Slide 1 Cambridge University Library (PowerPoint) by wuxiangyu


									Through the Looking-Glass.

                Judy Reading
                User Education
                Oxford University
                Library Services
“The emphasis will be on
how we can collaborate
more effectively as
librarians to deliver
information about and
training for the skills
Cambridge undergraduates
and graduates need to
support their work. “
Oxford comparison
   Useful because similar not because
    necessarily at forefront of good practice
   Hopefully will spark discussion
      Oxford Libraries: we aim to:
   Ensure all our readers are given a clear and helpful
    introduction to the Library services as appropriate to
    their needs.
   Ensure all members of the University and its libraries
    are offered effective support and guidance in
    identifying and using appropriate information
   Develop and promote information expertise as a
    general and transferable skill for students and
    researchers of the University at levels appropriate to
    their needs.

Ideal user education?
   Online, self-directed
   Tailored to individual needs
   Relevant and embedded in course
   Academic staff involved
   Unnecessary because resources self-
Co-ordination at Oxford
   User Education Co-ordinator post
    established Nov. 2004
   Policy and planning documents agreed at
    OULS Staff Conference 2005
   Induction, User Education and Guides W.P.
   Webpages created for readers and
    in the staff intranet see
Various definitions exist
“Information literacy is knowing when and why
  you need information, where to find it, and
  how to evaluate, use and communicate it in
  an ethical manner.”
   Information skills is the process by
    which a reader is able to find the thing
    for themselves next time after you have
    shown them the first time. [My working
Co-ordinator post has
facilitated induction
   Freshers Fair presence for Library services
   Induction events arranged for visiting
    students and contract research staff pan-
   Undergraduate induction is organised
    centrally via a user education database – a
    boon for College Secretaries
   Library guides and maps distributed via
    Colleges for new students
   Information about new staff circulated to
    subject librarians
     User education
   User education database created to
    identify gaps (still work in progress for
    postgrad courses and post-induction
   Co-ordinate Library staff teaching
    Refworks at the Computing Services
   Training relating to plagiarism for
    Library staff delivered by Co-ordinator
    and with Learning Institute for
    academic staff.
WISER: Workshops in Information
Skills and Electronic Resources

                Popular courses
                include Keeping up
                to date, Remote
                access, Electronic
                resources …
   Central programme of training
   Subject-specific and general sessions (eg on
    French and also on Keeping up to date)
   Many library staff contribute
   Useful for library staff development both in
    working together to deliver sessions and also
    in attending sessions
   Feedback gathered which raises standards
   Shared archive of presentations
Future of WISER..
   Would like to create more online,
    independent learning opportunities on
    the WISER topics
   Need to make the sessions more
    interactive and hands-on
   Some of them could be longer than one
    hour lunch-time
This very popular training event for research
students was organised with Careers and
OUCS– always over-subscribed – how roll-out
to all? Make online?
   Collaboration over guides and sharing
    teaching resources
   Saves time and improves quality
   Gradually replacing paper with online
Guides (Brief induction guides, guides to
services, libraries, subjects and
databases) see
Library staff training
   Exchange of experience days,
    plagiarism, reference management,
    electronic resources for front-line staff,
    voice coaching, tools for trainers,
    effective presentations, Word for
    guides, INFORMS and Weblearn …
Barriers to co-ordinating role?
   Subject librarians interpret skills and
    liaise with academic staff completely
   Protective of relationship with academic
   How can we improve standards across
    Oxford while preserving independence
    of subject librarians?
Our popular competitors
– should readers have
to learn to navigate
round our complex
Our readers, staff and
students have new
expectations from our
services – and new
ways of working and
we risk losing relevance
if our services are too
difficult to use
     Oxford students
   Are not homogeneous
   Prefer to find out for themselves
   On the whole find Library training and
    induction useful (if boring and long-winded)
   Feel confident in locating information in their
   Make very intelligent observations when
    asked for their feedback
   Do not necessarily understand basic things
    about how information is organised
    Gleaned from Freshers Fair surveys and
    feedback at our Research Students Toolkit
Co-operation benefits
   Save time by sharing teaching
    resources and guides
   Improve quality by peer mentoring and
    team teaching
   Stronger voice within Library and
    University if work together
   Need to balance tailored provision with
    joint thinking about standards
   Need to balance creativity of individual
    approach with the benefits of

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