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Cambridge Snapshot 2008

Cambridge Snapshot 2008. User education and research skills training across the libraries of the University. Emma Coonan (UL) & Catherine Reid (Lucy Cavendish). Feedback for the future. 10 college libraries, 9 department/faculty libraries Qualitative, response-led approach

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Cambridge Snapshot 2008

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  1. Cambridge Snapshot 2008 User education and research skills training across the libraries of the University Emma Coonan (UL) & Catherine Reid (Lucy Cavendish)

  2. Feedback for the future • 10 college libraries, 9 department/faculty libraries • Qualitative, response-led approach • Common themes emerge

  3. Induction sessions • ‘Talk and tour’ style vs. brief stand-up slot • Contact time varies from 3 minutes to 1 hour • Attendance rates can vary with DoS support • Week 0 information overload

  4. Subject and e-resource sessions • Various formats, flexible timing - but mixed success • Faculty support a significant factor • High level of one-to-one training and support

  5. Documentation • Library guides • Newton and e-resource guides • Library websites, CamTools

  6. UL provision • Traditional subject presentations • Hands-on e-resource skills training • Tailored sessions: in UL and out • Collaborative sessions • Online tutorials and screencasts

  7. The ideal? • Scheduled accredited courses • Transferable skills integration • Dedicated staff member • Faculty recognition and support • Senior Tutor liaison • Student feedback mechanism • Staff CPD

  8. Points from student feedback • Early introduction to library staff who are helpful and approachable helps when students have enquiries later in the term • Very helpful to be shown what libraries have available online as electronic resources are less apparent than print resources • “Freshfields” was given as an example of a good user education experience

  9. Points from student feedback • Faculty Library/College Library/UL – it is not always clear how the responsibilities of the libraries are divided • Differing loan periods, fines, opening times etc can cause confusion • Some difficulty navigating the University Library as a fresher • Some key issues: access to books, opening hours, listening to what students say, and cost of printer credits for printing online articles etc.

  10. Points from CUSU Education Officer • Need to consider transitions: School leaver to University and Part 1 to Part II • Consider study skills and exam skills in addition to information research skills • Promote use of librarians for teaching information research skills via Senior Tutors Education Committee

  11. Viewpoint from an academic “It's very exciting to see that the students get help with these things now -- they're not just inducted at the beginning but supported throughout their degree, and perhaps don't seem to feel that much is forbidden in the library! But I'm also getting the sense that the library now is becoming not only a physical place where students can get help with and get on with their work, but is now also a sort of metaphorical centre of their academic activity, in that the library/the library staff are involved with teaching skills and giving advice on many aspects of their work, including presenting it in written form”. Sarah Meer, Director of Undergraduate Studies, English Faculty

  12. Ways forward • Arcadia research project to start 12.1.2009: 'Information Skills Provision: Mapping the information skills of Cambridge undergraduate students and induction/training provision across the University'. Lizz Edwards-Waller, Arcadia • An “exchange of experience” session for Cambridge library staff on user education. Possibly just after the end of Easter term. Expressions of interest are invited! • Using Cambridge librarians CamTools site for sharing information on user education • A summary of action points and comments from this session will be added to the Cambridge librarians CamTools site

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