Author Archives: cilipsw

Rob Challis on his Harry Galloway Prize winning dissertation

Rob Challis, winner of this year’s Harry Galloway Prize, describes his award winning dissertation.

‘I completed the MSc in Information Management at UWE on a part-time basis between autumn 2013 and spring 2016.  I had been working in Library-related roles at the University of Bristol for more than 13 years when I started the course, and – finally! – I decided to seek a professional qualification following a very rewarding experience working on two library building projects.

The seed of my dissertation topic was a suggestion from one of the UWE librarians to look at how library discovery tools are used in subjects such as Law and Business Studies, where the most important resources are commercial databases that do not interface well with them.  I was working in the Wills Memorial Library at the time (home to the University of Bristol’s Law collection), and this led me to think more widely about how Law students find their way in a digital information “ecosystem” dominated by two key databases – particularly in the later stages of their undergraduate degrees.

I approached the topic by conducting a series of “think aloud” activities, in which student participants from the University’s Law School were asked to describe their thoughts and decisions in real time, as they completed a series of information-seeking tasks.  The data from these sessions were supplemented by follow-up interviews with the participants.

I found that Library tools were used in a very limited way (primarily for finding known print items), and that the majority of “authoritative” sources were sought and obtained directly from commercial Law databases.  Equally interesting, however, was the participants’ use of non-authoritative – and sometimes avowedly “unreliable” – sources, obtained freely from the web, as a convenient way of orientating themselves within complex subjects.

Although my dissertation focused very much on information-seeking behaviours, an optional MSc unit on Designing the User Experience had a significant influence on my approach.  UX principles informed both the design and performance of my research activities, as well as the interpretation of the resulting data.  I continue to use these principles in my current role, implementing reading list software at the University of Bristol.

I‘m delighted to follow in the footsteps of my classmate Sophia Richards (2014 winner) in winning the Harry Galloway prize.  Undertaking the dissertation has been one of the highlights of my professional career so far, and it’s really pleasing to have it recognised in this way’.

Harry Galloway award winner 2016

CILIP SW are delighted to present this year’s Harry Galloway Prize to Robert Challis of the University of Bristol.

Presentation of certificate

Christina Carson (Candidate Support Officer for Devon and Cornwall) presenting Harry Galloway award to Robert Challis (picture: Valerie Bearne).

This year’s award was presented at the CILIP SW Network’s Annual General Meeting, held at the University of Bristol on 21st April 2017. Nick Poole, Chief Executive of CILIP, was also present to congratulate Robert on his award.

Chief Executive of CILIP chats with Harry Galloway award winner showing certificate.

Nick Poole congratulating Robert following the presentation of the Harry Galloway Prize (picture: Valerie Bearne).

 

 

 

 

 

 

 

 

A visit from the Reading Agency

On Thursday 1st March Exeter College LRCs were pleased to welcome a visit from Genevieve Clarke on behalf of the Reading Agency and the Education and Training Foundation. The main focus of this visit was to gather evidence for case studies supporting the development of reading for pleasure to boost achievement. Exeter College was chosen for its excellent track record in encouraging large numbers of students to enrol for the Reading Ahead challenge which runs annually.

Particular interests were :- how to weave reading into class time, library promotions, and attempts and techniques used  to engage students in reading activities.

Students working with teacher Beth Bramble from the Foundation Studies faculty described how they were gradually becoming more interested in reading after adopting it as a whole class activity. Beth has found it useful to model reading to the whole group and this is followed by 15 minutes during the lesson devoted to quiet individual reading. Students explained how the reading practice was inspiring them to learn more, and to feel more able to articulate their thoughts and feelings. It was widely agreed that quiet reading for pleasure could have a significant impact on mental and emotional health and wellbeing. As one student put it, ‘I wouldn’t know what to say before’.

