Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Developing the
developers: skills,
knowledge and behaviours
for the 21st
century IL
practitioner
Wendy Mears, Learning and...
Training needs analysis: why
now?
• Financial cuts across UK HE sector
• Educational technologies
• Changes to course prod...
Training needs analysis:
designed for engagement
• Thorough horizon scanning informed survey design
• Anonymous private re...
What gaps in skills,
knowledge and behaviours
(SKBs) were identified?
• High importance, high priority and urgent training...
What SKB gaps were
identified?
• High importance, high priority and urgent training
need AND mixed proportion of personal ...
What SKB gaps were
identified?
• High importance, high priority and urgent training
need with a lower personal need
• Cust...
What gaps were identified?
• Important but less urgent, or with only few people
identifying strong personal need
• Knowled...
Workforce development plan:
ten recommendations
• Act on the following
recommendations
• Consider recommendations of
recen...
Two year plan for delivery
M 1-2 Develop generic set of ‘products’
Identify individual training needs
M3 Define the conten...
Balancing priorities and
budgets
• Identified priorities
–Influencing; marketing and advocacy skills
–Pedagogic understand...
What we were doing already..
• Staff development hour
• Knowledge sharing WIKI;
SKIP; monthly team meetings
• Helpdesk ind...
New initiatives and
approaches
• Using internal skills and expertise, especially the ILU
• Using OU skills and expertise
•...
Information Literacy Unit
support
• Provide guidance in learning design
• Have created OU courses
–TU120 Going Beyond Goog...
How we manage expectations
• L&T librarians
• Library leadership team
• Faculty
• PVC for learning and teaching
• Universi...
Measuring outcomes
• Direct training outcomes; improved skill levels and
changed behaviours
• Ultimate outcomes are increa...
Four months in – progress so
far
• Training needs defined
• Work plan agreed
• Exploring options; adapting existing practi...
The Library & Learning Resources
Centre
The Open University
Walton Hall
Milton Keynes
MK7 6AA
www.open.ac.uk/library
Upcoming SlideShare
Loading in …5
×

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

56 views

Published on

Presented at LILAC 2010

Published in: Education
  • Be the first to comment

  • Be the first to like this

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 www.open.ac.uk/library

×