Keynote presentation delivered by Claire McGuinness at the 2009 BBSLG Conference hosted by the Irish Management Institute, 1-3 July 2009.

1. C ireMc
la Guinne s
s
Sc o o Info a n & Lib ry Stud s
ho l f rm tio ra ie
UC D

2. Presentation Outline
 Who are we? C nc p lis the“ a hingLib ria
o e tua ing Te c ra n”
 What is our key concern? –Defininginfo a n lite c
rm tio ra y
 What do we do in practice? –“ a hingLib ria w rk
Te c ra n” o
in Iris Hig r Ed a n
h he uc tio
 Where are we going and what do we need to know? –10
c nc p w h a s p thero a w rk o the
o e ts hic re ha ing le nd o f
“ a hingLib ria
Te c ra n”

3. Who are we?
MLIS/GDLIS (2009) students give their views on the work of
a “teaching librarian”.....
 A le rne “ a hinglib ria iss m o w isa o le rning
a r: Te c ra n o e ne ho ls a
the s lve a the g , a p s e thiso to o rs no jus
m e s s y o nd a s s n the , t t
s e ”
tud nts
 An inve tig to “ vingthea ility to find o w t thec nt ne d
s a r: Ha b ut ha lie es
to kno –ra r tha jus w t yo think the ne d As
w the n t ha u y e . kingthe
‘ ht q s ns ”
rig ue tio ’
 A lib ry g e “ te c
ra uid : The a hingro o thelib ria s uld no g
le f ra n ho t o
o rb a , a ism inly c nc rne w he ingthep tro to us
ve o rd nd a o e d ith lp a ns e
thelib ry a itsre o e ”
ra nd s urc s

4. Who are we?
 A c a h: “ tivea invo d–le rninga te c
o c Ac nd lve a nd a hinga thes m
t a e
tim . No s nd in fro o ac s b he ingp o lew the
e t ta ing nt f la s ut lp e p ith ir
info a n ne d in am reind ua s ns . Le rningho to b a
rm tio e s o ivid l e e a w e
b tte lib ria w p s ingo info a n s
e r ra n hile a s n rm tio killsw ha a a y
e ve lre d
le rne ”
a d
 An e e (w p s io
xp rt ith a s n!): “ retha jus to a e uc ting
Mo n t urs nd d a
p o leo w t kind o re o e a a ila le So e new a
e p n ha f s urc s re va b . m o ith
s je t s e ia o are l p s io teinte s s uld b e o g d to
ub c p c lty r a a s na re t ho e nc ura e
inte c w p tro w a s ying s a hingtha s je t o
ra t ith a ns ho re tud /re e rc t ub c r
inte s A “ a hinglib ria s uldb a leto a vis o re o e
re t. te c ra n” ho e b d e n s urc s
tha w uld t im e ia ly b a p re fro OP s a he , e .
t o n’ m d te e p a nt m AC e rc s tc
The s uld b ad e ly info e re d r the s lve ”
y ho e ep rm d a e me s

5. What is our key concern?
CILIP definition, 2004 (endorsed by WGIL)
“ rm tio lite c iskno ing
Info a n ra y w  ane d fo info a n
e r rm tio
w n a w yo ne d
he nd hy u e  there o e a ila le
s urc s va b
info a n, w reto find it, a
rm tio he nd  ho to find info a n
w rm tio
ho to e lua , us a
w va te e nd  thene d to e lua re ults
e va te s
c m unic teit in a e a
o m a n thic l  ho to w rk w o e lo
w o ith r xp it
m nne
a r. re ults
s
 e sa re p ns ility o us
thic nd s o ib f e
Thisd finitio im lie s ve l
e n p s e ra  ho to c m unic teo s reyo
w o m a r ha ur
s . Web lie tha thes
kills e ve t kills(or find s
ing
c m e nc s tha a re uire to
o p te ie ) t re q d  ho to m na eyo find s
w a g ur ing .”
b info a n lite tere uirea
e rm tio ra q n
und rs nd o
e ta ing f:

