“ Who dares to teach must never cease to learn.”  (John Cotton Dana) Dan Pullinger, Faculty Team Librarian (Science & Engi...
<ul><li>“ It is not sufficient for the librarian to ‘train’ students in the use of library resources. They must now have a...
Discuss in groups: <ul><li>Training vs. teaching: the delivery of information literacy </li></ul><ul><li>Consider: </li></...
“ In order to facilitate students' 'getting of wisdom', librarians who design and deliver information literacy programs sh...
What skills and knowledge do we need to be effective in teaching our students?
What skills and knowledge do we need to be effective in teaching our students? <ul><li>Understanding of how learning takes...
Our experiences at Leeds University Library <ul><li>Teaching activities: </li></ul><ul><ul><li>Inductions </li></ul></ul><...
Our experiences at Leeds University Library - a case study: <ul><li>MSc Nanotechnology Skills Week </li></ul><ul><li>Works...
What are your experiences?
Informal skills development <ul><li>Sharing of content - Toolkit </li></ul><ul><li>Sharing of experiences, ideas, good pra...
Formal skills development <ul><li>ULTA-1 </li></ul><ul><ul><li>University-wide teaching award </li></ul></ul><ul><ul><li>E...
Discuss in groups: <ul><li>What training / support is available to you now? </li></ul><ul><li>What additional training and...
What we’d like to see in the future <ul><li>CILIP-accredited Library courses to include teaching element </li></ul><ul><li...
References <ul><li>BROPHY, P. 2007. Communicating the library: librarians and faculty in dialogue.  Library Management.  2...
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LILAC 2010: 'Who dares to teach must never cease to learn'

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  • MS
  • MS In this session, we are going to look at… What is the context in which we now find ourselves? Are we adequately prepared to deal with it?
  • MS Flipchart for responses
  • MS Mandy Lupton’s opinions: we see ourselves as somewhere in the middle.
  • MS Shout out exercise – flipchart for responses
  • MS
  • DP Introduction of academic skills vision - over the next 5 years FTLs expected to teach a broad range of academic skills as well as ‘traditional IL skills’. In response to demand from departments.
  • DP We’ve had to develop our own skills in these areas because of teaching activities like this: Centre for Molecular Nanoscience SOMS5100M Generic Methodologies for Nanotechnology SOMS5110M Generic Methodologies for Bio-nanotechnology Mixture of training and teaching. What demands are being placed on me by this? Wide range of topics – academic skills teaching is new to me so worked with colleague – work alone in the future? Little academic input – more collaboration needed? Help to provide context. Design and marking of assignments – Nanotechnology is essential for the development of smart materials. Discuss. “Training essay” worth 10% of module grade. Have to work within a limited timeframe and with limited access to students – MSc course run jointly with University of Sheffield – blended learning approach in future? Students at different levels – large number of international students – how can I make content appropriate to all of them?
  • DP Shout out exercise (or put in pairs if necessary) – flipchart for responses What teaching do you do? What demands are being placed on you?
  • DP
  • DP ULTA-1 - aims to develop further your teaching skills and professionalism: through helping you to gain an understanding of student learning and exploring ways in which this can be supported in an increasingly diverse student population developing your ability to enhance your own teaching practice through reflection encouraging innovation and the use of technology in teaching PDPLT (LibTeach) – elements of ULTA but with more of a library focus The aim of the Programme is to provide an opportunity for library teachers who have a significant element of teaching in their work to reflect on their teaching practice and consider its “fitness for purpose” for the 21 st century; to explore possible developments in teaching and learning practice; and to consider how technology can be best used to enhance the learning experience of those attending library courses. It is also intended to support library staff to gain externally recognised membership of the HEA.
  • DP Groups to feedback Radical ideas Ideas to take back to own institutions
  • MS
  • MS Any more comments?
  • LILAC 2010: 'Who dares to teach must never cease to learn'

