The document discusses a training program for library staff at Coventry University aimed at enhancing digital literacy and fluency skills to better serve students and adapt to digital resources. It includes feedback from participants on the effectiveness of the training, key content covered, and suggestions for future improvement. The program emphasizes collaboration, security awareness, and the use of various digital tools in library services.

1. Start with the Staff
Sally Patalong
Subject Librarian, Lanchester Library,
Coventry University.

2. Why?
• Connections – the library training slot
– Research project mapping skills provision across the
university
• University’s Teaching, Learning and Assessment
Strategy
– Work with the Library in order to ensure that students
develop appropriate research and information
evaluation skills
– Measure the training given to students to test and
evaluate the authenticity and accuracy etc., of digital
information sources

3. Investigation
• 23 things
– Remembered conversations…
– Looked at programmes that other libraries had
run
• Survey of staff in the library, e-Learning Unit,
Maths Support Unit, Centre for Academic
Writing

4. Before…
• Office Suite
– I occasionally need to ask the odd question about
a package and no one I work with seems to know
more / less than me
• Google Suite
– Use Google and Google Scholar – there’s more?
• Devices
– Used an iPad briefly.
– Got a smartphone, but not sure about apps.
• Managing your online identity
– What does that mean?

5. Digital Fluency Programme
• Purpose of the Programme(s)
– Increase skill levels of staff
– Increase confidence levels of staff
– Support Library development needs
• How would the Library gain?
– Reinvent the way we work by utilising digital literacy
approaches
– Contribute more effectively towards DL approaches
for academic staff and students
– Future-proof the library

6. Why Fluency?
There is a good explanation of the difference
between digital literacy and digital fluency here:
http://www.socialens.com/blog/2011/02/05/th
e-difference-between-digital-literacy-and-
digital-fluency/

7. Compulsory, but with incentives 

8. 1st cohort – Subject Librarians
• 10 week pilot, 2 hours per week
• Moodle
• Content
– Creating LinkedIn, Google and Twitter accounts
– Google – power searching
– Exploring tablets/apps
– Working in the cloud
– Using social networking

9. Content - continued
– Using Moodle as a teacher
– Digital security
– Creating online content
– Supporting research
– Synchronous support
– Mahara
• Delivered by 2 Learning developers and
several subject librarians

10. Feedback
Things for Work/Students:
– Google Searching session - some really good tips that I can use with
students and in 1-1s
– More confidence in how to potentially use tablet devices with school
groups
– Enjoyed the opportunity to discuss ideas/tools/new services
New Skills/Knowledge for me:
• Never used a tablet device before - good to see the positives (and
limitations!) of these
• More knowledge of cloud computing - saving and accessing
documents/collaboration tools could be really useful
• Useful to learn about Digital Security - would like to see more about
this from ITS

11. • The course has been particularly useful for me as an SL in
the following areas:
•
Tablet: Useful for meetings, good to have a portable device,
helpful to know how it works in detail, use of apps
• Cloud Computing: Awareness of how data is stored/used
and accessed - advantages/pitfalls
• Digital Security: Mini-project and session increased
awareness, change in working practices as a result
• Moodle and Mahara: Push to get me to use them more,
good for information skills training/academic
liaison/greater understanding from the student point of
view
• Overview: Collaborative working tools highlighted,
enhanced and updated online skills, awareness of software
that the University is using, use of social media in a work
(library) context, feeling connected' and part of a virtual
online community.

12. Cohort 2 – 8 weeks
• Other people working on the Enquiry Desk
• Repository staff
• iPads, no android devices
• Problems
– No University Librarian
– Head of Academic Liaison Team on secondment
– Learning developers moved out of the library
– No Moodle space
– Timetable dependent on peoples’ availability

13. Content
• Moodle as a student
• Creating accounts – Google, Twitter, LinkedIn
• Exploring tablets
• Google Power Searching
• Digital security
• Working in the cloud
• Social networking
• Managing your digital footprint

14. Feedback
• What were your aims at the beginning of the
course?
– To improve my knowledge of using digital resources
– To become aware of aspects that I don’t use, e.g.
Twitter
– To learn more about online security
– Broaden understanding/knowledge
• Have these been achieved?
– Yes!

15. • Do you think the skills that you have learned
on the course will help you in your day-to-day
work? Please give examples.
– Using the library Twitter on the Enquiry Desk
– Making notes on iPad
– Knowing how students use iPads for library work
– Using Moodle to check and help students with
enquiries

16. • Are there any ways in which the course could be
improved?
– Make sessions optional
– Security and digital footprint sessions would have
been better/more useful at the beginning to help you
make better decisions as you were looking at different
things
– 8 weeks seems a lot for the content
– Familiarisation with University
website/Nova/Solar/Universe/Faculty
information/University Apps

17. The future?
• Weekend staff want the chance to take the
course
• More iPads?
• Request space in Moodle
• Look at the timetable structure
• Plan well in advance
• Continuing to keep up-to-date

18. Questions?
Contact details:
Sally Patalong
Subject Librarian
Room FL215
Lanchester Library
Coventry University
Gosford Street
Coventry
CV1 5DD
Email s.patalong@coventry.ac.uk
Tel. 02477 657535