This document discusses the debate around generic versus subject-specific researcher training. It describes the role and program of the Researcher Training Librarian at Durham University, who provides training to postgraduate researchers. The librarian finds that perceived differences in subject specificity can be overcome by enhancing researchers' information literacy skills in a flexible way and applying their learning to each person's research context. Nearly 600 students have been trained since October 2009, with 96% rating workshops highly and 99% believing it will benefit their research. The training program provides benefits both to researchers and the practitioner.

1. Generic versus subject-specific
researcher training
Laura Jeffrey
Researcher Training Librarian, Durham University
LILAC 2010

2. RIN (2008) Mind the Skills Gap. p. 3
An “over-emphasis on generic
training may not be effective”.
RIN (2008) Mind the skills gap: executive summary, p. 3
Available at: www.rin.ac.uk/training-research-info

3. Researcher Training Librarian
• Roberts funded post
• Training-only role
• Physically situated within the library
• Part of Graduate School’s Postgraduate
Training Team

4. Postgraduate Training Team

5. Researcher Training Librarian
• Roberts funded post
• Training-only role
• Physically situated within the library
• Part of Graduate School’s Postgraduate
Training Team
– Work collaboratively
– Library embedded in centralised systems
and shares in success

7. Programme ethos
• Informed by
– Institutional strategy
– Roberts agenda; Joint Statement of Skills
– Role of the professional; IL models
– Student feedback from FMI courses
• Equitable access for all research students
• Contributing to researchers’ long-term
development

8. Information Literacy Courses
• Finding and managing information
• Speed literature searching
• Intelligent web searching
• Keeping up to date with new research
• Historic collections
• Increasing the impact of your research
• Finding theses
• Using news databases
3 hours or all day
2 hours
1 hour

10. Shared issues
• Difference is not unique to generic training
– Specificity of thesis subject
– Prior academic and life experience
• Challenges are universal
– Time limits
• Difference used a strength not a weakness
– Enhance information literacy by
challenging the researcher

11. Enhancing the researcher skills set
• Self-directed learning – choice of courses
• Flexibility – apply learning to research context
• Problem solving – investigate resources
• Networking – meet researchers from other
departments/ research contexts
• I.T. – new resources; increased confidence
• Information literacy – skills not tips

12. “One of the most effective and useful
workshops I have attended”.
Postgraduate Researcher, March 2010.
Benefits to researchers
• Nearly 600 students trained since October ‘09
– 96% rate workshops as 4 or 5 on scale of 1-5
– 99% say it will make a difference to their research

13. Benefits to the practitioner
• Broad range of training
• Scalable number of courses for one FTE
• Well attended courses
– Average attendance 66% of room capacity
– With faculty-specific system attendance was 24%
• Respond equitably to demand

14. Summary
• Very specific context
• Challenges are not unique to generic training
• Benefits to researchers
• Benefits to practitioner

15. Generic versus subject-specific
researcher training
Laura Jeffrey
Researcher Training Librarian, Durham University
LILAC 2010