The survey ran between 20th December 2009 and the 22nd January 2010 and was targeted at FE library staff in the Yorkshire and Humber region These findings reflect what is currently happening around the region 55 respondents – good generalisable sample (we have around 37 FE colleges around the region) Purpose – to share ideas and provide
Very piecemeal and ad hoc – tends to be more timetabled for FT students, whereas PT students tend to get overlooked. No promotion - In some ways no need to promote now because all students require an ID card and we take their photograph and produce this for them so they have to come in. Direct contact with HoD – perceived to have more of an impact on influencing teaching staff to book inductions Staff inductions – create a staff induction pack FT students have timetabled slots - Some colleges have a checklist for student inductions which includes the library.
Voting software – Qwizdom, Captivote, Turning Point voting pads Online induction video – Not everyone likes to be videoed, media students filmed a short 5 minute introduction to the LC. http://www.youtube.com/watch?v=5slpJMRWKA8 and http://www.youtube.com/watch?v=cx7ZbbKZGek&feature=related
Using games - http://www.sconul.ac.uk/publications/newsletter/43/8.pdf Cephalonian method - http://www.sconul.ac.uk/publications/newsletter/40/21.pdf
Review Of Library Inductions
Click to edit Master title style Click to edit Master subtitle style | slide Scott Hibberson e-Learning Advisor (learning resources) www.rsc-yh.ac.uk RSCs – Stimulating and supporting innovation in learning Library Inductions: A review of current practice across the region
<ul><li>Survey Monkey (open four weeks) </li></ul><ul><li>Targeted at library staff working in FE </li></ul><ul><li>Scope – Yorkshire & Humber region </li></ul><ul><li>55 respondents </li></ul><ul><li>Purpose – stimulate ideas on good practise </li></ul>Aim of the survey
Question One N.B. Numbers in parentheses denote how many respondents stated that they had used each particular method of promotion.
Question Three <ul><li>Have you tried anything new in the last year? </li></ul><ul><li>Using the voting system - works really well! </li></ul><ul><li>Drop-in surgery – dedicated time slot each week which staff and students can attend </li></ul><ul><li>In the process of developing an online induction video </li></ul><ul><li>Creating an online induction review and learner satisfaction assessment questionnaire. </li></ul>
Question Three (cont) <ul><li>Quiz involving DDC cards – students given a DDC card and they have to find an item and report back. Can deliver in small teams to create competition, etc </li></ul><ul><li>Skills Fairs - based on a freshers' fair format, to encourage students to drop-in and browse resources/chat with library staff </li></ul><ul><li>Use a timed activity to find specified resources, with library staff help to establish a rapport, and finish with the students divided into two teams to complete a scored true/false Smart Board game </li></ul>
Question Four If you could name one thing that has worked really well with your own library inductions, what would it be? “ Using games to add fun to library inductions!” “ Variety . Making sure you have a range of delivery methods available to tailor an induction to a group of students and to the person giving the induction. As long as you have consistency in content variety just aids getting the message across to a particular group.” “ Cephalonian method has transformed our inductions - engages students more than traditional tours and allows us to deliver induction to more students in a shorter space of time.” “ Improvements come from having a dedicated classroom , keeping it short and trying to involve the students in a small way - interactivity.” “ Hands on use of e.g. e-book collections.”
Question Four (cont) “ Differentiation by course / level / subject and by making included tasks subject specific wherever possible.” “ Smaller groups and making them more subject specific .” “ Qwizdom class quiz software increased audience participation ; greater participation increased retention and improved attention spans; greater interaction between staff presenting and students in the audience helped to build good relationships earlier in the academic year.” “ We keep the inductions short as it is a bit overwhelming to hear all the resources available all at once but encourage students to come back when they want something or need help with something.” “ The use of Moodle makes the whole induction flow better and hang together well.”
Click to edit Master title style Click to edit Master subtitle style | slide Scott Hibberson, e -Learning Advisor (learning resources) [email_address] www.rsc-yh.ac.uk 0113 341000 www.rsc-yh.ac.uk RSCs – Stimulating and supporting innovation in learning