Teacher Mark Rawlins from the College ESOL team described the impact of the Reading Ahead scheme for his adult students, who are routinely encouraged to explore our collection of abridged readers. Students of all abilities enjoy the scheme and feel a sense of achievement which ranges from progression to higher level courses, academic success and employability, to being able to read a bedtime story for their children. Students in particular who intend to progress to English GCSE courses will need an introduction to 19th century texts and we particularly invite them to access a variety of reading material including popular classics.

Along with academic texts our LRCs stock a wide range of fiction and journals as well as online resources. Some of our discussion centred around the pleasurable and tactile experience of a real book as opposed to the digital medium, and we have made conscious efforts to achieve this feeling of quiet relaxation with our customised Book Nook area. This is now becoming a focal point for our fiction collections and promotions, and is a popular corner for teacher Antonia Clarke’s Literacy Workshop sessions.

We were pleased to show Genevieve our Hele LRC ( one of 7 Learning Resource Centres within the College) which has a diverse student population and a variety of different corners to sit, work and read. As well as the graded readers, fiction and academic texts, it also holds a collection of texts specifically for Foundation Studies which are classified by topic rather than Dewey to aid discovery. Photos showing our proud students receiving their certificates, including meeting our guest author Tony Hawks last year, were also shared along with information about our library promotions and the launch event for Reading Ahead which took place last October.

We were very proud to show off our students and our facilities, and look forward to further successes and reading achievements within our community.

Cathie Strover

Information Service Assistant

Jurassic libraries: five go on a safari to deepest Dorset

On a lovely spring day in mid-March, we climbed aboard the Dorset Safari to visit a selection of libraries along the south-west coast. First stop was the Wey Valley School Library, where we learned how Eileen Harding, the Learning Resources Manager, had transformed the reading habits of pupils using the Accelerated Reader Programme (introduced in September 2014). From a standing start, when few pupils picked up a reading book, the most recent academic year saw pupils read over 1,700 books – that’s over 54 million words. How did she do it? Well, Eileen enlisted the help of Renaissance Learning software which matches children’s fiction books to pupils’ reading level and interests. The software then tracks their understanding via an online 34-question quiz after each book they read.

The questions are carefully phrased to check each pupil’s knowledge of the storyline as well as their understanding, and each book is selected to expand the pupil’s vocabulary. Eileen also uses the information to identify pupils with special needs, so that they can be given any extra help they require.

The software tracks the progress of individual pupils’. It has been noticed that boys, in particular, love to know how many words they have read over the term. The school now has dozens of word millionaires! The pupils are encouraged to set themselves targets and like the immediate feedback provided by the quiz, which motivates them to read even more. As a result, 89% of students have seen an improvement in their reading age during the course of the first year.

The Wey Valley School Library uses the Micro Librarian System to manage their stock, which includes the Reading Cloud, accessible via the Internet. It can be used as a social media platform, allowing pupils to chat to one another about books they have read. If they want, they can blog about books they’ve liked and make recommendations. It even allows pupils to add their own home reading books, so they can share them with friends.

Our second stop was The Verne Immigration Removal Centre in Portland, which houses up to 580 immigrant detainees while their cases are being assessed.

Originally, The Verne was designed as an impregnable fortress, built by convicts from Portland Prison between 1860 and 1872, to protect the harbour and nearby coastline from invasion. In 1937, it was being used as an infantry training centre, then converted to a prison after the Second World War. It eventually become a medium-security prison for over 600 long-term ‘Category C’ prisoners. Finally, in 2013, its function changed again when it was designated as one of the country’s immigration removal centres.

Even though most detainees are there just a short while (sometimes as little as a day), it is a requirement for all detention centres to have a library. Dorset County Council administer the one at The Verne, which stocks books, newspapers and magazines in a variety of languages. Elizabeth Bean, the Librarian, says there are currently 53 different languages spoken by detainees at The Verne, with the most common being Bengali and Chinese.

The detainees have free access to the Library every weekday, two evenings per week and at weekends. Elizabeth hinted that providing a library service for detainees can be emotionally challenging because they are often distressed. Given the predicament of the detainees, it is not surprising that the most sought-after books are on immigration law. The Library also offers a legal-aid booking facility and information about charities and immigrant support groups.

