Áine Carey discusses Maynooth University Library's adoption of a functional teaching model. The library transitioned to this model to better meet the changing curriculum, information needs of a diverse student population, and develop critical skills. So far, the library has continued classroom instruction while facing challenges with fewer staff and a broader scope. The functional model has strengthened academic engagement and allowed mapping of classes to information literacy standards. Next steps include increased collaboration, workshops, and online resources to provide consistency while accommodating student diversity.

1. Moving to higher ground in
higher education?
Changing our approach to teaching within a functional model
at Maynooth University Library
CONUL CONFERENCE 31 May 2018. Galway
Áine Carey, Teaching & Learning Librarian, Maynooth University
email aine.carey@mu.ie twitter @aine_carey
linkedin www.linkedin.com/in/ainecareymulibrary

2. MyroleinMU
Library
 Experienced in a variety of information sectors
 Teaching & Learning Librarian
 Responsibility for Teaching & Research Development team
 Working within a functional model
 Using knowledge and expertise to the best advantage for all users

3. Teaching & Learning
Academic Liaison
Research Support
Academic Engagement
TRD
Functiona
l
Model
Research support:
bibliometrics, open
access, research impact
Classes: mapped to our
IL Framework
Online support tools
and tutorials
Academic Engagement:
via Library Reps, Heads
of Departments, Faculty
meetings; symbiotic

4. WhatI’llcover
 Rationale for a functional model from a teaching
perspective
 Our experience since we adopted the model
 What we have learnt so far
 Our proposed model for future development
Collaboration
Diversity
Critical Skills
Standards

5. Whychoosea
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. Experienceso far
 We continued to deliver teaching as before
 Challenging - smaller teaching team, wider remit
 Getting the message out – did academics see a difference?
 What did teaching in a functional model mean?
 Sitting on Faculty T&L committees – getting the wider
view
 Variety of class contexts started the conversation: how to
be effective?
 Academic engagement grew & strengthened –
opportunities & challenges
 Activity-led classes mapped to our IL Framework with
standardised lesson plans

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’

8. Thenextsteps
(1)
 Collaboration within our team, and beyond, to
maximise impact
 Summer workshops for academic staff and researchers
 Development of CRM system to record meaningful
communication and enhance relationships
 Orientation, welcome and library teaching programme
(LIST) for 2018/2019 – identifying team projects
important
 Potential to create improved linkages with other library
teams
 Input into critical skills programme facilitated by
functional model
 Critical skills located outside Faculty structure
 Creation of IL quiz – meets assessment needs of Critical
Skills programme as well as a pre-learning tool /
assessment of learning for Library teaching
Collaboration DiversityCritical Skills Standards

9. Thenextsteps
(2)
 Structure all our activities around the diversity of
student type
 Ongoing online resource creation – from LIST Online to
responsive, easy-to-create resources;
 All students need to achieve the same competencies – but
this can be done in different ways
 Importance of building confidence in students’ own
capabilities – clinics, tours, and creating visibility
 Standards
 Teaching Plan with targets for August
 Structured Libguides based on student needs and have a
consistent approach
 Lesson plans and activities for use by all teaching
Library staff in all our classes / teaching opportunities
 Out of class tools delivered by Moodle
Collaboration DiversityCritical Skills Standards

10. WHATHAVEWE
LEARNT
Change is hard!
Set priorities
How do we measure success?
Actively seek collaboration
Shared purpose with university and
academics

11. Thank you!
I’D BE DELIGHTED TO HEAR FROM YOU!
CONUL CONFERENCE 31 May 2018. Galway
Áine Carey, Teaching & Learning Librarian, Maynooth University
email aine.carey@mu.ie twitter @aine_carey
linkedin www.linkedin.com/in/ainecareymulibrary