6. What do we do in Practice?
 Exp ra n o c nt “ a hingLib ria w rk in Iris Hig r
lo tio f urre Te c ra n” o h he
Ed a n Ins
uc tio titutio (p lic
ns ub ly-fund d
e)
 Quantita s y a d ut te 0 6 0 7 Information Skills
tive urve c rrie o la 2 0 -2 0 –“
Training in Irish Third-Level Institutions”
 15 a a e iclib ria ta e d 77 re p ns s(5 % re p ra )
4 cdm ra ns rg te , so e 0 s . te
 Ove wo w rk tha te c
rvie f o t a hinglib ria a d ing“ n theg und ,
ra ns re o o ro ”
a w ll a thes ture tha a in p c to s p rt thep g m e
s e s truc s t re la e up o ro ra m s

7. What do we do in Practice?
Ke find so s
y ing f urvey:
 6 % ind a tha the isap rs n (o p rs ns re p ns lefo IST in
4 ic te t re e o r e o ) s o ib r
the ins
ir titutio , b o 2 % ind a tha the ins
ns ut nly 2 ic te t ir titutio ha ans ve n
IL p lic
o y
 70 ha “
% ve heavy” r “o some” invo m nt in p vis n o IS tra
lve e ro io f ining
 77% ind a tha IST isa“ ry im o nt” r “b o ly e s ntia
ic te t ve p rta o a s lute s e l”
p rt o the jo s
a f ir b
 Mo t b lie tha “
s e ve t Developing awareness of range of information
sources” “
& Recognising and articulating information needs” rethe
a
m s im o nt e m ntso IL to te c
o t p rta le e f a h.

8. What do we do in Practice?
 Us m
e ultip te c
le a hingm tho s c
e d /a tivitie –p a lib ry to ,
s rim rily ra urs
p p r-b s d m tho s “ ne ho s s io & ha s n c m ute la
a e a e e d , o -s t" e s ns nd -o o p r b
c se
la s s
 C rry o s m e lua n & a s s m nt –p a info a
a ut o e va tio ses e rim rily rm l
fe d a k fro s e a le ture (72 a e lua n s
ebc m tud nts nd c rs %), nd va tio urve ys
(6 1%)
 Us me ultip c nne to p m teins tio –e a to a a e ic ,
le ha ls ro o truc n m ils c d m s
p m hle , p s rs w b itea unc m nts e .
a p ts o te , e s nno e e , tc
 Be vethe ha a“ irly g o ” 6 o “ ry g o ” 9
lie y ve fa o d (4 %) r ve o d (3 %)
w rkingre tio hip w a a e ic
o la ns ith c d m s
 But a op rc ivebarriers to c lla o tio –la k o und rs nd o
ls e e o b ra n c f e ta ing f
lib ria sro , la k o tim , p rc p n o lib ry a s re us , e ...
ra n’ le c f e e e tio f ra s to ho e tc
(Mc Guinne s 2 0 )
s, 0 9

9. 10 concepts shaping our future
i “ a he Id ntity”
Te c r e
” Te c r Tra
a he iningfo Lib ria
r ra ns
Kno le g o P d g g
w d e f e a o y/And g g
ra o y
a Re c
fle tiveP c e
ra tic
i Ac n Re e rc
tio sa h
i Und rs nd o Stud nts
e ta ing ur e
r E-le rning& E-re e rc
a sa h
e Info a n Lite c fo P s ra ua s& Re e rc rs
rm tio ra y r o tg d te s a he
r Re invig ra d Stra g sfo C lla o tio
o te te ie r o b ra n
r Ad c c
vo a y

10. Developing a “Teacher Identity”
 “ ro s io l id ntity” ke c nc rn o a a e iclib ria fo
P fe s na e a y o e f cdm ra ns r
m ny ye rs–how do we define what we do, and what is our role
a a
in Education?
 Marginalised? - “ a a e iclib ria sfa
the c d m ra n’ iluretod finec a
e le rly,
d fe inte c lly, a a ula fo e
e nd lle tua nd rtic te rc fully thero o the
le f
a a e iclib ry in theinte c l e rp eo thec lle ea
cdm ra lle tua nte ris f o g nd
unive ity”
rs (Ow u-Ans h, 2 0 p 8 ).
us a 0 1, .2 3
 Ke fa to a c
y c rs ffe tingp fe s na id ntity: 1) Te hno g &
ro s io l e c lo y
Ed a n; 2 Ma s a n (Anto s , 2 0
uc tio ) s ific tio ne a 0 7).