After a splendid lunch at the Jailhouse Café, we were driven inland to Dorchester Public Library, which opened in 2013. Apart from the normal library fare, it offers community spaces where locals of all ages can meet and learn. Spread out over three floors, the ground floor also plays host to various partners, such as tourist information, adult education (skills and learning) and the Dorset police contact unit. Within the complex, there are six classrooms that are used for various activities – many of which are oversubscribed. One new feature is the Changing Places accessible washing facility, that is available to members of the scheme even when the Library is closed. I imagine this will be a huge help to those with restricted mobility that cannot access facilities elsewhere.

The Library sees an average of about 1800 customers per week and also offers a Housebound Service to 71 residential homes in the region that get free delivery of books. This service replaced the mobile libraries that were abolished by the local authority during December 2016. Dorchester Public Library also acts as a hub for inter-library loans, which are handled in a busy back office. In total, there at least 10 staff are on duty each day in the Library, with over 20 in the team altogether.

Francesca Roper explained that space on the upper ground floor is divided into themed zones including Teenage Headspace with shelves of teenage literature and an easy access Children’s Library, where popular rhyme-time sessions are held twice a week. Another innovation, are the Library Gets Lively sessions for under 5’s and a Chatterbox reading group for slightly older ones, as well as a Youth Group for the 11+ children. In fact, since other youth activity providers have lost funding, this is now the only youth group in Dorchester. Classrooms are also used for adult skills and education, including the Reminiscence Sessions, where older members of the community can come in and share their memories and experiences. Digital Sessions are also popular, where members of the public can bring in their own equipment and get advice and guidance. Throughout the Library, the glass walls and pastel carpets and furnishing create a welcoming, airy, open atmosphere. The bookcases are also deliberately spread out, so that no space feels claustrophobic. At the back, an innovative Autism Room (designed in conjunction with the charity Autism Wessex), features dimmer lights, bean-bags and soundproofing to create a safe, soothing environment.

Just across town, the Dorset County Hospital Education Centre was our final stop on the Dorset Safari. Morag Evans, the Trainee Librarian, told us that they provide information and research facilities to almost 1000 registered members, in a variety of NHS posts. Within the Library a new digitalisation project was underway, archiving patient records. The staff organise educational events for doctors, including lectures and workshops. The library staff also conduct literature research and provide research training for doctors and other staff. In addition, they offer referencing and reflective-writing workshops. They also carry out Ward Rounds and make book deliveries to the workplace. Although most of the research is available online, they have found that some NHS staff insist on a printed version. It seems that nurses, in particular, prefer to look at something on paper rather than on screen.

Jonathan Edwards

Senior Library Assistant (Bournemouth and Poole College)

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AULIC research presentations event

An event showcasing recent research by MSc students and library practitioners from Bath Spa University, University of Bath, University of Bristol and the University of the West of England (UWE).

MSc presentations

Academic Library outreach: a view from the field – Katie Rickard, Bath Spa University

Katie’s background was in widening participation and she was interested in how that would translate to the academic library sector.  Her research focus was to identify forms of public outreach by academic libraries and to develop a toolkit of practice.  Academic library outreach was well documented in literature in North America but under explored in the UK, though there were good examples of public outreach and engagement work (such as The Hive in Worcester and UWE’s open door policy). The research involved semi structured interviews at three AULIC institutions and a UK wide online survey resulting in 34 responses from 32 universities.  Respondents were asked to reflect on their outreach activities in the last year and to describe their ideal outreach plans. The majority were women (72%), most worked part-time on outreach projects, many were subject librarians. There were high levels of unaffiliated visits but scare reference to outreach activities in job descriptions. Outreach mainly related to schools and college visits, including EPQ.

