not fulfil the criteria Identify activities you could undertake to meet the criteria. Consider the use of assessment in librarians’ teaching
Parallel Session 4: Show and Tell		03/06/2019	03/06/2019	15:30	16:30	03/06/2019 15:30 - 16:30 Using Articulate 360 to create multi-purpose exercises and quizzes (Anna Richards, DMU) AttenTION!! Running an Academic Writing ‘Bootcamp’ for New Undergraduates (Emily Downes, London Institute of Banking and Finance Using lecture capture and recorded micro-lectures to support student learning. (Kate Stephenson, Solent University) “How fast can you search?” Using pop-up competitions and activities in the library to break the ice between students and librarian (Laura Palmer, University of Huddersfield)

04 June 2019

		Start Date	End Date	Start Time	End Time
Keynote 3: Sheila MacNeil, Chair ALT		04/06/2019	04/06/2019	09:30	10:20	04/06/2019 09:30 - 10:20 Presenter: Sheila MacNeil Sheila MacNeill is an educational technology developer, academic, speaker, writer and artist who has worked in the education section for over 20 years. With a passion for ensuring that people are at the heart of any educational experience, Sheila has a wide range of experiences from teaching on form academic development programmes, to developing and running learning design workshops, to developing staff CPD, developing digital capabilities and overall strategic visions for digital learning and teaching. Sheila’s latest book Conceptualising the Digital University; the intersection of policy, pedagogy and practice proposes a new conceptual model for strategic developments within Universities based on critical pedagogy and informed by information literacy. Sheila is the current Chair of the Association for Learning Technology (www.alt.ac.uk), is active blogger sharing her views on on her practice and wider issues relating to sectoral developments at http://howsheilaseesit.net/. and can be found on twitter @sheilmcn. Keynote Title: A critical, collective, community based approach to enhancing digital developments in Higher Education: In this post digital age what does a digitally enabled university look like? In this presentation Sheila will provide an overview the development of conceptual framework around key areas of policy, pedagogy and practice. Rooted within information literacy, open educational practice and critical pedagogy, this talk will expand on the role of information literacy in terms the overall framework. The framework has been designed to be a counter point to current neo-liberal narratives around institutional development and the role of technology, to place people and pedagogy as the starting point for any institutional organisational change. Some of the key elements of a toolkit for thinking and enacting staff/student and institutional development will also be shared.
Parallel Session 5: Talking to faculty staff about reading		04/06/2019	04/06/2019	10:20	10:55	04/06/2019 10:20 - 10:55 Presenter: Helen Lawrence In 2017, as Liaison Librarians we faced a challenge - amid rising journal subscriptions costs, we had to rationalise our collection. To understand how students were using journals, we launched a campaign to promote the collection and learn about student perceptions. A noticeable trend in the results was the lack of connection students made between journal use and attainment. We wanted to dig deeper into this disconnect so we created a project - talking directly with academic colleagues to find out how they use journals as part of the curriculum. Mindful of our new focus on relationship management, we invited Heads of School and Researchers to discuss journals over tea and cake. These rich conversations revealed shared observations of the role of reading in Higher Education. Following this project, our relationships with academic staff have strengthened - they have a better understanding of what our partnership can offer. The conversations we had have influenced our teaching and directed our focus towards reading as a developing skill. This low cost project has had a lasting impact – our targeted, friendly conversations highlighted existing good practice and shared goals between Academic staff and Librarians. We have been able to develop the support we offer as a result of the increased awareness of our skills. My presentation will be interesting to those exploring relationship management, anyone looking to maximise value for money from a reduced collection and anyone interested in developing a targeted response to strategic priorities. It will hopefully spark ideas about how this conversational approach could be used in other academic institutions and attendees will take away practical tips on using the results of student and staff engagement to form a campaign-based project.
Parallel Session 5: The scholarly communication Librarian		04/06/2019	04/06/2019	10:20	11:20	04/06/2019 10:20 - 11:20 Presenter: Helen Blanchett (JISC) and Claire Sewell (University of Cambridge) The emergence of scholarly communication roles in recent years is an exciting development and opportunity for the library profession. However, these new roles are emerging at a time when resources devoted to staff development and training are often minimal. In addition, challenges in recruitment mean that institutions often recruit candidates from research backgrounds rather than librarians. Some institutions have teams of specialist roles, whether research data management, open access or bibliometrics. Some roles are embedded in the library, others in the research office (and sometimes a mix of both within the same institution!). Language around scholarly communications roles is often impenetrable and full of jargon – how do you know if a job is suitable for you and have the right skills? Some job adverts require so much knowledge and experience that it seems impossible to find that in one person. Library qualifications often don’t always provide the depth of knowledge needed and should they be expected to? How can librarians ensure they have the right skills and can clearly demonstrate the value they bring to these roles? This session will outline the current state of skills development and training in scholarly communications support within university libraries, and the work being done to coordinate activity across the community by universities a range of professional associations including UKSG, Jisc, SCONUL, RLUK, UKCoRR, ARMA, Vitae, Cilip and the British Library. It will be an interactive workshop, and attendees will be encouraged to reflect on their own development, existing activities in the sector and help shape future activities.
