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“ Who dares to teach must never cease to learn.”  (John Cotton Dana) Dan Pullinger, Faculty Team Librarian (Science & Engi...
<ul><li>“ It is not sufficient for the librarian to ‘train’ students in the use of library resources. They must now have a...
Discuss in groups: <ul><li>Training vs. teaching: the delivery of information literacy </li></ul><ul><li>Consider: </li></...
“ In order to facilitate students' 'getting of wisdom', librarians who design and deliver information literacy programs sh...
What skills and knowledge do we need to be effective in teaching our students?
What skills and knowledge do we need to be effective in teaching our students? <ul><li>Understanding of how learning takes...
Our experiences at Leeds University Library <ul><li>Teaching activities: </li></ul><ul><ul><li>Inductions </li></ul></ul><...
Our experiences at Leeds University Library - a case study: <ul><li>MSc Nanotechnology Skills Week </li></ul><ul><li>Works...
What are your experiences?
Informal skills development <ul><li>Sharing of content - Toolkit </li></ul><ul><li>Sharing of experiences, ideas, good pra...
Formal skills development <ul><li>ULTA-1 </li></ul><ul><ul><li>University-wide teaching award </li></ul></ul><ul><ul><li>E...
Discuss in groups: <ul><li>What training / support is available to you now? </li></ul><ul><li>What additional training and...
What we’d like to see in the future <ul><li>CILIP-accredited Library courses to include teaching element </li></ul><ul><li...
References <ul><li>BROPHY, P. 2007. Communicating the library: librarians and faculty in dialogue.  Library Management.  2...
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LILAC 2010: 'Who dares to teach must never cease to learn'

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LILAC 2010: 'Who dares to teach must never cease to learn'

  1. 1. “ Who dares to teach must never cease to learn.” (John Cotton Dana) Dan Pullinger, Faculty Team Librarian (Science & Engineering) Michelle Schneider, Academic Skills Development Officer (IL)
  2. 2. <ul><li>“ It is not sufficient for the librarian to ‘train’ students in the use of library resources. They must now have a real understanding of the pedagogy of teaching.” (Feetham 2006, in Dale et al p.12) </li></ul>
  3. 3. Discuss in groups: <ul><li>Training vs. teaching: the delivery of information literacy </li></ul><ul><li>Consider: </li></ul><ul><li>Do librarians train or teach? / Do you consider yourself a trainer or a teacher? </li></ul><ul><li>What’s the difference? </li></ul><ul><li>Does it matter if we call ourselves trainers or teachers? </li></ul>
  4. 4. “ In order to facilitate students' 'getting of wisdom', librarians who design and deliver information literacy programs should see themselves as teachers rather than trainers.” (Lupton 2002) Training Teaching Skills to use a particular tool/library Transferable skills that can be applied “ Library/resource centred” “ Learner centred” Emphasis on location and retrieval Holistic educational outcome Surface learning Deep learning Bolt on/one-off lecture in a module Embedded in curriculum Teaching librarian Teacher librarian
  5. 5. What skills and knowledge do we need to be effective in teaching our students?
  6. 6. What skills and knowledge do we need to be effective in teaching our students? <ul><li>Understanding of how learning takes place </li></ul><ul><li>Understanding of terminology – learning outcomes, learning styles, etc. </li></ul><ul><li>Course design </li></ul><ul><li>Assessment </li></ul><ul><li>Collaboration </li></ul><ul><li>Presentation skills </li></ul><ul><li>e-learning / blended learning </li></ul>(Sinikara 2008, Brophy 2007,Conroy and Boden 2007)
  7. 7. Our experiences at Leeds University Library <ul><li>Teaching activities: </li></ul><ul><ul><li>Inductions </li></ul></ul><ul><ul><li>Lectures </li></ul></ul><ul><ul><li>Interactive workshops (generic and embedded in modules) </li></ul></ul><ul><ul><ul><li>In collaboration with academic skills staff </li></ul></ul></ul><ul><ul><ul><li>In collaboration with academics </li></ul></ul></ul><ul><ul><li>PhD sessions on finding and managing information </li></ul></ul><ul><ul><li>Involvement in assessment </li></ul></ul><ul><ul><li>Development of e-learning resources </li></ul></ul><ul><ul><li>Academic skills vision </li></ul></ul><ul><li>Remit broadening all the time… </li></ul>
  8. 8. Our experiences at Leeds University Library - a case study: <ul><li>MSc Nanotechnology Skills Week </li></ul><ul><li>Workshops on range of topics: </li></ul><ul><ul><li>Literature searching </li></ul></ul><ul><ul><li>Reading skills </li></ul></ul><ul><ul><li>Planning and writing your assignment </li></ul></ul><ul><ul><li>Plagiarism </li></ul></ul><ul><ul><li>Managing your references with EndNote </li></ul></ul><ul><li>Students complete research assignment and receive feedback </li></ul><ul><li>Designed and led in collaboration with academic skills staff </li></ul><ul><li>Very little input from academics </li></ul>
  9. 9. What are your experiences?
  10. 10. Informal skills development <ul><li>Sharing of content - Toolkit </li></ul><ul><li>Sharing of experiences, ideas, good practice – Skills@Library blog, lunchtime sessions, discussion with colleagues </li></ul><ul><li>Attendance at conferences and workshops, e.g. LILAC, USTLG </li></ul><ul><li>Reading the literature </li></ul><ul><li>Discussion boards and mailing lists </li></ul>
  11. 11. Formal skills development <ul><li>ULTA-1 </li></ul><ul><ul><li>University-wide teaching award </li></ul></ul><ul><ul><li>Enhancing practice </li></ul></ul><ul><li>Personal Development Programme for Library Teaching </li></ul><ul><ul><li>Compulsory for all Library staff involved in teaching </li></ul></ul><ul><li>Peer observation </li></ul><ul><li>Mentoring </li></ul>
  12. 12. Discuss in groups: <ul><li>What training / support is available to you now? </li></ul><ul><li>What additional training and support do you need? </li></ul>
  13. 13. What we’d like to see in the future <ul><li>CILIP-accredited Library courses to include teaching element </li></ul><ul><li>More co-operation at local level – peer observation between institutions </li></ul>
  14. 14. References <ul><li>BROPHY, P. 2007. Communicating the library: librarians and faculty in dialogue. Library Management. 28 , pp. 515-523. </li></ul><ul><li>CONROY, H and D. BODEN. 2007. Teachers, Trainers, Educators, Enablers: What skills do we need and where do we get them? Umbrella Conference 28 th -30 th June 2007, De Havilland Campus, University of Hertfordshire [online]. [Accessed 5 th March 2010]. Available from: http://www.cilip.org.uk </li></ul><ul><li>DALE, P., M. HOLLAND and M MATTHEWS, eds. 2006. Subject librarians: engaging with the learning and teaching environment . Aldershot: Ashgate. </li></ul><ul><li>LUPTON, M . 2002. The getting of wisdom: reflections of a teaching librarian. Australian Academic and Research Libraries [online] 33 (2), [Accessed 4 th February 2010]. Available from: http://alia.org.au/publishing/aarl/33.2/full.text/lupton.html </li></ul><ul><li>SINIKARA, K. 2008. Pedagogical roles for librarians in the changing information environment . University of Helsinki, 21 st August [online]. [Accessed 5th March 2010]. Available from: http://congress.utu.fi/creatingknowledge2008/Sinikara.ppt </li></ul>

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