Recommendations for the toolkit of best practice included running events in libraries to create the link between the library and outreach, setting a limit on attendees to avoid overcrowding, and creating a robust portfolio of outreach resources with guidelines, policies and open access resources made available on a bespoke area of the library website. It was recommended that libraries develop a fair and equitable selection procedure and go beyond the EPQ – which is taken by those already intending to go to university and favours high achieving schools – and arrange such activities as author readings and special collections visits not linked to the EPQ. Use of university marketing departments and partnership working via networking events were also recommended, to tap into skills and knowledge of colleagues from other sectors.  To ensure ownership and autonomy an outreach agenda should be embedded within library agendas and included in job descriptions.

Conclusions were that outreach is gaining significance with UK academic libraries but is under acknowledged in literature.  Librarians are keen to do more to connect under-represented groups in HE.  UK university libraries are embracing and promoting the concept of the publicly engaged university, including open doors policies and academic-public library partnerships.

The academic information-seeking behaviours of Law undergraduates: a study at the University of Bristol – Rob Challis, University of Bristol

Rob has worked at the University of Bristol since 2000.  His research interests were information literacy and user experience, particularly in subjects where discovery tools don’t interface with key resources.

For the research ten second and final year law undergraduates participated in ‘think aloud’ exercises (they were given a series of information seeking activities and had to say out loud what they were doing), and in follow-up semi-structured interviews reflecting on how they undertook the activities.  Activities included finding material on reading lists and sourcing material on a topic (which resembled their final year research project). Four types of resources were focused on:

  • Library Search/Primo discovery tool
  • Lexis and Westlaw, key databases for Law (used separately as don’t interface with Library Search)
  • Google for accessing informal resources such as Wikipedia, news, NGOs’ sites
  • People (other students, family, librarians)

Findings indicated that Library Search was generally only used to locate books.  Westlaw and Lexis were the primary sources for ‘authoritative’ material, both known items and in more exploratory research. Participants tended to use either Westlaw or Lexis, for subjective reasons such as familiarity or ‘look and feel’.  Google was used for practical and contextual information in the early, exploratory stages of research. Students were happy to share with their peers generic information such as lecture notes but not more specialised information they’d discovered.

The information strategies of second & third years were enhanced with academic and discipline specific knowledge; when searching for information about a recent act, for example, they would also search for the original bill to increase results.  Students commonly used ‘Satisficing’ behaviour, to achieve an adequate or acceptable level in their research rather than best possible and often favoured convenience over legality, such as with eBooks.

Library research presentations

Open Access Citation Advantage at the University of Bath – Katie Evans, University of Bath

Katie is a Research Analytics Librarian and was interested in whether Open Access (OA) research outputs at the University of Bath had higher citations.  Pure (for Green OA papers) and a JISC spreadsheet with funds data were used and copied into SciVal to match up citations.   Papers from 2010-2015 were examined and 27% of both Green and Gold OA papers were highly cited, compared to a baseline of 18% of all papers.  This identified a correlation between higher citations and open access, but on a smale-scale and not necessarily a cause.  There was however a wide subject mix of papers so it could be surmised that the citation advantage of the OA papers was not coming from a subject advantage and overall it was felt that OA does have an impact on citations.

Education Resource Centre Project – Amy Jackson & Hannah Poore – UWE Bristol

The Library’s Education Resources Collection, a distinct collection of children’s material to support teaching practice, was reviewed and refreshed in 2012 with new resources and shelving, but usage declined by 75% in a four year period.  A further review was undertaken in September 2016, to determine the reasons for the decline and whether the collection was still value for money and meeting the needs of student teachers.  Usage statistics were examined alongside a survey, focus groups and comparison of two comparator institutions (Chester & Derby).  The data had not been analysed and fed back to library managers but reflections were made on what worked well:

  • Good level of engagement by stakeholders with academics encouraging students to complete the survey and participate in the focus group
  • Working with the Library Engagement Coordinator to use student communication channels to publicise the survey and focus group.

What didn’t work well:

Data collection period was informed by the need to move the collection to another part of the library which coincided with student placements.

