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Generic versus subject-specific researcher training. Jeffrey

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Presented at LILAC 2010

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Generic versus subject-specific researcher training. Jeffrey

  1. 1. Generic versus subject-specific researcher training Laura Jeffrey Researcher Training Librarian, Durham University LILAC 2010
  2. 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. 3. Researcher Training Librarian • Roberts funded post • Training-only role • Physically situated within the library • Part of Graduate School’s Postgraduate Training Team
  4. 4. Postgraduate Training Team
  5. 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
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. “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
  11. 11. 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
  12. 12. Summary • Very specific context • Challenges are not unique to generic training • Benefits to researchers • Benefits to practitioner
  13. 13. Generic versus subject-specific researcher training Laura Jeffrey Researcher Training Librarian, Durham University LILAC 2010

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