11. Developing a Teacher Identity
“ s a he ’ eo Ac d m Lib rie a the Se e ”
Re e rc rs Us f a e ic ra s nd ir rvic s
(RIN & CURL, 2 0
0 7)
Futurec relib ry func ns(lib ria ’ e e tio *):
o ra tio ra ns p rc p ns
 Fa ilita r fo e a
c to r -le rning
 Ma g r o IRsa d ita info a n
na e f nd ig l rm tio
 C to ia o a hive a s e ia c lle tio
us d n f rc s nd p c l o c ns
 Ad inis tio
m tra n
 Sub c a e e e in lib ry
je t-b s d xp rt ra
 Teacher of information literacy and related skills (>80% )
*307 librarians responded to survey

12. Developing a “Teacher Identity”
 “ w t d g ed a a e iclib ria think o the s lve a
To ha e re o c d m ra ns f me s s
te c rsw n the c ns e the p c o c m us a tow t d g e
a he he y o id r ir la e n a p , nd ha e re
is‘ a he id ntity’ re o nize a p c o theb a e p fe s na
te c r e a c g d s et f ro d r ro s io l
id ntity o a a e iclib ria ? (W lte 2 0 , p 3
e f cdm ra ns ” a r, 0 8 .5 ).
 Ma te o te c
s ry f a hings ?
kills
 Exp s to va usm d lso te c r id ntity (a p ntic s )?
o ure rio o e f a he e p re e hip
 Ins tio re e da p rt o o ra p fe s na tra
truc n c ive s a f ve ll ro s io l ining ?
 Vie so c lle g s(e . a a e ic ) a o r e rna p rtie ?
w f o a ue .g c d m s nd the xte l a s

13. Walter’s Study on Teacher Identity
Ke the e w h e e e :
y m s hic m rg d
 Thec ntra o te c
e lity f a hing
 Theim o nc o c lle ia a a m tra s p rt
p rta e f o g l nd d inis tive up o
 Thes s o m
tre s f ultip d m nd
le e a s
 Thep b m w p fe s na e uc tio
ro le s ith ro s io l d a n
 Ste o e a m p rc p ns
re typ s nd is e e tio
(W lte 2 0 , p .6 3
a r, 0 8 p 1-6 )

14. Developing a “Teacher Identity”
Re c n in tra
fle tio ining(“ a hingLib ria 2 0 -9
Te c ra n” 0 8 )
 Tw re c
o fle tivee rc e , a s rt a m w y o m d
xe is s t ta nd id a f o ule
 How would you describe the work of a “ teaching librarian” ?
 What are your personal feelings about the prospect of teaching?
 How do you feel about your own information skills, bearing in mind
that you will be expected to facilitate your users’ information literacy
development?
 How would you describe good teaching?
 How would you describe a good learner?
 W hat do you think would make you feel that an instructional session
had not gone well ?

15. Training for Teaching Librarians
 “ hilelib ria a m kingp g s o p d ingthe o n
W ra ns re a ro re s n ro uc ir w
kno le g b s re a ingte c
w d e a e g rd a hing the isad a o te c
, re e rth f a hing
info a n d s ne s e ific lly w lib ria in m a
rm tio e ig d p c a ith ra ns ind nd
d c d to a stheuniq c um ta e o info a n lite c
ire te w rd ue irc s nc s f rm tio ra y
ins tio (Lile , in C
truc n” s urzo & La p rt, 2 0 p
n m e 0 7, .114 )
 CDP
 Lo a w rks p a c nfe nc s
c l o ho s nd o re e
 Ind p nd nt s y
e e e tud
 “On-the b tra
-jo ” ining

