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Teaching and learning development for academic support librarians at the University of the Arts London - Leo Appleton & Elizabeth Staddon

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Presented at LILAC 2016

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Teaching and learning development for academic support librarians at the University of the Arts London - Leo Appleton & Elizabeth Staddon

  1. 1. Teaching and learning development for Academic Support Librarians at the University of the Arts London Leo Appleton, Associate Director of Library Services Elizabeth Staddon, Senior Educational Developer, Teaching and Learning Exchange LILAC, 21st – 23rd march 2016
  2. 2. Background and context • Library Services and Academic Support • The role of the Academic Support Librarian • Teaching and Learning Exchange • Academic development at UAL • PGCert/MA in Academic Practice
  3. 3. Teaching and learning in art and design
  4. 4. How the programme came about • Response to demand from curriculum areas • Response to staff development requirements for Academic Support Librarians • Collaboration between Library Services and Teaching and Learning Exchange
  5. 5. Librarians’ Teaching and Learning Programme Overall aim of the programme To introduce librarians involved in teaching to some of the main features of art and design pedagogy within a context of providing library based academic support Objectives • Introduce librarians to learning theories and enable them to contextualise theory into practice • Raise awareness of the development and design of curriculum within an art and design context • Expose librarians to different techniques and styles of teaching • Increase librarians’ confidence in teaching and presentation skills • Introduce a range of technology enhanced learning methods and strategies • Develop librarians as reflective practitioners
  6. 6. Librarians’ Teaching and Learning Programme Session 1 – Introduction to teaching and learning in the arts Session 2 – Approaches to teaching and learning Session 3 - Presentation skills Session 4 – Educational technology Session five – Using reflection for professional development and evaluation
  7. 7. Epiphany moments • Permission to experiment – Can we really use our initiative? • What librarians teach – But how can we make our type of teaching interesting? • Teacher identity – I really am a teacher!
  8. 8. Feedback I thoroughly enjoyed the training, and I’m glad you encouraged me to attend although I’ll be studying on the PG Cert this coming year. I found that the sessions in the CDP Programme gave me a really good idea of what to expect from the actual PG course. It was excellent to have the opportunity to talk to librarians across the department, sharing good practice, challenges and anxieties. There are a number of practical things I hope to explore further: using games, screen recording, using learning outcomes more formally, using observations, increasing interactivity and fun especially in lecture based sessions Sharing the sessions with so many colleagues from CSM and other sites has given me the confidence and reassurance that I can now approach other academic support librarians to discuss the planning and delivery of information skills sessions. Sharing ideas and discussing our role in teaching and learning was the most valuable part for me.
  9. 9. Impact • Increased variety in information skills sessions • Games integrated into sessions • Overall creative approach to providing information literacy skills • Empowered Academic Support librarians • Increased confidence • Collaboration and partnership across colleges and departments • Status and recognition within academic teams
  10. 10. Future developments • Refining programme content and format • Attaining professional recognition • Progression • Working as whole course teams • PGCert/MA Academic Practice

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