    1. 1. “ Who dares to teach must never cease to learn.” (John Cotton Dana) Dan Pullinger, Faculty Team Librarian (Science & Engineering) Michelle Schneider, Academic Skills Development Officer (IL)
    2. 2. <ul><li>“ It is not sufficient for the librarian to ‘train’ students in the use of library resources. They must now have a real understanding of the pedagogy of teaching.” (Feetham 2006, in Dale et al p.12) </li></ul>
    3. 3. Discuss in groups: <ul><li>Training vs. teaching: the delivery of information literacy </li></ul><ul><li>Consider: </li></ul><ul><li>Do librarians train or teach? / Do you consider yourself a trainer or a teacher? </li></ul><ul><li>What’s the difference? </li></ul><ul><li>Does it matter if we call ourselves trainers or teachers? </li></ul>
    4. 4. “ In order to facilitate students' 'getting of wisdom', librarians who design and deliver information literacy programs should see themselves as teachers rather than trainers.” (Lupton 2002) Training Teaching Skills to use a particular tool/library Transferable skills that can be applied “ Library/resource centred” “ Learner centred” Emphasis on location and retrieval Holistic educational outcome Surface learning Deep learning Bolt on/one-off lecture in a module Embedded in curriculum Teaching librarian Teacher librarian
    5. 5. What skills and knowledge do we need to be effective in teaching our students?
    6. 6. What skills and knowledge do we need to be effective in teaching our students? <ul><li>Understanding of how learning takes place </li></ul><ul><li>Understanding of terminology – learning outcomes, learning styles, etc. </li></ul><ul><li>Course design </li></ul><ul><li>Assessment </li></ul><ul><li>Collaboration </li></ul><ul><li>Presentation skills </li></ul><ul><li>e-learning / blended learning </li></ul>(Sinikara 2008, Brophy 2007,Conroy and Boden 2007)
    7. 7. Our experiences at Leeds University Library <ul><li>Teaching activities: </li></ul><ul><ul><li>Inductions </li></ul></ul><ul><ul><li>Lectures </li></ul></ul><ul><ul><li>Interactive workshops (generic and embedded in modules) </li></ul></ul><ul><ul><ul><li>In collaboration with academic skills staff </li></ul></ul></ul><ul><ul><ul><li>In collaboration with academics </li></ul></ul></ul><ul><ul><li>PhD sessions on finding and managing information </li></ul></ul><ul><ul><li>Involvement in assessment </li></ul></ul><ul><ul><li>Development of e-learning resources </li></ul></ul><ul><ul><li>Academic skills vision </li></ul></ul><ul><li>Remit broadening all the time… </li></ul>
    8. 8. Our experiences at Leeds University Library - a case study: <ul><li>MSc Nanotechnology Skills Week </li></ul><ul><li>Workshops on range of topics: </li></ul><ul><ul><li>Literature searching </li></ul></ul><ul><ul><li>Reading skills </li></ul></ul><ul><ul><li>Planning and writing your assignment </li></ul></ul><ul><ul><li>Plagiarism </li></ul></ul><ul><ul><li>Managing your references with EndNote </li></ul></ul><ul><li>Students complete research assignment and receive feedback </li></ul><ul><li>Designed and led in collaboration with academic skills staff </li></ul><ul><li>Very little input from academics </li></ul>
    9. 9. What are your experiences?
    10. 10. Informal skills development <ul><li>Sharing of content - Toolkit </li></ul><ul><li>Sharing of experiences, ideas, good practice – Skills@Library blog, lunchtime sessions, discussion with colleagues </li></ul><ul><li>Attendance at conferences and workshops, e.g. LILAC, USTLG </li></ul><ul><li>Reading the literature </li></ul><ul><li>Discussion boards and mailing lists </li></ul>
    11. 11. Formal skills development <ul><li>ULTA-1 </li></ul><ul><ul><li>University-wide teaching award </li></ul></ul><ul><ul><li>Enhancing practice </li></ul></ul><ul><li>Personal Development Programme for Library Teaching </li></ul><ul><ul><li>Compulsory for all Library staff involved in teaching </li></ul></ul><ul><li>Peer observation </li></ul><ul><li>Mentoring </li></ul>
    12. 12. Discuss in groups: <ul><li>What training / support is available to you now? </li></ul><ul><li>What additional training and support do you need? </li></ul>
    13. 13. What we’d like to see in the future <ul><li>CILIP-accredited Library courses to include teaching element </li></ul><ul><li>More co-operation at local level – peer observation between institutions </li></ul>
    14. 14. References <ul><li>BROPHY, P. 2007. Communicating the library: librarians and faculty in dialogue. Library Management. 28 , pp. 515-523. </li></ul><ul><li>CONROY, H and D. BODEN. 2007. Teachers, Trainers, Educators, Enablers: What skills do we need and where do we get them? Umbrella Conference 28 th -30 th June 2007, De Havilland Campus, University of Hertfordshire [online]. [Accessed 5 th March 2010]. Available from: http://www.cilip.org.uk </li></ul><ul><li>DALE, P., M. HOLLAND and M MATTHEWS, eds. 2006. Subject librarians: engaging with the learning and teaching environment . Aldershot: Ashgate. </li></ul><ul><li>LUPTON, M . 2002. The getting of wisdom: reflections of a teaching librarian. Australian Academic and Research Libraries [online] 33 (2), [Accessed 4 th February 2010]. Available from: http://alia.org.au/publishing/aarl/33.2/full.text/lupton.html </li></ul><ul><li>SINIKARA, K. 2008. Pedagogical roles for librarians in the changing information environment . University of Helsinki, 21 st August [online]. [Accessed 5th March 2010]. Available from: http://congress.utu.fi/creatingknowledge2008/Sinikara.ppt </li></ul>

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