16. Irish teaching librarians

17. Training for Teaching Librarians
P s ib fo a :
o s le rm ts
 (C m uls ry? Te c
o p o )“ a hingLib ria m d o p fe s na
ra n” o ule n ro s io l
Lib ria hipp g m e
ra ns ro ra m s
 P s ra ua c rtific te /Dip m sin Third ve Te c
o tg d te e a s lo a -Le l a hinga nd
Le rning–s e ific“tre m a e a info a n p fe s na
a pc s a ” im d t rm tio ro s io ls
 Co ntinuingP fe s na De lo m nt –re o a in-p rs n
ro s io l ve p e m te nd e o
trainingo tio
p ns
 Inte ive“ m rs n” ro ra m s(s ila to Ins
ns im e io p g m e im r tituteo IL in
f
theUS)

18. Knowledge of Pedagogy
Key Pedagogical
Concepts for Teaching
Librarians

19. Knowledge of Andragogy
“ ult le rningisb s fa ilita d w n:
Ad a e t c te he
 le rne a e a e a p rtic a in thed s n o thele rning
a rs re ng g d s a ip nts e ig f a
 the a e o g dto b s lf-d c d
y re nc ura e e e ire te
 thee uc to func nsa afa ilita r ra r tha ad a ticins to
d a r tio s c to the n id c truc r
 theind ua le rne sne d a le rnings sa ta n into
ivid l a r’ e s nd a tyle re ke
a c unt
co
 ac a c nd iveto le rningise ta lis d
lim te o uc a s b he
 thele rne sp s e e nc sa utilis din thec s ro m
a r’ a t xp rie e re e la s o
 Le rninga tivitie a d e e to ha s m d c re va eo
a c s re e m d ve o e ire t le nc r
utility to thele rne sc um ta e ” urrie 2 0 , p 2 )
a r’ irc s nc s (C , 0 0 .2 2

20. Reflective Practice
 “ w a g ingtoa d s theis ue o lib ria ’ le w
If e re o d re s s s f ra ns ro s ithin
e uc tio l e e vo s te a a w , a ad c line
d a na nd a urs ys m tic lly, e s is ip ,
ne dtofo te re c , c a ha itso m re a ing
e s r fle tive ritic l b f ind g rd
p d g g a p xisw
e a o ic l ra ithin o e s o lib rie a o
urs lve , ur ra s nd ur
c m us s (J c b , 2 0 , p 5 )
a p e ” a o s 0 8 .2 6
 A “ritic l p c s in re
c a ro e s finingo 'sa try o c ft in a
ne rtis r ra
s e ificd c line (Fe ro 2 0 )
pc is ip ” rra , 0 0

21. Reflective Practice
“Re c
fle tive
p fe s na
ro s io ls
s uld thusb
ho e
a leto d wo
b ra n,
o c ntrib to
r o ute ,
m ny s urc so
a o e f
e e e a us
vid nc , nd e
the to info
m rm
the te c
ir a hing
p c e”
ra tic s
(P lla , 2 0 ,
o rd 0 8
p.11)
Evid nc -Info e P c e–And wP lla , 2 0 , p
e e rm d ra tic re o rd 0 8 .10

22. Reflective Practice
 Activec nc rn w a sa c ns q nc s m a & te hnic l e ie y
o e ith im nd o e ue e , e ns c a ffic nc
 Ap lie in ac lic l o s ira
p d yc a r p llingp c s , w rete c rsm nito e lua
ro e s he a he o r, va te
& re ethe p c ec ntinuo ly
vis ir ra tic o us
 Re uire c m e nc in m tho so e e e a e c s ro me uiry
q s o p te e e d f vid nc -b s d la s o nq
 Re uire a
q s ttitud so o e ind d s , re p ns ility & w le a d s
e f p n-m e ne s s o ib ho he rte ne s
 Isb s d o te c r jud e e info e b e e e a e inq
a e n a he g m nt, rm d y vid nc -b s d uiry
 Ise nc d thro h c lla o tio & d lo uew c lle g s
nha e ug o b ra n ia g ith o a ue
 Ena le te c rsto c a ly m d te e rna
b s a he re tive e ia xte lly-d ve p d fra e o
e lo e m w rks
fo te c
r a hinga le rning(P lla , 2 0 , p -15
nd a o rd 0 8 .14 )

