Open day 18 march 2014 lse presentation

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The LSE rapidly implemented the Talis Aspire reading list system by converting over 500 undergraduate reading lists comprising over 90,000 items from their old in-house system and Moodle to Aspire in just 4 months. To achieve this, they utilized a temporary staff of 7 people who were able to add over 138 items per day to the new system through a production line style manual conversion process. An advocacy campaign utilizing individual emails, department meetings, and training sessions helped gain academic support for the new system. The conversion was remarkably successful, with over 90% of undergraduate lists and 28% of postgraduate lists transferred to Aspire initially.

Education

The rapid implementation of Talis Aspire at LSE
Suddenly Last Summer
Michael Fake
Teaching Support & Academic Liaison Manager

Small university
50% postgraduate, 50% international
Social sciences, c.1,000 courses
Library central purchasing
LSE

In-house reading list system failing
Ordering backlogs
Moodle well established, but inconsistent
Poor student experience
Reading list problems

Simple user interface for editors
Consistent experience for students
Structured data for the Library
Talis Aspire

Slow rollouts got stuck at pilot stage
Academics didn’t influence each other quickly
Pressure for fast solution
Goal: implement for all UG courses by October
Big bang

Could only persuade, not demand
Inputting lists from scratch still time-consuming
Had to make Aspire the obvious option
Decision: Library to pump-prime the system
Library conversion

Attempt to migrate data from in-house system
Data too old, too limited
No structure
Delayed manual conversion
Data migration

Production line
Take lists from Moodle
Replicate structure and notes
Guesswork!
Manual conversion

Teaching Support Staff (4.5 FTE)
Additional hours (1 FTE)
Temporary staff (7 temps, April – July)
Staffing

4 months, 513 lists, 91,440 items
Temps each added 138 items per day
c.10 – 13 pence per item
Library staff added c.70 items per day
Conversion in numbers

Temps are faster than Library staff
Need good quality control
Need a lot of motivation
Useful way of auditing VLE
What did we learn?

Awareness of the new system: Positive potential for
them and their students
Commitment to use the system after conversion
Orientation and training
Purpose

Teachers and administrators
Generic emails unsuccessful
Individual approach much more effective
Emails and notices

Wary of this approach initially
Departmental meetings
Positive response
Presentations

275 individual desktop training sessions
Half hour orientations
No group sessions
Training

Short overview
Basic information
Assumption that Aspire was intuitive
Guides

Browser problems
Navigating long lists
Problems

93% of UG lists converted, 28% of PG
Contacted all academics again - 73% handed over
Handover

Remarkably uncontroversial
150+ lists created independently
9,000 unique hits on the first day
Success

Convert our remaining postgraduate lists
Implement DCM
Next steps

Michael Fake
m.fake@lse.ac.uk
http://readinglists.lse.ac.uk
Thank you

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This document describes Duke University's efforts to embed library resources directly into the university's course management system (Blackboard). It details how the library formed a committee to pilot placing a "Ask a Librarian" button in Blackboard courses. This expanded to creating subject-specific library guides and automatically including a "Library Guides" button in every Blackboard course. The library uses a Django database to dynamically link the button to the appropriate library guide based on the course subject code. This embedded approach has increased collaboration between librarians and faculty while providing students easy access to research help and resources directly in their online courses.

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This document discusses ways to make effective use of data from the Talis Aspire platform. It emphasizes leveraging your data through tools that allow real-time, collaborative workflows. Different approaches can be used as long as they help aggregate minor gains and allow librarians to develop essential skills like proper metadata demarcation. The document encourages reaching out to the Talis community for additional support and feedback.

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The Reading List Foundation provides £250 scholarships to exceptional students from lower-income households in England to help pay for textbooks in their first year of university. The Foundation was created to address financial barriers facing students from disadvantaged backgrounds, as 40% have had to cut back on textbooks, with typical debt of £57,000 on graduation for the poorest 40%. The scholarships have made a big difference for recipients, with 49 students supported so far who are now studying at universities across England.

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The new student list view in Talis Aspire has been designed to be intuitive and familiar to students and staff based on modern web design. It has been rolled out to 55 universities since September 2017. Users have the option to selectively enable the new view for some lists and users, enable it for all but default to the old view, or default all lists to the new view either by raising a support ticket or using the bulk actions report.

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This document discusses Griffith University's use of reading list data from their Talis platform to improve management of electronic resources and drive cultural changes. Key points: - Griffith implemented trimesters in 2017, complicating management of reading lists across multiple time periods. - Their Talis platform rolls over reading lists each trimester but they clean, analyze, and transform the data using Excel and Tableau to calculate metrics like the percentage of required readings available online. - This has helped them target conversion of print to electronic resources, identify issues if databases were cancelled, and get a better understanding of resource use to influence selection practices. - Future goals include providing dashboard access to the data, analyzing usage at the school

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This document discusses reading lists at La Trobe University and their implications for student satisfaction and learning. It finds that maximally convenient reading lists that are easily accessible positively impact student satisfaction but may negatively impact students' information literacy skills. The ideal reading list is both maximally convenient and pedagogically robust by providing bibliographic context and transparency about source types and values to support long-term student learning. The future of reading lists may involve improved design, more student/staff feedback, and embracing alternatives while maintaining a focus on pedagogy.

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This document discusses copyright management and compliance at Victoria University of Wellington. It provides a scorecard showing progress made in getting course materials copyright cleared. It identifies challenges like Talis system issues, disconnect between what students and academics want, and questions around the library's role in copyright compliance. Ideas are proposed for improving Talis and managing copyright compliance going forward.

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Talis Keynote presented an overview of Talis Aspire's growth and 2018 focus areas. Key points include: - Talis Aspire has over 619,000 reading lists and is used in 74,000 course integrations worldwide. The APAC region has over 84,000 lists and 26,000 integrations. - Trends in education include growing demand for lower-cost and more efficient options, as well as rising student expectations around technology and skills. - Talis Aspire's 2018 focus will be on improving the student and academic experience, supporting multiple content types, enabling more collaboration, providing learning analytics, and ensuring compliance with new GDPR data protection regulations.

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The survey about Waikato Reading Lists received 1486 responses from students. It found that 59% of respondents had heard about the reading lists from their lecturer, and 48% had used at least one list. Most users found the lists easy to use and said they saved time and money. However, 78% had not used additional supporting materials, and there was limited awareness of the lists' full features and benefits. The results helped identify areas for improvement like training and promotion, and informed planning discussions with Deans.

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This document discusses the history and evolution of reading lists at Deakin University from its founding in 1977 to the present day. It notes that in the university's early days of limited resources, reliance on set readings and books of readings helped support distance students. Over time, the library expanded its services and collections to aid distance students. As technology advanced, reading lists and resources transitioned online, allowing for increased access via ebooks, journals and learning management systems. The document questions whether current systems can effectively deliver personalized content to support evolving distance education needs into 2020 and beyond.

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