CILIP Academic & Research Libraries Group (ARLG) East Midlands Section Change, Challenge & Collaboration - the Future for Subject Librarianship World Café discussion topics responsesHow can subject librarians feed into curriculum-based assessment? Compulsory study skills module Embedding into first assignment Write into module descriptors & aims and objectives of module Advocacy on the course team to include you Partnerships with other departments – academic; student support Presence of university VLE Develop subject based resources (lists) either in VLE or website, or subject handouts (print or electronic) Getting onto programme panels Use the learning and teaching strategy Partnership with academics; support from senior managersHow can subject librarians support research and researchers? Mixture of support – general induction but also one to one support and specific help with EndNote, etc. Organise a researcher marketing event – to publicise our services and listen to what they want/need Specialist research support librarians Listening to what researchers want Produce an information “research toolkit” – this has been produced at Cranfield University Providing information on “researcher specific” information, e.g. bibliometrics, publishing, etc. Outreach – finding out where they are Provide a social space for researchers to meet and chat One-to-one support Space for collaboration – physical and virtual Marketing our services more effectively Go out of the library and into the departments to listen to seminars, etc. given by the researchers Invite publishers in – give presentation on how to get published, for example. Make sure library is included! How to measure impact, find out h-index, see who has cited themHow can subject librarians use blended learning in information literacy? In course activity, e.g. short tests; wiki entries; wall Use when students have essay deadlines, dissertations, etc.
Online activities to follow face-to-face teaching Can use it as a diagnostic test to find out how much students know before doing your teaching What is the definition of blended learning? Post-course activities – discussion forums; self reflection; additional resources Teaching techniques – may be different for face-to-face and online Pre contact activities, e.g. self assessment (confidence checklist); what they want from session that influences face-to-face teaching Electronic polling – testing knowledge during class timeWhich mobile technologies are used by your library? Which would youlike to be used? QR codes Roaming with iPads/netbooks Text us your enquiry Text us about noise We use mobile app of catalogue and promote apps of databases Want Kindles (with books loaded on them); text your questions Get academic ebooks to work more like Kindles – need to be more user friendly Be able to download ebooks direct from catalogue Have iPads, tablets, laptops, iPhones, netbooks Text when books overdue as money involved for students Laptop loansShould librarians have a role in employability? If so, how can wesupport this? Out-duction (as opposed to induction) Not just an academic skill – needed for whole life Reflection – PDP modules Re-formulise existing session. Maybe deliver slightly differently Branding – what terms will employers understand Placements in library Internships in library ePortfolio to show acquisition of transferable skills Yes – teaching skills that will be transferable to work Volunteers in library Collaborate across institution with othersShould subject librarians teach digital literacies? We do this already as how do you separate one from the other? What are digital literacies? Research skills; communication To what level? To whom? No. Is this the language we should be using? Not qualified for all aspects Yes – some aspects. Needs to be a collaboration How can we avoid teaching this? This should be embedded in the course
CILIP is redefining the profession’s body of professional knowledge andskills. Which skills and knowledge are required by subject librarians? Good presentation and teaching skills – online, face-to-face , different groups Knowledge of subject may remain important if SLs are to be involved in research with academics/researchers. Learn on job! Having a thick skin and confidence! Knowledge management Good listening skills Financial awareness, especially e vs print in resources An open mind Flexibility to take on new tasks/roles Copyright knowledge Negotiating skills Data protection knowledge Research skills Communication and marketing skills Good working knowledge of eresources Tact and diplomacy Like change Knowledge of what’s going on politically in your institution Like people Info literacy Writing skills – internal reports; sharing effective practice with peers, e.g. journal articles Inquisitive mind and initiative