23. Teaching Portfolios
 “ Te c
A a hingP rtfo isa
o lio  Intro uc n
d tio
c m re ns c lle tio o
o p he ive o c n f  Te c
a hingP s p
hilo o hy
e e e re c ns
vid nc , fle tio ,  De ig o Te c
s n f a hing
d c e a a fa ts
o um nts nd rte c ,
w hd c e a p c o
hic o um nt s e ts f  Ena tm nt o Te c
c e f a hing
yo te c
ur a hinga ha b e
nd ve e n  Re ultso Te c
s f a hing
c lle te o r ap rio o
o c d ve e d f  Othe p fe s na a tivitie
r ro s io l c s
tim ”e (UC C ntrefo
D e r re te tote c
la d a hing
Te ca hing& Le rning
a )  Re c n
fle tio
 Ad itio l Evid nc
d na e e

24. Action Research
 “ te a o s rva nso te tso m tho sc nd te b
Sys m tic b e tio r s f e d o uc d y
te c rso s ho lstoim ro te c
a he r c o p ve a hinga le rningfo the
nd a r ir
le rne ” o lfo e a 2 0 , p )
a rs (W o lk t l, 0 8 .19
 Tra itio l re e rc → re o m nd tio fo futurea tio
d na s a h c m e a ns r c n
 Ac n re e rc → im e ia a o o a tio
tio s a h m d te nd ng ing c n
Inve tig tio → Ac n → Eva tio o a tio
s a n tio lua n f c n
Goal is improvement of practice

25. Action Research Cycle
2.d ntifyingp b m
I e ro le s
3. c n p nning
A tio la
4.m le e tio
I p m nta n
5. va tio
E lua n
6. e c n
R fle tio
(P ka , 2 0 p .13 -8
ic rd 0 7, p 4 )

26. Understanding our Students
“Google Generation”; “Digital Natives”
 Dig l na s(DN’) s wap fe nc fo vis l info a n o r te
ita tive s ho re re e r ua rm tio ve xt
 DN’ w nt ava ty o le rninge e nc sa e e t tob e rta d
s a rie f a xp rie e nd xp c e nte ine
 DN’ ha m ve c m le ly tod ita info p fe
s ve o d o p te ig l ., re rringtyp to ha w
ing nd riting
 DN’ a e e nt m
s re xc lle ulti-ta ke
s rs
 DN’ a im a nt a w n’to ra d la
s re p tie nd o t le te e y
 DN’ turn tothe p e fo info a n ra r tha a
s ir e rs r rm tio the n utho fig s
rity ure
 DN’ ne d to fe l c ns ntly c nne te totheW b a s c l ne o
s e e o ta o c d e nd o ia tw rks
 DN’ le rn b d ingra r tha kno ing
s a y o the n w
 DN’ p fe q k info a n in e s
s re r uic rm tio a ily-d e te s rt c
ig s d ho hunks
 DN’ ha ap o und rs nd a s a re p c fo inte c l p p rty, a
s ve o r e ta ing nd c nt s e t r lle tua ro e s
e m lifie b ille a d w a inga p g ris
xe p d y g l o nlo d nd la ia m
(Willia s& Ro la s 2 0 )
m w nd , 0 8

27. Understanding our Students
International Students
Stud ntsw ha g neto a the c untry in o e to e l full
e ho ve o no r o rd r nro
tim in aunive ity c urs
e rs o e
P te l c lle e :
o ntia ha ng s
 So io ultura Ad tm nt
c -C l jus e
 La ua e
ng g
 Le rning a hingd
a /Te c ifficultie d to c
s ue ultura fa to
l c rs
(Big s 19 9
g, 9 )

28. Cultural differences
Cultura s ns
l e itivity –hig c nte versus lo c nte
h o xt w o xt
High Context Low Context
 Inte e e e y
rd p nd nc  C me n
o p titio
 C o e tio
o p ra n  Se uffic nc
lf-s ie y
 Te c r a a
a he s utho fig
rity ure  Ind p nd nc
ee e e
 Ac e ta eo m te l
c p nc f a ria  C lle inga
ha ng uthority
w ut q s n
itho ue tio  As kingq s nsas n o
ue tio ig f
 Fo uso ro le rning
c n te a wa s
e kne s
 P rc p n o p g ris
e e tio f la ia m
(Gra s n & Ka lo itz, 2 0
s ia p w 0 1)

