The document outlines a teaching and learning program designed for academic support librarians at the University of the Arts London, aiming to enhance their teaching effectiveness in art and design pedagogy. The program covers various sessions on teaching approaches, presentation skills, educational technology, and reflective practices to build librarians' confidence and skills. Feedback indicates positive impact, including increased collaboration among librarians and a boost in their status within academic teams.

1. Teaching and learning development for
Academic Support Librarians at the
University of the Arts London
Leo Appleton, Associate Director of Library Services, UAL
User Education Conference, University of Chester, September 5th 2016
@leoappleton

2. Background and context
• Library and Academic Support Services
• Focus on value added ‘enhancement’ model of academic support
• The role of the Academic Support Librarian
• Multi-functioning academic librarians (neither fish nor fowl)
• Subject specialsims and teaching requirements
• Teaching and Learning Exchange
• Academic development at UAL
• PGCert/MA in Academic Practice

3. Teaching and learning in art and design

4. How the programme came about
• Response to demand from curriculum areas
• Increase in requests for support
• Response to staff development requirements for Academic Support
Librarians
• Academic Support Librarians felt that they had skills gaps
• Collaboration between Library Services and Teaching and Learning
Exchange
• Strategic initiative to collaborate and work with Academic Support Librarians

5. Librarians’ Teaching and Learning Programme
Overall aim of the programme
To introduce librarians involved in teaching to some of the main features of art and design
pedagogy within a context of providing library based academic support
Objectives
• Introduce librarians to learning theories and enable them to contextualise theory into practice
• Raise awareness of the development and design of curriculum within an art and design
context
• Expose librarians to different techniques and styles of teaching
• Increase librarians’ confidence in teaching and presentation skills
• Introduce a range of technology enhanced learning methods and strategies
• Develop librarians as reflective practitioners

6. Librarians’ Teaching and Learning Programme
Session 1 – Introduction to teaching and learning in the arts
Session 2 – Approaches to teaching and learning
Session 3 - Presentation skills
Session 4 – Educational technology
Session five – Using reflection for professional development and
evaluation

7. Session 1 – Introduction to teaching and learning in the arts
 Familiarize participants with the
range of formats in which students
are taught at UAL
 Explore theoretical positions to
support understanding of teaching
and learning in arts disciplines
(including approaches to inclusivity)
 Relate these formats and
theoretical positions to participants’
own practice.

8. Session 2 – Approaches to teaching and learning
 Outline key approaches to curriculum
design that can be applied at course,
unit, and session level
 Introduce a range of alternative
approaches to teaching design that can
be used to inform practice
 Identify practical ways of preparing
teaching and learning support sessions
 Develop sound approaches to
curriculum liaison, session design, and
teaching and supporting learning in
specific contexts.

9. Session 3 – Presentation skills
 Build confidence in presentation
skills
 Identify the objectives of
presentations for teaching and
learning
 Explore techniques for effective
presentations

10. Session 4 – Educational technology
 Enhance awareness of current
trends in educational technology
 Disseminate ways of using
technology in academic support
contexts
 Learn from practical experience of
using contemporary learning
technology
 Evaluate advantages and
disadvantages of using particular
technologies

11. Session five – Using reflection for professional development
and evaluation
 Provide a rationale for taking a
reflective approach to professional
practice
 Identify a range of reflective
techniques that can enhance teaching
activity (including peer observation or
peer review of teaching)
 Encourage reflective approaches to
practice
 Identify next steps in professional
development - both individual and
collective

12. Epiphany moments
• Permission to experiment – Can we really use our initiative?
• What librarians teach – But how can we make our type of teaching
interesting?
• Teacher identity – I really am a teacher!

13. Feedback I thoroughly enjoyed the training, and I’m glad you encouraged me
to attend although I’ll be studying on the PG Cert this coming year.
I found that the sessions in the CDP Programme gave me a really
good idea of what to expect from the actual PG course.
It was excellent to have the opportunity to
talk to librarians across the department,
sharing good practice, challenges and
anxieties. There are a number of practical
things I hope to explore further: using
games, screen recording, using learning
outcomes more formally, using
observations, increasing interactivity and
fun especially in lecture based sessions
Sharing the sessions with so many
colleagues from CSM and other sites
has given me the confidence and
reassurance that I can now approach
other academic support librarians to
discuss the planning and delivery of
information skills sessions. Sharing
ideas and discussing our role in
teaching and learning was the most
valuable part for me.

14. Impact
• Overall creative approach to providing information literacy skills
• Increased variety in information skills sessions
• Collaboration and partnership across colleges and departments
• Games integrated into sessions
• Object based learning
• Empowered Academic Support librarians
• Registration onto PG Certificate
• Associate Fellowship of HEA
• Increased confidence
• Status and recognition within academic teams
• Positive feedback in CPD evaluations

15. Future developments
• Refining programme content and format
• Non accredited 3 day staff development programme
• Attaining professional recognition
• Progression
• Working as whole course teams
• PGCert/MA Academic Practice

16. Thank you
• Questions…
• Contact:
• l.m.appleton@arts.ac.uk
• Twitter - @leoappleton