In 2017, MU Library’s Teaching & Research Development team moved from a subject-based model of library support to a functional model, based around the core functions of our team i.e. Research Support; Academic Engagement; and Teaching & Learning. Central to this change was the development of a new teaching programme, to be multi-disciplinary and standardised in approach, and considering information literacy provision in its widest context. The teaching programme is mapped to MU Library’s Information Literacy Strategy Framework. Classes under the programme were first delivered in 2018. Our teaching programme focuses on activity-based classes to achieve the five IL competencies identified in our Framework. In our presentation, we will explain the context and background to our decision to move to a functional model, with reference to the University’s new undergraduate curriculum, which focuses on critical skills, offers students opportunities to engage in experiential learning, and provides a multi-disciplinary focus for student module choices. Aine will describe the process of creating a menu of class options with standardised lesson plans and content for our classes, and the pedagogical practice of student learning through active engagement. She will give examples of this work in practice, showcasing tools used (e.g. Mentimeter software) and activities undertaken, and talk about the successes and areas for learning arising from the classes. However, a key focus of our paper is to look at the practical aspect of class delivery and the benefits to co-delivery of these classes. How does this work in practice? Catherine will share her experience of co-delivering the classes, and describe her role, offering recommendations about successful delivery of activity-based classes. We hope conference attendees will find our session practical, thought-provoking and will be able to take away some ideas for similar classes in their library, in whichever sector.

1. ‘ACTIONS SPEAK LOUDER THAN WORDS’
CO-DELIVERING ACTIVITY-BASED CLASSES AT MAYNOOTH UNIVERSITY
LAI / CILIP IRELAND JOINT ANNUAL CONFERENCE 2019
KILLASHEE HOTEL, NAAS 10 APRIL 2019
CATHERINE AHEARNE
ÁINE CAREY
TEACHING RESEARCH AND DEVELOPMENT TEAM, MU LIBRARY

2. ABOUT US
CATHERINE
 Library Assistant, Engagement and Information
Services
 Private sector information management
experience
 Worked with TRD on projects arising from
implementation of new model
ÁINE
 Manage Teaching and Research Development
team
 Functional model based on Teaching & Learning,
Research Support, and Academic Engagement
 How our classes evolved following introduction
of our new functional model

3. WHAT WE’LL TALK ABOUT
 A new approach to teaching in MU Library
 Activity-based classes to improve learning outcomes
 Co-delivering classes to enhance learning environment
 What we did and why we did it
 Our observations on the process
 The next steps

4.  Teach classes – mapped to our
Information Literacy Framework
 Develop online resources and
tutorials
 Provide research support –
bibliometrics, open access, research
visibility, classes for academic staff,
PhD students, researchers
 Engage with academic staff via
library reps and Heads of
Departments – a holistic service,
mutually beneficial
Teaching & Learning
Academic Liaison
Research Support
Academic Engagement
TRD
Functional
Model

5. WHY CHOOSE A FUNCTIONAL MODEL?
Changing curriculum
A Maynooth Education
Critical Skills programme
Information Literacy
Framework
Reach of subject librarian
Gaps and overlap in
class delivery
Changing information
landscape
Where does our
expertise lie?
Growing, diverse student
population
Varied information needs
Skills Enhancement
Adding value to what we
do
Meeting higher-level skills
acquisition

6. A NEW CURRICULUM WITH A KEY FOCUS ON CRITICAL SKILLS
‘…graduates are expected to be … capable of gathering and critiquing
information from a variety of sources’
(Maynooth University, 2015)

7. • Mapping & evaluating the
information landscape
•Managing & presenting
information
•Managing the transition
•Understanding ethical &
social dimensions of
information
•Researching within the
disciplines
Deep
Knowledge
Critical
intellectual
skills
Autonomous
and
responsible
learners
Breadth of
perspective
Skills for life
and work
Information Literacy Framework for
‘A Maynooth Education’
Successful
Searching
By the end of this session,
your students should be
able to effectively find
academic information and
use library resources. This
can be
tailored to any subject.
Evaluating
Information
Students will develop
their ability to evaluate
information and thereby
find the information most
relevant for use in their
assignments.
Databases in your
subject
Students will learn how
to access and navigate
some of the top
recommended
databases in their
subject area.
Referencing and
Avoiding
Plagiarism
Students will learn to
recognise plagiarism,
improve their
knowledge of
referencing and develop
skills for managing their
references

8. WHAT DOES AN ‘ACTIVITY BASED’ CLASS LOOK LIKE?
Use online survey
tool Menti to check
in with the students
and establish their
expectations

9. Standardised lesson
plans, customised for
each class
Timed
Pre-class activities
Structured class
activities based on
learning outcomes

10. WHAT’S THE BENEFIT OF ACTIVITY-BASED CLASSES?
 Activity is where the learning happens
 Activities are often simple e.g. navigate
to your subject guide
 Promote engagement and agency
 Focused on idea of a threshold concept
and bringing students to that point
 ‘Gentle’ way to encourage participation
at more in-depth level, gauge class
ability and individual challenges

11. HOW WE GOT THERE
 Attending classes to observe teaching in an academic context
 The process evolved – room set up, heling students in difficulties
 Reflection – what was working well in the class?
 Natural partnership emerged – Áine leading the class and engaging in
activities; Catherine observing, intervening to support, troubleshooting, and
unobtrusively assisting reluctant / nervous students
 Form of feedback for instructor – a fresh perspective

12. CO-DELIVERY IN PRACTICE
Room set up
Removing barriers
Welcome and orientation
Importance of planning
Working together – true
co-delivery
Providing assistance
at point-of-need to
students
Feedback and review of
class

13. FEEDBACK
 Lecturer in the class where possible – the
class becomes a shared learning
environment between academic and
librarian
 Lecturers love it!
 Often report they learn a lot too!
 Students positive but it is class-dependent
 Sometimes you have to work a bit harder to
engage the students but we haven’t had
any class that hasn’t worked
 We want to get more structured student
feedback

14. RECOMMENDATIONS
 Consider who is most suited for the role – personality matters here!
 Think about what will work for you, your team, your students – start slowly, with
introductory activities
 Be adaptable – you need to spot who is having trouble, and move between students
frequently
 Instructor needs to use activity time to gauge student learning, and adapt, shorten or
expand activities to meet student level
 Sometimes you might have to change approach quite significantly – e.g. based on
initial student feedback
 Utilise the team member assisting for this

15. COMING UP
Surveying students
post-class (via
Moodle)
More differentiated
activities (for students at
different skill levels)
Continue to link class
activities to student
assignments – make them
as relevant as possible for
students
More pre-class activities i.e.
online quizzes, tutorials on
navigating the online
library

16. THANK YOU
CONTACT US
AINE.CAREY@MU.IE CATHERINE.AHEARNE@MU.IE
HTTPS://NUIM.LIBGUIDES.COM/GUIDES_TUTORIALS