29. E-learning & E-Research
“ a ins tio l m d , o
As n truc na e ium nlinete hno g sw no in
c lo ie ill t
the s lve im ro o c us c ng sin le rning Wha im ro s
m e s p ve r a e ha e a . t p ve
le rningisw ll-d s ne ins tio (TAFE, 19 8 c d in Are se
a e e ig d truc n” 9 , ite na t
a 2 0 ).
l, 0 4
 OnlineTuto ls
ria
 Virtua Le rningEnviro e (VLE’)/Le rningMa g m nt Sys m –
l a nm nts s a na e e te s
Bla kb a , W b T
c o rd e C
 Inte t Fo s s a eBo rd
rne rum /Me s g a s
 C t/IM
ha
 We 2
b .0
 Virtua Re e rc Enviro e (VRE’)
l sa h nm nts s

30. IL for Postgrads & Researchers
 Research information Network: Mind the Skills Gap:
Information-handling training for researchers (July 2008)
 Effect of rapid changes in scholarly communication – digital
information to the desktop
 “ hiles m hig r e uc tio ins
W o e he d a n titutio a s e
ns re e kingtora na e
tio lis
a c o ina tra
nd o rd te iningp vis n fo re e rc rs the isre tive
ro io r s a he , re la ly
littlee e eo s te icm na e e o re e rc info a n
vid nc f tra g a g m nt f s a h rm tio
tra ininga ins
t titutio l le l.”
na ve (Exe . Sum a p )
c m ry, .3

31. IL for Postgrads & Researchers
CONUL Re e rc Sup o Surve (2 0 ) fo
sa h p rt y 0 5 undthat:
 6 %* o there e rc rss
6 f s a he urve d fe tha the d not ne d
ye lt t y id e
trainingin theus o info a n re o e
e f rm tio s urc s
 78 ha no a nd d a lib ry tra
% d t tte e ny ra iningin p c d ye r,
re e ing a
b c us the fe it w sno ne d d o the w reuna a it
e a e y lt a t ee, r y e w re
e te
xis d *3 2 re p nd ntsin to l
21 so e ta
 Avril P tte o (MLIS 2 0 ) d c ve ds nific nt d c p nc
a rs n 0 8 is o re ig a is re a y
b tw e inc m p s ra s s lf-a s s e IL s , a re ultso
e e n o ing o tg d ’ e s e s d kills nd s f
a tua d g s te t –“
c l ia no tic s students’ perception of their information
literacy does not equate with competence” a e in p s , 2 0 )
(P p r re s 0 9

32. IL for Postgrads & Researchers
Re o m nd tio (fro RIN a P tte o
c m e a ns m nd a rs n)
 Be r c o ina d info a n-ha lingtra
tte o rd te rm tio nd ininga d ve p e fo
nd e lo m nt r
re e rc rs
s a he
 Ad p athe ry o a ult le rning a kno le g ap ri kno le g a
ot o f d a , c w d ing rio w d e nd
e e nc , b d no a s ekno le g o s
xp rie e ut o t s um w d e r kill
 Us thelite turere wa afra e o fo thep g m e , e uring
e ra vie s m w rk r ro ra m s ns
o ne hip o thep g m eb c m sthes e s
w rs f ro ra m e o e tud nt’
 Ens uringlib rie a c ntra tra
ra s nd e l iningunitsa w ll e uip e to tra
re e q p d in
re e rc rsin info a n ha ling
s a he rm tio nd
 Ens uringhig r e uc tio ins
he d a n titutio ha as te ica inte ra d vis n
ns ve tra g nd g te io
fo tra
r iningp vis n
ro io

