Towlson & Eyre - Answering the employability agenda: multi-professional collaboration in an era of multiliteracies
ANSWERING THE EMPLOYABILITY AGENDA: MULTI‐PROFESSIONAL COLLABORATION IN AN ERA OF MULTILITERACIES KAYE TOWLSON AND JASON EYRE
Multi‐professional collaboration in an era of multiliteracies.• Demonstrate multiliteracies are within the employability agenda• Seek to define the range of multiliteracies • Map these on to the library and learning teaching activities at DMU.• Enabled by multi‐professional collaboration
Context• Current drive for employability (Browne Review 2010) demands a wide breadth of skills involving multiliteracies beyond those of traditional information literacy. • Requires a multi‐professional approach• Employability skills CBI/UUK report (2009) feature highly on the map of skills fostered and taught by Librarians and Learner Developers at DMU• These skills are echoed by multilieracies specified in the LLIDA framework of frameworks (2009)
Multiliteracy“Traditionally, literacy has centred on language only, with the emphasis on reading and writing. The concept ‘literacy’ assumes that language is stable with established, enduring rules, and with a single notion about the correct usage of language. Multiliteracy, in contrast, acknowledges three important aspects that influence our thinking about literacies: the need to recognise multiple lifeworlds and language forms as well as cultural and linguistic diversity; the escalating use of technology, the multiplicity and multimodality of communication channels and the strong presence of multimedia texts; and the need for critical literacy” (Pillay 2010, p. 771)
CBI/UUK (2009) Skill Librarian Learning DeveloperSelf managementTeamworkingBusiness/Customer awarenessProblem solvingCommunication and literacyApplication of numeracy * Application of Information * * Technology Identified underpinning attributes of positive attitude and entrepreneurship / enterprise:* The Maths Learning Centre (MLC) is also part of the Directorate* * The Centre for Enhanced Learning through Technology (CELT) is also part of the Directorate
LLIDA (2009)Skill Librarian Learner DeveloperLearning to Learn: metacognitionAcademic practice, study skillsInformation literacyCommunication and collaboration skillsMedia literacyICT/digital computer literacy **EmployabilityCitizenship* * The Centre for Enhanced Learning through Technology (CELT) is also part of the Directorate
Development and operation of a collaborative service between Librarians and Learner Developers at DMU• Fruitful collaboration• Work together: all part of learning continuum or learning journey• Developing collaborative infra‐structure: respond to current issues: ie. employability• In curriculum• Extra and co curricula:• Together, co‐ordinated, synergy
Forms of engagement for multiliteracies development offered by this collaborative service.• Publications: co‐ordinated...• E‐induction: transition transferability• HEAT tool kit• Lib guides• lunchtime, twilight workshops• Promo weeks• Employability week• Peer mentoring employability developments
Themed week : employabilityCompany information ‐ learn about prospective employers Researching the company or service provider prior to your application is critical in informing your decisions and content of your application. This workshop will guide your research in finding out about a company or service provider, including news, finance, corporate culture and image.CV, letter writing and email etiquette This workshop will focus on the expected conventions of written communication with your prospective employers. There will be opportunities to critique examples as well as learn the dos and donts to ensure a professional application.Effective self management in the workplace Most jobs include team work and good personal organisation and, as such, employers will be looking for these skills as part of the application process. In this workshop you will be provided with an opportunity to identify what makes effective team work, what kind of team player you are, and practical ideas and strategies for using time more effectively to achieve better outputs.Reflection for personal and professional development A common criticism of application forms is the lack of contextualising of your skills, experience and qualities to that of the role you are applying for. This workshop provides opportunities for you to reflect, identify evidence, and effectively present yourself in your application.Self promotion and promotion of ideas in presentations This workshop will focus on presentation skills which may be required either as a ‘pitch’, or presentation of a topic as part of the recruitment process.Using social media to develop an online profile Social media is a powerful tool for promoting yourself to companies and organisations. With a wealth of applications to choose from (Facebook, LinkedIn, Twitter, blogs and wikis) how do you know which is the most appropriate for you? This workshop gives an overview of some of the tools available and how you can use them to present yourself with a professional edge. Verbal reasoning skills for psychometric testing This workshop will be of interest to students applying to graduate training schemes. Psychometric testing is often an early requirement of the recruitment process. This workshop will focus on the development of skills to support the verbal reasoning element of the psychometric tests. There will also be a ‘hands on’ opportunity to have a go at sample tests.Writing a ‘polished’ personal statement The further information section of your application form is key to communicating who you are and why the employer should consider you for the role. This workshop will focus on the structure and content of your personal statement, together with tips and strategies for producing a ‘polished’ application.Work Experience Opportunities at DMU: Frontrunners, Fuse Mentoring and DSU Volunteering A key element of your application for a job will be profiling your experience that relates to the position. Looking for opportunities to gain practical work experience? An open panel discussion outlining opportunities available at DMU will provide an overview of the potential benefits and pitfalls of getting involved.
Transferability of core employability skills from Higher Education environment to work.• Identity: different between student / employee ‐ including vocational programmes – Self‐ perceived identity, identity as perceived by others, aspirational identity• Mental framework: to enable transferability• Offering employability context and parallels
Making it clear: evidencing graduate employability skills • Graduate skills licence: simple but complex• HEAR• Employability module? Authentic context (Secker and Coonan 2011)• Resource issues: staff‐time, curriculum time, £• Value/ validation• Promotion and participation: will students and employers see the value• Voluntary vs mandatory• Value for money in £9k fee era
Benefits of multi‐agency• Studies reveal multi‐literacies required for employability and citizenship in a digital age• Mutual and distinct points of expertise• Multiple‐routes to student• Flexibility• Reinforces transferability
Emerging Issues?• When does multi‐agency become one?• Established partnerships, agreed terrain and trust.• How to get students to draw the multi‐skills together?• Student focus ‐ shared ownership?
BibliographyBeetham, H., McGill, L. And Littlejohn, A. (2009) Thriving in the 21st century: learning literacies for the digital age (LliDA project) [WWW], Glasgow, Glasgow Caledonian University. Available from: http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf [Accessed 27/6/11].Browne, J. (2010). Securing a sustainable future for higher education [WWW] Available from http://www.delni.gov.uk/index/publications/pubs‐higher‐education/browne‐report‐student‐ fees.htm [Accessed 12/10/11] CBI/UUK (2009) Future Fit: preparing graduates for the world of work [WWW] Available from: http://educationandskills.cbi.org.uk/uploaded/HRE_091_Future%20Fit%20AW.pdf [Accessed 12/10/11].Pillai, M. (2010) Locating Learning Development in a University Library: Promoting Effective Academic Help Seeking. New Review of Academic Librarianship, 16 (2), p121 – 144Pillay, A. (2010) Embracing multiliteracies for teaching and learning in higher education. South African Journal of Higher Education 24(5), pp. 771‐781Secker, J. and Coonan, E. (2011) A new curriculum for information literacy, executive summary [WWW] Available from: http://ccfil.pbworks.com/f/ANCIL_final.pdf [Accessed 12/10/11]Towlson, K. and Pillai, M. (2008) Librarians and learning developers working together at De Montfort University Library, SCONUL Focus (44), pp23 ‐ 25