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Explore the journey of implementing Talis Aspire to improve access to resources and student satisfaction at Glasgow University. Key steps, training, and launch insights highlighted. Engage students and academics for a smoother transition.
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Roadmap to Reading Lists • May/June 2012 – Aspire tenancy contract • Result of evidence based research conducted by Learning and Teaching committee • Surveyed both students and academics • Based in the Library but billed as a university project with strong emphasis on improving access to resources and student satisfaction
First steps • September 2012 – testing begins • Library catalogue • E-journals & books • Law links • Digitised online course materials • Pilot Schools Identified • History • Law • English Language • Physics • October 2012 – Course Materials Provision Officer appointed to promote Talis Aspire.
First steps • Advocacy – raising awareness • Academics in pilot schools • Student Representative Council • Learning and Teaching • Moodle team • Widening the net • Champions • Strategy for adoption at Glasgow • Adaptable to needs of individual areas
Talis Aspire Training • Three days onsite training • Valuable – increased awareness of Aspire in the library • Insight into how other institutions deal with procedures • Staff session (librarians and academics) with Ian Corns from Talis • Excellent opportunity to make contact with Talis
2013 – looking forward • Live lists launched to students 7th of January 2013 “Just created 3 bookmarks direct from the library catalogue--wonderfully easy! The students reported no difficulty in using the list for the first seminar this week. They didn't seem particularly excited about it, but said it was convenient to be able to click through to the reading.” Dr Karin Bowie – School of History
Stats Wednesday 16th Jan 2013 Wednesday 23rd Jan 2013
Onwards! • Widen participation • Greater awareness • Campus eNews • Posters and drop-in sessions • Moodle integration and course hierarchy in place for 2013/14 academic year • Gauge level of support departments require from the library • Possibility of library staff adding lists. • Use of feedback and statistical evidence as an advocacy tool • Library procedures and support material in place