33. Strategies for Collaboration
Ba rss e t....
rrie till xis
 Ac d m sd n't und rs nd lib ria ' ro
a e ic o e ta ra ns le
 La k o tim to d vo to c lla o tio a inno tio
c f e e te o b ra n nd va n
 Ac d m svie lib ry p a a a"s re us " o m te ls
a e ic w ra rim rily s to ho e f a ria
 Ac d m sd n't us thelib ry, a the ha the o n s ho rly
a e ic o e ra s y ve ir w c la
c m unic tio ne o
o m a n tw rk
 Auto m a a e ic a p te tiveo the a a e icfre d m
no y- c d m s re ro c f ir c d m eo
 Lib ry o a h a tivitie d no re c a ta e
ra utre c c s o t a h ll rg ts
 Ac d m sb lie tha lib ria c n't/s uld te c
a e ic e ve t ra ns a ho n't a h
 Lib ry s ff vie o n ro a lim d to te c
ra ta w w le s ite a hinglib ry o nta n
ra rie tio
 Lib ry ha alo p filein theins
ra s w ro titution

34. Strategies for Collaboration
 Lib ria a m m e o “ a
ra ns s e b rs f le rningc m unitie ”
o m s
 Invo m nt in inno tivete c
lve e va a hing& le rninginitia s e .
a tive , .g
Le rningc ntre
a e s
 Ac d m “ utre c s m rs
a e ic o a h” e ina
 “ rg te ” o ho so unive a a to ic l p b m , s h
Ta e d w rks p n rs l nd p a ro le s uc
a p g ris
s la ia m
 Inc io o “ rm tio Lite c a c reo je tivein
lus n f Info a n ra y” s o b c
institutio l te c
na a hinga le rnings te ie –a“ p w
nd a tra g s To -Do n”
ap ah
p ro c

35. Advocacy
Im o nt toc ntinuetop m tetheIL a e a b th
p rta o ro o g nd , o
lo a a na na (a inte tio lly!)
c lly nd tio lly nd rna na
 Lib ria s uldb “q p dw e c
ra ns ho e e uip e ith ffe tivec m unic tio
o m a n,
a w ll a p rs s n a m rke
s e s e ua io nd a tingc m e nc s a a o
o p te e , nd ls
ne dtoo r g o te c
e ffe o d a hinga fa ilita
nd c tings te ie ”
tra g s
(Stub ing & Fra
b s nklin, 2 0 ,p 2
0 6 . ).
 Im o nc o re e rc a p lis
p rta e f s a h nd ub hing–lib ria m t
ra ns us
c ntinuetore e rc a d c e the a tivitie , e p c lly
o s a h nd o um nt ir c s s e ia
theimpact o IL ins tio
f truc n

36. Thank you!
 C nta t d ta :
o c e ils
C ireMc
la Guinne s
s
Sc o o Info a n & Lib ry Stud s UC
ho l f rm tio ra ie , D
 716 5
70 4
 c ire c uinne s uc .ie
la .m g s@ d

37. References
 Antonesa, M. (2 0 C lle ingtim s s m tho htso thep fe s na id ntity
0 7). ha ng e : o e ug n ro s io l e
o thea a e iclib ria Sconul Focus, 40, p -11
f cdm ra n. .9
 Arenas, M., de Arenas, J.L. Gomez, J.A., Hegarty, N., Lynch, T., Quinlan, N.,
Rodriguez, J.V. (2 0 ), “ p rtra o OLAS a ayo
0 4 A o it f s unginfo a n lite c
rm tio ra y
tuto l” Library Review, Vo 5 No 9 p . 4 2 5 .
ria , l. 3 . , p 4 -4 0
 Biggs, J. Teaching for Quality Learning at University: What the Student Does.
Bucking m So ie fo Re e rc into Hig r Ed a n & Op n Unive ity P s ,
ha : c ty r s a h he uc tio e rs re s
19 9
9
 CONUL.(2 0 ). Researchers, Information and Libraries: National Research Support
05
Survey 2005. Retrieved 16th June 2009, from:
http://www.conul.ie/news/documents/CONUL%20Digest%20(27.3.06)1.pdf