Parallel Session 5: Wiki literacy AND Show and Tell		04/06/2019	04/06/2019	10:20	11:20	04/06/2019 10:20 - 11:20 Presenter: Caroline Ball and Jonathan White, University of Derby Wiki Literacy (Caroline Ball and Jonathan White) Wikipedia has traditionally been viewed with scepticism in higher education, and many academics discourage students from using it at all (Bayliss, 2013; Konieczny, 2016) – a position borne out by our own internal sample of Derby academics. However, statistics show that Wikipedia is still one of the top five most heavily used websites in the world (Alexa, 2018). With this in mind, Subject Librarians at the University of Derby decided to try a different approach; using Wikipedia as a tool for teaching, learning and assessment tool, rather than it just being seen as an information source. Working with the undergraduate Publishing programme, Subject Librarians and academic staff redeveloped an existing module on Content Development to be structured entirely around the use of Wikipedia. Students were set tasks to create new articles, copyedit existing ones, peer review each other’s articles, and research for articles missing citations, thereby developing their academic writing, information literacy and digital skills. An added benefit for Publishing students especially was the opportunity to create content for a worldwide audience, with a potential impact long beyond the usual assignment timeline. Feedback was positive, from both teaching staff and students, and Subject Librarians are now developing the approach as a subject-neutral package that can be integrated into skills modules in other disciplines, as well as investigating how certain aspects can be pulled out for single use sessions (peer review of articles, or developing research skills by adding references to articles, for example). In this short presentation we will present on the evolution of this project, our collaborative work with Wikimedia UK and academic staff, including assessment and module design, and outcomes from the project, feedback from students and future plans for wider use across the University. Attendees will get an insight into the many ways Wikipedia can be used as a teaching tool, and what resources are available via Wikimedia to help with the design and delivery of teaching programmes. Show and Tell The Jisc research data management toolkit (Dr. C. Ingram, JISC) Designing a compelling user experience – Jisc Open Research Hub (Tom Davey, JISC)
Parallel Session 5: Working smarter digitally AND Internships and ethnography		04/06/2019	04/06/2019	10:20	11:20	04/06/2019 10:20 - 11:20 Presenter: L Smith & T Charlton, Newcastle University / C Browne & E Lewis, University of Birmingham Working smarter digitally (Lorna Smith and Terry Charlton) This presentation introduces and showcases two new digital projects from Newcastle University Library. Both highlight the benefits of investing in online learning resources to enable staff and students to work more effectively. In phase one of our first project we explored the use of “bite-sized” tutor-led training videos to introduce and signpost key information literacy skills. Each video was developed using a visually-engaging, casual production style that we hoped would appeal to modern learners. Within six months of release, the videos attracted over nine thousand views and have since been used in library teaching, flipped classrooms and blended online courses. For the second phase of the project we developed new Research Proposal and Search Planner tools. These simple online applications guide students through the steps needed to propose a research question and then plan and conduct their own literature search. Released in time for the new academic year, results have so far been very encouraging. Our second project saw the Humanities and Social Sciences Liaison team collaboratively develop a new online Information Literacy module. Based on a blended learning approach, this was created in response to growing cohort sizes and the demands of busy PhD schedules. It replaces our traditional face-to-face taught module and has already seen demonstrable results in terms of student satisfaction and time savings for staff. This presentation will give you the opportunity to discover some of the digital learning tools we have created, how they have improved our offering, and how they have reduced student stress. Ultimately, this presentation emphasises the importance of investing time, money and resources into online learning material to allow staff to work smarter and more efficiently. Internships and ethnography (Claire Browne and Elaine Lewis) As the Service Development team within Library Services (University of Birmingham), we wanted to do more to explore our users’ needs and the lived experience of using our services, whilst at the same time expand our UX work and test out various methodologies/ techniques. But how to achieve this when time and resource is always factor? We decided to bid for an intern via the Birmingham Undergraduate Internship Programme (BUIP). These paid internships take place across the summer vacation and are open to undergraduate students, with costs covered by the Careers Network department. This is part of the Universities ongoing commitment to provide meaningful and high quality work experience placements, which also gives students an opportunity to shape the future of the institution. Our intern joined us for twelve weeks, and took ownership of conducting a