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Start with the Staff

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Presentation from Sally Patalong, Coventry university. given at the Aliss agm 2014 covers staff development in digital fluency

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Start with the Staff

  1. 1. Start with the Staff Sally Patalong Subject Librarian, Lanchester Library, Coventry University.
  2. 2. Why? • Connections – the library training slot – Research project mapping skills provision across the university • University’s Teaching, Learning and Assessment Strategy – Work with the Library in order to ensure that students develop appropriate research and information evaluation skills – Measure the training given to students to test and evaluate the authenticity and accuracy etc., of digital information sources
  3. 3. Investigation • 23 things – Remembered conversations… – Looked at programmes that other libraries had run • Survey of staff in the library, e-Learning Unit, Maths Support Unit, Centre for Academic Writing
  4. 4. Before… • Office Suite – I occasionally need to ask the odd question about a package and no one I work with seems to know more / less than me • Google Suite – Use Google and Google Scholar – there’s more? • Devices – Used an iPad briefly. – Got a smartphone, but not sure about apps. • Managing your online identity – What does that mean?
  5. 5. Digital Fluency Programme • Purpose of the Programme(s) – Increase skill levels of staff – Increase confidence levels of staff – Support Library development needs • How would the Library gain? – Reinvent the way we work by utilising digital literacy approaches – Contribute more effectively towards DL approaches for academic staff and students – Future-proof the library
  6. 6. Why Fluency? There is a good explanation of the difference between digital literacy and digital fluency here: http://www.socialens.com/blog/2011/02/05/th e-difference-between-digital-literacy-and- digital-fluency/
  7. 7. Compulsory, but with incentives 
  8. 8. 1st cohort – Subject Librarians • 10 week pilot, 2 hours per week • Moodle • Content – Creating LinkedIn, Google and Twitter accounts – Google – power searching – Exploring tablets/apps – Working in the cloud – Using social networking
  9. 9. Content - continued – Using Moodle as a teacher – Digital security – Creating online content – Supporting research – Synchronous support – Mahara • Delivered by 2 Learning developers and several subject librarians
  10. 10. Feedback Things for Work/Students: – Google Searching session - some really good tips that I can use with students and in 1-1s – More confidence in how to potentially use tablet devices with school groups – Enjoyed the opportunity to discuss ideas/tools/new services New Skills/Knowledge for me: • Never used a tablet device before - good to see the positives (and limitations!) of these • More knowledge of cloud computing - saving and accessing documents/collaboration tools could be really useful • Useful to learn about Digital Security - would like to see more about this from ITS
  11. 11. • The course has been particularly useful for me as an SL in the following areas: • Tablet: Useful for meetings, good to have a portable device, helpful to know how it works in detail, use of apps • Cloud Computing: Awareness of how data is stored/used and accessed - advantages/pitfalls • Digital Security: Mini-project and session increased awareness, change in working practices as a result • Moodle and Mahara: Push to get me to use them more, good for information skills training/academic liaison/greater understanding from the student point of view • Overview: Collaborative working tools highlighted, enhanced and updated online skills, awareness of software that the University is using, use of social media in a work (library) context, feeling connected' and part of a virtual online community.
  12. 12. Cohort 2 – 8 weeks • Other people working on the Enquiry Desk • Repository staff • iPads, no android devices • Problems – No University Librarian – Head of Academic Liaison Team on secondment – Learning developers moved out of the library – No Moodle space – Timetable dependent on peoples’ availability
  13. 13. Content • Moodle as a student • Creating accounts – Google, Twitter, LinkedIn • Exploring tablets • Google Power Searching • Digital security • Working in the cloud • Social networking • Managing your digital footprint
  14. 14. Feedback • What were your aims at the beginning of the course? – To improve my knowledge of using digital resources – To become aware of aspects that I don’t use, e.g. Twitter – To learn more about online security – Broaden understanding/knowledge • Have these been achieved? – Yes!
  15. 15. • Do you think the skills that you have learned on the course will help you in your day-to-day work? Please give examples. – Using the library Twitter on the Enquiry Desk – Making notes on iPad – Knowing how students use iPads for library work – Using Moodle to check and help students with enquiries
  16. 16. • Are there any ways in which the course could be improved? – Make sessions optional – Security and digital footprint sessions would have been better/more useful at the beginning to help you make better decisions as you were looking at different things – 8 weeks seems a lot for the content – Familiarisation with University website/Nova/Solar/Universe/Faculty information/University Apps
  17. 17. The future? • Weekend staff want the chance to take the course • More iPads? • Request space in Moodle • Look at the timetable structure • Plan well in advance • Continuing to keep up-to-date
  18. 18. Questions? Contact details: Sally Patalong Subject Librarian Room FL215 Lanchester Library Coventry University Gosford Street Coventry CV1 5DD Email s.patalong@coventry.ac.uk Tel. 02477 657535

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