38. References
 Currie, C.L. (2 0 ). ‘ c tinga ult le rning thero o thea a e iclib ria
0 0 Fa ilita d a : le f cdm ra n.’
Reference Librarian, (6 /70 p . 2 -2 1.
9 ), p 19 3
 Curzon, S.C. & Lampert, L.D. (Eds). Proven Strategies for Building an Information
Literacy Program. Ne Yo Ne l-Sc
w rk: a hum n P lis rs 2 0
a ub he , 0 7.
 Ferraro, J.M. (2 0 ). Re c
00 fle tiveP c ea P fe s na De lo m nt. ERIC
ra tic nd ro s io l ve p e
Dig s ED4 9 0. Re ve 17th J 2 0 fro
e t, 4 12 trie d une 0 9 m
http w .e d e ts rg 0 1-3 fle tive
://w w ric ig s .o /2 0 /re c .htm
 Grassian, E.S. & Kaplowitz, J.R. Information Literacy Instruction: Theory and
Practice. Ne Yo Lo o Ne l Sc
w rk, nd n: a hum n, 2 0
a 01

39. References
 Jacobs, H.L.M. (2 0 ). Info a n lite c a re c
08 rm tio ra y nd fle tivep d g g a p xis Journal
e a o ic l ra .
of Academic Librarianship, 3 (3 p .2 6 6
4 ), p 5 -2 2
 McGuinness, C. (2 0 ). Info a n s
09 rm tio killstrainingp c e in Iris hig r e uc tio
ra tic s h he d a n.
Aslib Proceedings, 61(3), p .2 2 8
p 6 -2 1
 Owusu-Ansah, E.K. (2 0 Thea a e iclib ry in thee rp eo c lle e a
0 1). cdm ra nte ris f o g s nd
unive itie : To a ane p ra ig . Journal of Academic Librarianship, 27(4),
rs s w rd w a d m
22 9.
8 -2 4
 Pickard, A.J. Research Methods in Information. Lo o Fa e 2 0
nd n: c t, 0 7
 Pollard, A. Reflective Teaching: Evidence-Informed Professional Practice. (3rd Ed.).
Lo o C ntinuumInte tio l P l., 2 0
nd n: o rna na ub 0 8

40. References
 Research Information Network (RIN). (2 0 ). Mind the skills gap: Information‐
08
handling training for researchers. Re ve 16 J 2 0 , fro :
trie d th une 0 9 m
http w .rin.a .uk/file /Mind 0 %2 s %2 g p 0
://w w c s %2 the 0 kills 0 a %2 REP ORT%2 J
0 uly%2 0 .p f
08 d
 Research Information Network (RIN) & Consortium of Research Libraries .
(2 0 Researchers’ Use of Academic Libraries and their Services . Re ve 16
0 7). trie d th
J 2 0 , fro : http w .rin.a .uk/file /lib rie -re o 0 7.p f
une 0 9 m ://w w c s ra s p rt-2 0 d
 Stubbings, R. & Franklin, G. (2 0 ). Do sa vo a y he to e b dinfo a n
06 e d c c lp me rm tio
lite c intoyo c
ra y ur urriculum Italics, 5(1). Re ve 16 J 2 0 fro
? trie d th une 0 9 m
http w .ic .he c d m c
://w w s a a e y.a .uk/ita s l5 d tub ing -fra
lic /vo -1/p f/s b s nklin-fina d
l.p f
 Walter, S. (2 0 ). Lib ria a te c rs A q lita
08 ra ns s a he : ua tiveinquiry into p fe s na
ro s io l
id ntity. College & Research Libraries, vol.69(1), p .5
e p 1-71

41. References
 Williams, P. & Rowlands, I. (2 0 ). TheLite tureo Yo
08 ra n ungP o lea the
e p nd ir
Info a n Be vio (W rk P c g II). In University College London.
rm tio ha ur o a ka e
Information Behaviour of the Researcher of the Future (CIBER Briefingp p r).
ae
Britis Lib ry/J . Re ve 19 J 2 0 fro
h ra ISC trie d th une 0 9 m
http w .uc c
://w w l.a .uk/info tud s s a h/c e o nlo d /GG%2 W rk%2 P c g %2 II.p f
s ie /re e rc ib r/d w a s 0 o 0 a ka e 0 d
 Woolfolk. A., Hughes, M. & Walkup, V. Psychology in Education. Es e P a o
s x: e rs n
Ed a n Ltd 2 0
uc tio , 08