Cultural Probe research project into the lives of 10 Post Graduate Taught (PGT) students at the University of Birmingham. This probe took the form of a diary study in which we could test several UX methods including: Photo studies Cognitive mapping Love letters/break up letters Semi-structured interviews The twelve weeks concluded with a final report and a presentation from our intern to senior library staff, making suggestions for improving the student experience. This paper will explore: the benefits (and negatives) of having an intern within the Library team some of the findings and insights from the cultural probe our thoughts on the various techniques used what’s happened since the project/internship I hope attendees will: learn some tips on methodologies for collecting feedback see the positive impact of having the student perspective be inspired to collaborate with others and allow students to take the lead on library projects see the valuable contribution Libraries can provide in developing student employability and skills
Tour of Teesside University Library		04/06/2019	04/06/2019	11:20	13:00	04/06/2019 11:20 - 13:00 Please note this will overlap with later sessions This involves a coach trip to Middlesbrough and back. Journey time is 30 minutes each way.
Parallel Session 6: Filling the blank Canvas		04/06/2019	04/06/2019	11:45	12:20	04/06/2019 11:45 - 12:20 Presenter: Nicholas Heavey, University of Sussex This paper will outline and highlight work to develop and repurpose LibGuides to support academic teaching staff in the construction of their Canvas VLE module sites, and the opportunity for the library and academic staff to work together to meet the needs of students. We will demonstrate how we can work smarter with existing content, reduce the duplication of work for both academic teaching and library staff, improve relations with academics and schools across the University, increase traffic to library content and enhance the student experience. In the summer of 2018, the University of Sussex introduced a new VLE; Canvas. We took the opportunity to rethink and develop our online resource guides, working collaboratively with tutors as co-creators of content. Reimagining and repurposing our existing LibGuides to broaden their reach. The time and expertise spent on existing subject pages could be represented as sections, which could be embedded in modules. By taking a modular approach to design, we have enabled academic teaching staff to take a ‘pick and mix’ approach to Libguides, saving time for both academic and library staff. Embedded sections can now be seamlessly integrated into the VLE and targeted to sit within specific weeks, sections, or topics. Contextualising content in modules has increased the visibility of library resources. This responsive approach to online guides has led us to collaborate with academic teaching staff to co-design guides, ensuring we meet their teaching needs; supporting interdisciplinarity, developing a robust online learning experience and mapping effectively onto course requirements. The ability to integrate sections in Canvas has meant academic teaching staff are empowered to suggest and contribute to Libguides resulting in more fluid and tailored content and pages, pooling expertise and delivering a cohesive approach to guide design. This session will provide practical tips on working smarter with existing content, guidance on design approaches and reflections on working collaboratively with academic staff.
Parallel Session 6: How to make your statistics sparkle Marie Kondo style		04/06/2019	04/06/2019	11:45	12:20	04/06/2019 11:45 - 12:20 Presenter: Anna Semmens, Royal College of Nursing A session to show how you can improve measurement of service impact whilst simultaneously reducing the time staff spend on statistics. The Royal College of Nursing (RCN), like many libraries, held a plethora of statistics with erratic review cycles and limited vision for their use/management. We were guilty of hoarding statistics, reviewing cycles were siloed by team and the same data was being created/reviewed by multiple teams. We decided to create an info graphical impact report, which would be interesting to the whole college, actually be read and required no additional costs or staff time. And we would like to share how we did it. Begin by being brutal. We asked ‘do these statistics make us sparkle with joy’? We discovered our service is keeping numerous statistics that are rarely or never reviewed. By discarding ‘just in case’ data we made a significant staff and storage saving. Knowing the audience for your impact report means you are much more able to be brutal in culling statistics. Store your statistics so they’re easy to see. Our reports are created to a set template making comparisons of impact between years much easier. Standardising data collection by staff member made a significant staff time saving. Consider your outcome. We ‘folded’ our statistics into a report. The outcome we wanted was a simple visual report for dissemination, able to be read in minutes. By combining statistics (footfall, enquiries, usage) your audience can easily see trends across the service saving them time and effort. The outcome of any useful impact report is good dissemination. Our impact reports mean RCN staff are uniformly well informed about service impact, library staff time spent on quantitative data creation is significantly reduced and the organisation actually reads library reports!
