Pullinger - Changing the focus of induction to improve the student experience.
Changing the focus of induction to improve the student experienceDan Pullinger, University of Leeds, email@example.comLibrary inductions are often a passive experience for students, provided out of contextand at a time when they are being overwhelmed with new information (Morgan andDavies 2004). This presentation will outline how librarians at Leeds are changing thefocus of their induction sessions in order to promote the library’s wider relevance tostudents, with supporting resources used to cover practical information.In 2010, Leeds University Library introduced an online Library Guide that enablesstudents to discover, at point of need, all the functional information required to use theLibrary and its resources, e.g. number of books that can be borrowed, fines, openinghours. An accompanying quiz for the Library Guide was subsequently devised toprovide a method of testing students’ knowledge and understanding. Completion ofthis quiz also reassures departments that their students have engaged with the basicinformation needed to use the Library successfully.The introduction of these resources has allowed subject librarians to adopt a fresh,blended learning approach to induction; by embedding the guide and quiz in theUniversity’s Virtual Learning Environment, face-to-face time in Freshers’ Week caninstead be used to promote to students the support and opportunities offered by theLibrary, e.g. world-class resources, a variety of study spaces and help with developingacademic skills. Emphasis is also given to how these opportunities can boost students’future employability. Leeds University Library’s excellent 2010/11 NSS scores arehighlighted and students are encouraged to provide their own suggestions on areas forimprovement. These short sessions are intended to convey a simple but memorablemessage - making the most of what the Library has to offer can help you succeed bothat university and in your future career.Student feedback on this new approach will be discussed, and participants will beencouraged to consider how adopting a promotional style of induction might benefittheir own students.ReferencesElston, C. and M. Schneider (2011) Library induction: online vs. face-to-face.SCONUL Focus. 52, pp. 31-34http://www.sconul.ac.uk/publications/newsletter/52/11.pdf (Retrieved 9 November2011)Morgan, N. and L. Davies (2004) Innovative library induction – introducing the‘Cephalonian Method’. SCONUL Focus. 32, pp. 4-8http://www.sconul.ac.uk/publications/newsletter/32/2.pdf (Retrieved 9 November2011)