Teaching support : different perspectives, shared challenges. Authors: Ursula Byrne, Cathal McCauley
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

Teaching support : different perspectives, shared challenges. Authors: Ursula Byrne, Cathal McCauley

  • 574 views
Uploaded on

Presented at the CONUL Colloquium held on January 28th 2008, University College Dublin, Ireland. 2008-01-28.

Presented at the CONUL Colloquium held on January 28th 2008, University College Dublin, Ireland. 2008-01-28.

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
574
On Slideshare
574
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Introduction (UB) Earlier papers on to resources access – UCD library - 57,000 journal holdings of 42,000 titles and some 338 databases of all kinds – when you talk to suppliers they now tell you the items by pages!! This session is concentrating on two related but different perspectives on issue of teaching support supporting learning – shift in the universities away from teaching and towards learning --- surge in demand for teaching support, how is this demand best anticipated, met and managed? - - information skills provision to support new learning enhancing the experience – stats on skimming etc.. seconds on each page etc in the midst of this activity there is a growing trend in the use of web 2.0 to enhance the user experience and make it more participatory, approachable etc. challenges these issues present for libraries not in the future but NOW.  One striking feature will be the similarity of the challenges emerging from two different perspectives.
  • Question raised in a paper at the colloquium in 200i is still the same: “ Academic libraries exist because they are necessary to the fulfilment of the teaching and learning objectives of their parent institutions. …To what extent should academic librarians have a more profound understanding of the processes, methodologies, and psychology of learning, to inform the design and delivery of library and information services? And how does their role, as facilitators of learning, relate to the role of teachers….” From large class teaching using a VLE – moodle or blackboard Enquiry –r problem based teaching Small class teaching – quinn with laptops
  • Generational differences Looking for answers not formats – books journalsFacts at their finger tips rather than creative independent thinking Stuff Professor Tara Brabazon: “Google is the white bread of the mind” - the education resulting from this age of the amateur as 'the University of Google', composed of shallow ideas, superficial surfing and fleeting commitments. She argues that: "we need to teach our students the interpretative skills first before we teach them the technological skills.“ Instruction available on line – endnote ; elibrary offer conferencing calls to doclassess in accessing their products; Some companies are doing direct marketing into universities and bypassing the library etc
  • Less add hoc because of modularisation/ semestarisation 5 credit modules – less “free time” academics under more pressure to deliver more in less time Embedded - difficult because modules are planed way in advance – Info desks - high level of training
  • Concentrated on … insisted on transferability of learning material............. It is possible to design generic information skills modules to be rolled out at short notice................ Up to the individual skill of the individual liaison librarian to customize and flavour the sessions........... workshops are better than lectures(!!) applied skills not theory Resources developed are v useful as library promotional tools......................Info skills webpages , literature reviews, develop a research question… This blended learning approach via accompanying websites, leaflets and workshops to ensure the maximum number of students can maximize their exposure to info skills
  • Total of 366 sessions –1 - 2hours hour each 9 schools had no IL sessions
  • Thematic support Schools that traditionally don’t need/want support – maths and economics?? Hybrid librarians IT support, Educational technologists i.e. what we have learned, good and bad, and possible ways of building on this learning...........New teams – as the work changes in the Library – whether through reduced footfall, or shelf ready books look at redeploying staff to the areas where work is growing in a corresponding way .  of competition from other providers such as publishers who are marketing directly to academic staff and institutions

