Building research student communities: is there a role for library and learning services?

Research students at De Montfort University • Research students across all faculties • Increasing numbers • Mixture of full-time, part-time, home, EU and international • ‘6-week rule’ part-time courses • Institutional audit of research degrees

Introduction to library research support • Library is integrated library and learning development service (plus e-learning) • Core activity – Staffed from within existing resources – Some Roberts project funding • Dedicated research student spaces • Committee membership – Research Training Sub-Committee – Higher Degrees Committee • Mandatory deposit of etheses

Library support for research students • Research Training Programme – Central provision established 1998 – Mandatory induction – Literature searching and reference management (mandatory, pre-transfer) – Advanced Endnote / reference software (optional) – Current awareness (optional) • Institutional audit of research degrees • Evaluation (e.g. PRES) • Subject librarian support • Demand for English language, writing support and maths and stats

Issues about research student use of the library • Level of physical use • Spaces and opportunities for research students to interact – No physical Graduate School • Minority group (when compared to undergraduates and taught postgraduates) • Different needs and expectations?

Comparing Practice: Research Support • Colleagues with experience of other universities: – What research support does your university offer? – How does the library fit into this?

Communities of Practice • Learning as apprenticeship (Lave & Wenger, 1991) – Community practicising an activity – Legitimate peripheral participation – Moving towards more active participation

Multiple Communities of Practice • PGR students can be viewed within multiple communities: – of academics – of professionals – of disciplinary experts – of PGR students

Comparing Practice: Communities of Practice • Colleagues with experience of other universities: – Are current PGR student communities: • Focused on activities? • Focused on the student experience? • Disciplinary? • Other

Benefits of Communities of Practice • Support for those on periphery • Allows for situated learning • Shared developmental experience

Difficulties with ‘centralised’ Communities of Practice • CoPs are emergent, not prescribed (Schwen & Hara, 2003) • Students need become ready to engage (Janson et al., 2004)

DMU Experience • Two Communities of Practice supported by Department of Library Services – One face-to-face, focused on writing activities, looking to move into an online arena – One online, focused on the experience of PGR students

Case Study 1: The Writing Group for Research Students

Outline of discussion  How much impact has the Writing Group for Research Students had upon the research community at DMU?  Can a cross-disciplinary writing group offer participants legitimate and meaningful opportunities to develop the practice of academic language and culture?

The rationale  20% increase in the number of students enrolling on research degree programmes since 2007  Significant numbers of research students tapping into writing and more general academic support services  A recent survey to measure the levels of confidence students have in their writing showed that 96% identified with one or more writing ‘anxieties’.

Aims of the group  To increase the output of writing  To improve the quality of writing  To empower students to become confident and scholarly writers  To empower students to become confident and scholarly readers of their own work and the work of others

The writing group method  Set monthly writing objectives  Discuss ‘hot’ writing topics identified by the group or complete a research-related writing activity  Complete a peer-review activity which involves group members discussing work-in-progress

The group demographic  8 regular members (attending two or more meetings)  5 out of 8 members are female  Regular members span four faculties:  Business and Law 12%  Humanities 25%  Health and Life Sciences 38%  Art and Design 25%

Measuring the impact  Small impact at institutional level involving 1.5% of the research student body  Measurable and meaningful impact within the group itself:  100% of respondents felt more motivated to write  100% of respondents felt more confident about the academic writing conventions at doctoral level  Social aspects of the writing group seen as being positive

Does the writing group offer legitimate participation?  To what extent can an inter-faculty approach work towards building an effective community of practice?  How far can the practice of writing unite students in a community of practice?  Can a centrally-located community have currency with a wider academic community?

Case study 2: The Research Wiki

Format of Wiki • http://dmuresearcherwiki.wik.is/ • Captures breadth of research student experience • Student accounts • Contribution by comment • Presented previously by Rush (2009) at LILAC 2009

Experience of Use • Introduced to students at research induction • Small numbers sign up • Very little use of system • Why?

Feedback from a student • "I think the strengths of a wiki are that it is NOT centrally controlled but everyone can make a direct contribution." • "The wiki-engine implemented seems to be very professional... [but] I would really like... to communicate with my peer-research-students rather than the library staff."

Does the wiki offer legitimate peripheral participation? • To what extent is the software holding students back? • Is there information students will share formally? • Still a useful resource!

Group discussion • Split into groups • Pick a case study (ours or personal) • Discuss the questions on the following slide

Points for discussion • What could you do to support your chosen CoP? • What difficulties / challenges / risks are associated with your strategy? • To what extent does your approach allow legitimate participation? • What kinds of CoP can libraries support?

Contacts • Dr Katie Fraser, Information Librarian, University of Leicester KCF5@le.ac.uk • Dr Melanie Petch, Writing Support Lecturer, De Montfort University mpetch@dmu.ac.uk • Jo Webb, Head of Academic Services, De Montfort University jwebb@dmu.ac.uk

Building research student communities: is there a role for library and learning services?

by Jo Webb

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