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Harbour & Isaac-Menard - Using current technologies to build relationships with academic staff: a series of workshops

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Harbour & Isaac-Menard - Using current technologies to build relationships with academic staff: a series of workshops

  1. 1. Using current technologies to build relationships with academic staff: aseries of workshopsChristina Harbour, Writtle College, Christina.Harbour@writtle.ac.ukRachel Isaac-Menard, Writtle College, Rachel.Isaac-Menard@writtle.ac.ukStaff training sessions are an obvious way to support the research community withininstitutions. As Subject Librarians we see this as an opportunity to build relationshipswith academic staff. Indirectly we hope this will provide us with academic staff whoare better trained in library resources, and more willing to give us time with studentsfor information literacy sessions.Staff notoriously do not value the library/use its services as much as they should,(Cooke, 2011; Dale, 2006) and this in turn affects how students perceive the library.By putting on staff training sessions, we endeavoured to improve awareness of therole of librarians within the larger institution, and make staff aware of the variousways the library can support them in their research.A recent Research Information Network (RIN) report (RIN, 2011) recommends that itshould be “made easier for supervisors to keep up to date on training, support andresources.” After attending a Postgraduate Research Symposium in which the RINreport was discussed, it reinforced for us the Library’s’ responsibility to help not justsupervisors, but academic staff in general with information literacy. We usuallyprovide academic staff with a general library induction. We have decided tosupplement these sessions with a series of workshops.This presentation describes a series of workshops that Writtle College Library has setup for academic staff. Sessions include: current awareness, effective searching, webpresence, Prezi and creating a blog. We made the sessions related but independent sothat staff members could attend singular sessions. We tried to think of topics that wererelevant to staff, but also relevant to students. These sessions had a practical element,some background theory and demonstrations. There were things we decided had to becovered and we left enough time to adapt the sessions based on attendees’ subjectareas.ReferencesCooke, L., Norris, M., Busby, N., Page, T., Franklin, G., Gadd, E and Young, H.(2011) Evaluating the Impact of Academic Liaison Librarians on Their UserCommunity: A Review and Case Study. New Review of Academic Librarianship, 17(1), 5-30.Dale, P. (2006) ‘Professional Engagement – The Subject Specialist in HigherEducation’, in P. Dale et al (Eds.), Subject librarians, engaging with the learning andteaching environment. Aldershot, Hampshire: Ashgate Publishing Ltd, 19-32.Research Information Network (2011) The role of research supervisors in informationliteracy. London: RIN

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