Transcript

  • 1. Teaching Support:Different Perspectives, SharedChallengesUrsula Byrne (ursula.byrne@ucd.ieCathal McCauley (cathal.mccauley@ucd.ie)Presentation to CONUL Colloquium 5 February 2008 UCD Library Leabharlann UCD University College Dublin, An Coláiste Ollscoile, Baile Belfield, Dublin 4, Ireland Átha Cliath, Belfield, Baile Átha Cliath 4, Eire
  • 2. Overview• Two perspectives on key issue of Teaching Support• Supporting Learning/Information skills• Enhancing the user experience using Web 2.0 tools/technologies• Challenges for CONUL?
  • 3. What has changed…• Shifting emphasis from teaching to learning• New flexible modes of teaching• Focus on Lifelong learning – Student engagement in the learning process – Different learning styles – Part-time learning• User profile
  • 4. Securing “buy in”–• “What exactly do you do ?”• Increasingly complex information environment – Library as place• Research behaviour trends – generational differences - “power browsers” – “the education resulting from this age of the amateur as the University of Google, composed of shallow ideas, superficial surfing and fleeting commitments” Brabazon, 2008
  • 5. Optimising opportunities…?• Ad Hoc – (impact of semesterisation)• In Modules• Enquiry/Problem Based Learning• Lunchtime sessions• Information desks• Online tutorials
  • 6. Information literacy as an applied skill• Workshops vs. lectures• Training rooms• Laptop trolleys• Subject specific & Generic skills
  • 7. Getting Buy-in• School of Economics• Marketing - Learning objectives/outcomes• Skills template• Lesson plans• Team approach• => Information skills web-pages
  • 8. Some UCD Statistics 2006 / 2007 Total attendances at information skills sessions 12,589
  • 9. • 460 hours / 17 liaison librarians• Of which 10 librarians delivered up to 30 hrs• 2 librarians delivered 60+ hours + planning, preparation, evaluation , feedback
  • 10. • Arts & Celtic Studies 21 sessions• Business & Law 88 Sessions• Human Sciences 100 sessions• Life sciences 129 sessions• Engineering, maths, physical sc. 28 Sessions
  • 11. IS sessions given within structuredmodules (1-2 hours)• School of Business (Quinn) 11• School of Economics 13• College of Arts & Celtic Studies 4• Sch. Information & Library Studies 23
  • 12. IS sessions given to academic staff andresearchers (1-2 hours)• Academic staff 36 sessions• Researchers 34 sessions
  • 13. IS - Look again at the team approach• Achieving more collaboration – “buy-in”• How sustainable is this approach?• Our competition? – University of google – Direct marketing• Who are the team players? – Educational technologist – Generic skills support – Teaching librarians?• Team approach increasingly important in many areas e.g. Web 2.0
  • 14. Web 2.0 and the user experience“There is a big difference between being where our users are and being USEFUL to our users where they are” CIBER 2008• To enhance the user experience Web 2.0 tools must benefit users. Key measure but….• Day of reckoning for Web 2.0 coming but not homogeneous => not easy!
  • 15. What do we mean by Web 2.0?• Web 2.0 tool should meet at least two of the following conditions: 1. It allows people to communicate, collaborate, and build community online. 2. It can be syndicated, shared, reused, or remixed, or it facilitates syndication. 3. It lets people learn easily from and capitalize on the behaviour or knowledge of others (Farakas, 2007)• Key characteristics – pervasive, interactive, easy and dynamic.• Where does something like this fit in CONUL libraries?
  • 16. UCD Library and Web 2.0 • Organic and ad hoc initial development • Key role of enthusiasts/champions • Positive attitude to risk • Staff support • Senior Management encouragement • Users’ views, desires and expectations have guided/shaped development • All things to all users approach
  • 17. Web 2.0 – “fleet footedness”Since August 2007 (5 months) UCD IM platform:
  • 18. Web 2.0 - Challenges• Digital Nomads and Student attitudes• Hype cycles – when to get on and … off!• Ownership issues• Establishing a baseline
  • 19. Teaching Support – Shared Challenges• Technology• Organisational Culture• Organisational Structure• Need for service weeding – sustainability• Staff training issues• Library management issues• Attitude to risk• Student expectations and attitudes – e.g. the demand for specificity
  • 20. • Positioning the library strategically within the university- library as place…!!• Advocacy• Information Skills as part of programmes• Develop the teaching role…
  • 21. Thank YouQuestions and Discussion