Parallel Session 6: Process maps, fishbones and stats		04/06/2019	04/06/2019	11:45	12:20	04/06/2019 11:45 - 12:20 Presenter: Pippa Wood, Leeds Beckett University The Library runs an alternative formats service, which provides reading list resources in an accessible format, for print impaired students who have been referred by the University’s Disability Advice team. The Library has been running this service for over ten years, and in that time demand has grown considerably, both in terms of the number of students registered and items requested. In order to meet growing demand we reviewed the service during the 2018-19 academic year. We used a number of continuous improvement tools to understand the current process and identify areas that needed addressing. This included creating process maps, carrying out a fishbone analysis to understand problems and their causes, and using statistics to measure and analyse the current process. Using continuous improvement tools provided a framework that enabled everyone involved in delivering the service to discuss the process from start to finish for the first time. It also ensured that the full picture was understood before solutions were identified, and everyone involved contributed key ideas and reached consensus on the improvements to be made. The process required commitment from the staff involved and it was not always easy, as complex workflows and issues were recorded and discussed. However, using these tools enabled us to identify problems that we were not aware of at the start of the process, as well as provide evidence to inform decision making. The tools we employed could be used to improve any service, and the presentation will explore the benefits and challenges experienced by the team, as well as changes to the service that have been introduced as a result.
KeyNote 4: Lis Parcell, JISC		04/06/2019	04/06/2019	14:00	14:50	04/06/2019 14:00 - 14:50 Presenter: Lis Parcell Based in membership and sales, Lis provides support and consultancy on digital resources and library services. Some current areas of interest include: student and staff engagement with digital resources and library services; technology to enable libraries to enhance student experience; digital literacy and capability; open practice; the changing role of the library in the digital learning space. As well as working with individual members, Lis regularly contributes to professional conferences and events in her subject area. Lis is an active member of CILIP (the Chartered Institute of Library and Information Professionals) and is a member of the Education Subcommittee of UKSG. Lis's experience includes further and higher education as well as extensive partnership working with agencies and professional bodies at national and regional level.
Parallel Session 7: "Report a problem" and improve the user experience AND 50 shades of information literacy: Redux		04/06/2019	04/06/2019	14:50	16:00	04/06/2019 14:50 - 16:00 Presenter: Sarah Packard, Anglia Ruskin University / Karen Hardman, Louise Minta, Lorna Thomson "Report a problem" and improve the user experience... (Sarah Packard) Report A Problem is a service developed to enable our users to report issues with access to our online resources. The aim was to be more proactive in identifying and resolving the nature of student complaints regarding our online resources, enabling the Library to investigate, rectify, and thereby improve the user experience. It was hoped that by investigating and acting upon each individual problem raised, key issues would be identified and long term the number of problems encountered by users would be reduced. The service was launched in 2017, after a short preliminary trial. It has proved to be an effective way to quickly identify university-wide problems as well as specific issues. This talk will describe the mechanism used to capture details of the problem being reported and describe the process for responding to queries using Springshare’s LibAnswers tool. It will then explore the nature of “problems” encountered by users, how these were categorised and the steps taken to try to assist users and alleviate user confusion. Examples of issues referred on to our suppliers and/or LMS provider will also be included. Finally it will look at how the quantity and type of problem has changed over the two years the service has been running, identifying key areas where improvement to the user experience can only be achieved by more consistency across the industry and collaboration between publishers and LMS providers. The need to find smarter ways to manage e-resource access is likely to increase as changes within the scholarly communications environment intensify. 50 shades of Information Literacy: Redux (Karen Hardman (Bury College), Louise Minta (University of Liverpool) , Lorna Thomson (Bury College) Developing information skills for HE students has become an important aspect of encouraging lifelong learning. Although librarians are equipped with the necessary education to develop students’ knowledge in this area, within an FE setting Learning Resource Centres (LRCs) are normally situated outside of the curriculum. An initial collaboration between the LRC and curriculum staff allowed Librarians to deliver a series of information skills sessions to level 3 students and help significantly improve their grades. From this the college was able to secure HEFCE funding to conduct an experiment into the effects of embedding information skills sessions within the curriculum of first year HE students. The aim of the project was to significantly enhance professional practice and curriculum innovation, by collaborating with the library to teach information literacy and research skills as part of course delivery. The team saw the opportunity to utilise this funding in order to permanently build information literacy into the HE curriculum. The budget covered the Librarians’ time for 5 hours planning and 5 hours of delivery for each course, however this style of delivery was new to the librarians, and research into meeting the demands of the project took up a significant amount of time. Nonetheless, by using the time wisely to build sessions that could easily be adapted for future use and ensure the impact remained relevant, the team have been able to continue delivering sessions beyond the scope of the HEFCE funding. The original project found that by changing their perception of the library and its staff, and overcoming any negative attitudes to library use, the students have felt more confident in utilising the library facilities and expertise to a greater extent. This has made a lasting impression amongst the HE department and the benefits of the project have resonated beyond the original participants.
