Teaching and learning development for academic support librarians at the University of the Arts London - Leo Appleton & Elizabeth Staddon

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IL Group (CILIP Information Literacy Group)

The document summarizes a teaching and learning development program for academic support librarians at the University of the Arts London. The program was a collaboration between the university's Library Services and Teaching and Learning Exchange in response to demands from curriculum areas and staff development needs. The program's overall aim was to introduce librarians to art and design pedagogy within the context of providing library academic support. The program consisted of 5 sessions covering topics such as teaching approaches, presentation skills, educational technology, and using reflection for professional development. Feedback from participants indicated they gained confidence in their teaching identity and skills. The program resulted in increased variety and creativity in information literacy sessions delivered by librarians.

Teaching and learning development for
Academic Support Librarians at the University
of the Arts London
Leo Appleton, Associate Director of Library Services
Elizabeth Staddon, Senior Educational Developer, Teaching and Learning Exchange
LILAC, 21st – 23rd march 2016

Background and context
• Library Services and Academic Support
• The role of the Academic Support Librarian
• Teaching and Learning Exchange
• Academic development at UAL
• PGCert/MA in Academic Practice

How the programme came about
• Response to demand from curriculum areas
• Response to staff development requirements for Academic Support
Librarians
• Collaboration between Library Services and Teaching and Learning
Exchange

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

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

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!

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.

Impact
• Increased variety in information skills sessions
• Games integrated into sessions
• Overall creative approach to providing information literacy skills
• Empowered Academic Support librarians
• Increased confidence
• Collaboration and partnership across colleges and departments
• Status and recognition within academic teams

Future developments
• Refining programme content and format
• Attaining professional recognition
• Progression
• Working as whole course teams
• PGCert/MA Academic Practice

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Comic strips as educational tools - Holly Brown

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Information literacy and society - Presentation Bruce Ryan

IL Group (CILIP Information Literacy Group)

Dr Bruce Ryan and colleagues from Edinburgh Napier University conducted a systematic literature review on information literacy and its impacts on society. They analyzed over 7,000 documents and found research is most comprehensive in education and health, while themes like citizenship and primary education are underrepresented. Barriers to information literacy included lack of government support and inappropriate teaching methods, while enablers included national frameworks and collaboration between librarians and educators. The researchers were unable to determine the most effective research methodologies for creating societal change due to a lack of robust evidence.

Academic libraries and neurodiversity - Emma Finney.pptx

IL Group (CILIP Information Literacy Group)

This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.

What does research mean to you - Unpacking information hierarchies and creati...

IL Group (CILIP Information Literacy Group)

This document summarizes a library instruction activity that aims to encourage learners to develop context-specific research plans. It does this by having learners unpack assumptions about what constitutes legitimate research and knowledge. Through discussion and reflection, learners consider how power shapes what is considered credible research and how mainstream institutions contribute to information hierarchies. The goal is for learners to contextualize academic institutions within broader information landscapes and consider ways of knowing that do not adhere to traditional academic paradigms in order to develop more equitable research practices.

Information literacy and society: a systematic literature review - Bruce Ryan

IL Group (CILIP Information Literacy Group)

Liberating the library through information creation a ‘messy’ workshop - Vick...

IL Group (CILIP Information Literacy Group)

This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.

Accessibility 101 Small steps, big rewards - Eva Garcia Grau

IL Group (CILIP Information Literacy Group)

This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.

Thriving Overseas: Finding the Niche as an Instruction Librarian in a Foreig...

IL Group (CILIP Information Literacy Group)

The document discusses April Manabat's experiences as an instruction librarian at Nazarbayev University in Astana, Kazakhstan. She outlines some of the challenges of the role, including teaching anxiety, imposter syndrome, and incorporating culturally responsive teaching into library instruction. She then provides practical tips for instruction librarians to thrive in their work, such as preparing well, communicating effectively, facilitating active learning, and engaging in reflection. The talk concludes with case studies to prompt discussion around handling challenging situations that instruction librarians may face.

The opportunity of narrative inquiry for information literacy research_ Narra...

IL Group (CILIP Information Literacy Group)

This document discusses narrative inquiry as an approach for information literacy research. It defines narrative inquiry as understanding experience as a storied phenomenon through collaboration between researcher and participants over time. The document provides an example of a story from one of the author's pilot interviews. It discusses using narrative thinking to retell participants' stories and considering elements like interaction, continuity and situation. The author proposes using multiple approaches to storying data, including poetic transcription. Challenges of narrative inquiry include time, data volume and publishing conventions. The document argues narrative inquiry provides an opportunity for information literacy research by exploring lived experience as a storied phenomenon.

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The document summarizes the results of a survey about integrating artificial intelligence (AI) literacy instruction in academic libraries. It was distributed to academic librarians via email lists from September to October 2023. The survey included demographic, instruction experience, and attitude questions. Most respondents were from doctoral universities and identified as mid-career. Respondents reported a moderate level of experience and comfort with teaching AI literacy. The "Research as Inquiry" and "Information Has Value" ACRL frames best aligned with AI literacy lessons. Topics covered included evaluating AI-generated text, ethics, and plagiarism detection. Qualitative analysis of open-ended responses found one librarian took an approach of educating others on AI instead

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IL Group (CILIP Information Literacy Group)

This document summarizes a co-creation project between university staff and students to create online guides for incoming students. Students helped plan and create content for a website about what a typical week is like at the university. The project aimed to give students ownership and share expertise between students and staff. Evaluation found high website usage and positive feedback from participants who felt they learned from each other. The reciprocal nature of co-creation allowed different perspectives to be shared and helped position all participants as both learners and teachers. Future co-creation would benefit from more guidance for students and collaborating across departments.

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