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Developing the developers: skills, knowledge and bahviours for the 21st century information literacy practitioner. Mears


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Presented at LILAC 2010

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Developing the developers: skills, knowledge and bahviours for the 21st century information literacy practitioner. Mears

  1. 1. Developing the developers: skills, knowledge and behaviours for the 21st century IL practitioner Wendy Mears, Learning and Teaching Librarian, Open University March 2010
  2. 2. Training needs analysis: why now? • Financial cuts across UK HE sector • Educational technologies • Changes to course production methods • Deliver increased ROI on library content
  3. 3. Training needs analysis: designed for engagement • Thorough horizon scanning informed survey design • Anonymous private reflection on training needs • Focus groups structure • Feeding back to group
  4. 4. What gaps in skills, knowledge and behaviours (SKBs) were identified? • High importance, high priority and urgent training need AND high proportion of personal need • Influencing and persuasion skills • Understanding of teaching, learning and assessment, and the ability to make a case in pedagogic terms • Marketing and advocacy skills to promote library resources and services in terms of their value to courses
  5. 5. What SKB gaps were identified? • High importance, high priority and urgent training need AND mixed proportion of personal need • Personal confidence and assertiveness in dealing with clients • Ability to create generic information literacy materials
  6. 6. What SKB gaps were identified? • High importance, high priority and urgent training need with a lower personal need • Customer services skills, including handling enquiries, in both virtual and physical environments • Willingness and ability to identify own personal and professional strengths and weaknesses
  7. 7. What gaps were identified? • Important but less urgent, or with only few people identifying strong personal need • Knowledge of students’ use of technology • Adaptability, flexibility and the ability to cope with change • Practical skills for delivering training • Awareness of and ability to evaluate usefulness of new technologies • Presentation skills • Customer relationship management and relationship building • Different technical skills gaps
  8. 8. Workforce development plan: ten recommendations • Act on the following recommendations • Consider recommendations of recent digital literacies skills project • L & T librarians to take OU’s own course - evolving information professional? • Formal education course for some or all L & T librarians? • Review and update job descriptions • Develop detailed competencies for key skills • Keep watching brief on emerging technologies – training needs arising from this? • Do L & T librarians need further training in latest IL thinking? • Research support skills development • Revisit 2007 workforce development plan
  9. 9. Two year plan for delivery M 1-2 Develop generic set of ‘products’ Identify individual training needs M3 Define the content for IL training M4 Identify IL benefits in pedagogic terms – workshop Soft sales and marketing techniques – workshop Clarify research support – knowledge sharing workshop M5 Set quantitative targets and report quarterly progress M 6- 18 Apply the ‘soft sales’ and ‘marketing’ techniques learnt M12 Interim formative evaluation
  10. 10. Balancing priorities and budgets • Identified priorities –Influencing; marketing and advocacy skills –Pedagogic understanding • Staff development budget –2% of library’s total budget –Tied to individual – 8 days p.a. FTE for AR –HR identify common themes
  11. 11. What we were doing already.. • Staff development hour • Knowledge sharing WIKI; SKIP; monthly team meetings • Helpdesk induction and training program • Conference attendance evaluation and feedback • Appraisal process • Mentoring • Frequent external speakers • University training events
  12. 12. New initiatives and approaches • Using internal skills and expertise, especially the ILU • Using OU skills and expertise • Bringing in external expertise to address large scale training needs • Supporting external training attendance • Supporting external qualifications
  13. 13. Information Literacy Unit support • Provide guidance in learning design • Have created OU courses –TU120 Going Beyond Google –CPD course: The evolving information professional • Working with other OU units on training design • Reviewing other internal and external courses
  14. 14. How we manage expectations • L&T librarians • Library leadership team • Faculty • PVC for learning and teaching • University expectations
  15. 15. Measuring outcomes • Direct training outcomes; improved skill levels and changed behaviours • Ultimate outcomes are increased IL integration • Delivery of skills across University curriculum • Independent library users
  16. 16. Four months in – progress so far • Training needs defined • Work plan agreed • Exploring options; adapting existing practice; exploiting opportunities • Outcomes – expectations and reality
  17. 17. The Library & Learning Resources Centre The Open University Walton Hall Milton Keynes MK7 6AA