Parallel Session 7: Continuously responding to students' information literacy needs AND Increasing information literacy support using webinars		04/06/2019	04/06/2019	14:50	16:00	04/06/2019 14:50 - 16:00 Presenter: Ute Maneke, Open University / Linda Moses-Allison and Emma Holgate (University of Cumbria) Continuously responding to Students’ Information Literacy Needs (Ute Maneke) The Live Engagement (LE) Team at the Open University (OU) uses a variety of ways to teach information literacy skills to students and develop them further. We always try to think of innovative approaches to engage with our student population within the distance education context. One of our recent projects to get particularly new students’ attention and raise their awareness of our online library resources was the creation of subject showcases that had few cost implications. These took the form of short videos that we filmed in the library in which one or two of the team members were doing a role play, showcasing some key resources our online library hosts, which are useful for a student’s assignment on a certain topic or in a subject area such as subject dictionaries, journals and specialist subscription databases. These videos were captioned, subtitled and edited by us afterwards and made available on You Tube and OU sites. Another initiative we took to reach more students through our programme of information literacy sessions was to start running sessions early in the morning and late in the evening. This was based on research with students both within and outside the OU, which identified these times of the day as most students’ preferred tutorial times. The LE Team piloted sessions at these times and have received much positive feedback on it. Attendance particularly for the late night sessions was excellent. We have since then integrated these late night sessions into our training schedule. The examples above demonstrate how a wider range of students can be reached in the context of information literacy development in cost efficient ways by engaging in continuous dialogue with them and identifying and addressing their needs. Increasing Information Literacy Support using Webinars (Linda Moses-Allison and Emma Holgate) In the autumn term 2018, we trialled webinars for our Education School Direct cohorts in information literacy and referencing. We only see these students on campus for one hour, the rest of their programme is school based. Although the cohorts have access to our Skills@Cumbria support and resources, we wanted to extend our offer to them in a way that was convenient to students regardless of location, but without any cost implications. The University uses Skype for Business, which is what the webinar trial used. On the positive front, we supported students that otherwise we might not hear from, and received good feedback from them, eg they appreciated polls and feedback with emojis and welcomed follow up support and materials. We have a non-traditional student profile and hope that webinars can fit into student lives regardless of location. Challenges included significant time investment, technological issues which resulted in further support needs, and the limitation of free versions of software (eg Eventbrite). This has had an overall positive impact on our practice; and the feedback we have received from students has been encouraging. We now have the confidence and experience to roll this out to other student groups. Our plan is to offer some additional dates this year and monthly webinars in the first semester of 2019-2020. We would like to share our experience and welcome discussion around making webinars an active learning environment for students. We are interested in whether webinars attract a different type of learner than those who, for example, email queries to us and how the webinar maybe feels a safe learning space for students. We would welcome ideas about calendar software, and ticket platforms that would give us increased flexibility in our planning.
Parallel Session 7: Getting smart in a time of change		04/06/2019	04/06/2019	14:50	16:00	04/06/2019 14:50 - 16:00 Presenter: Andrew Preater (University of West London) and Rosie Hare (Northern School of Art) Rationale Library workers across all industries and sectors will recognise from their workplaces a context of constrained budgets, intensification of work processes, and pressure to continuously improve to meet the evolving needs and increased expectations of customers. We seek to demonstrate the ways we add value, drive customer satisfaction, and work increasingly efficiently. In doing so we actively involve ourselves in roles of self-government rooted in measurement, evaluative techniques, and logic based on markets and competition. Gaps appear between the service that is achievable within our organisational financial constraints and our commitment—framed by professional ethics and personal morals—to providing effective services. Library workers can find this situation emotionally charged, unsettling, and generative of feelings of impostorship. Delegates attending this workshop will co-create a space for frank conversations about these issues. It will help participants find their critical voices in responding to challenges in their workplaces, and in feeling both confident and supported.

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