Independent Learning Environments – Tom Rogers & Hilary Cooksley, University of Bath

An Independent Learning Environments project was conducted in late 2015 on the future of study spaces at the University of Bath.  This involved an audit of existing learning environments and study spaces, collation of LibQUAL feedback, focus groups and a survey. Strategies and ideas from other institutions were looked at via a literature review and practitioner based research and reports.

A report was produced on their findings focusing on five themes:

Types of space – need for a variety of flexible and reconfigurable spaces with an emphasis on social and collaborative space and a trend towards interdisciplinary and hands on space.

Space for researchers – trend towards dedicated PGR space with technology for presentations and information creation, meeting space.  Soft seating and food tolerant space was valued and a greater emphasis on quiet space, distinct from undergraduates and housing relevant staff (research support, OP, metrics librarians).   Good examples include the universities of York, Exeter and Warwick.

Staff & services – including qualified librarians in space is beneficial. There is a trend towards convergence of services.

Technologies – should be student centred, customised and value for money to reflect major changes in learning and access to information.   Learning needs to be experiential (for simulation exercises, problem based activities), embedded, across disciplines, beyond the physical space.  Information skills are for life and part of students’ academic and professional futures.

Aesthetics & design – this needs to communicate what the space is intended to be and give a sense of belonging. A good infrastructure (cleaning, food & drink) is required and a good interaction between different spaces.

Conclusions were that the focus should be on self-directed learning spaces, incorporating flexibility, providing social, collaborative and experiential environments.  Removing print in favour of increased study space is alienating students from resources and librarians; effective marketing strategies are vital.

Forthcoming dissertation research – Melissa Newell, Bath Spa University

Melissa is studying at the University of Sheffield and proposes to do a case study at Bath Spa on effective information literacy and its challenges.  Methods will include interviews, observations, data analysis and a possible questionnaire to AULIC colleagues – watch this space.

CILIP Travelling Librarian Award

Any CILIP library and information professional in the CILIP SW area is warmly encouraged to apply for this year’s Travelling Librarian Award. The award is a joint initiative run by CILIP and the English Speaking Union. It is intended to encourage cultural visits to international counterparts in the predominantly English speaking world.

Guy Daines, Head of Policy at CILIP, informs us that the award is offered as ‘an opportunity to an adventurous UK  library and information professional who is a CILIP personal member to explore a professional  theme or challenge by a study tour of library and related institutions in the USA or a Commonwealth country’.

Last year’s winner Leanne Young of Sunderland University visited six libraries in the higher education sector in the USA.

As Guy says, the winner of the award will enjoy a unique chance to ‘enrich [their] professional knowledge and experience’ in what will be a truly defining moment in a professional career’.

There is a dedicated webpage for the Travelling Library Award which has further details about the award with instructions on how to apply. The deadline for applications is Wednesday 27th April 2017.

A Quick Hello!

me

Hello! My name is Tammy East and as a new addition to the CILIP SW blog editorial team, I wanted to introduce myself to you all. I work as the Customer Experience Manager overseeing the customer service and library services in our seven Learning Resource Centres here at Exeter College. You may have read my previous blog post about our Book Nook and Reading for Pleasure project, and I have certainly enjoyed reading everyone else’s contributions here. Sharing best practice and learning from what is working elsewhere is an essential part of our work as library and information professionals and this is what led me to putting myself forward for this editorial role.

We can learn a lot from outside our sector too. I haven’t always worked in Information and Library Services, in fact I was a mental health nurse for many years before I took a part-time degree and changed careers. It can be surprising how many transferable skills you can bring with you and just how open information and library professionals are to alternative perspectives and change. I’ve learnt a lot from working with my colleagues and meeting many of you at training events and over social media. I’m very pleased and proud to now be part of this profession and I hope to help share your ideas, projects, experiences and stories via this blog. If you’re doing fantastic work or have an amazing project on the go, if you’re new to the profession or you have a wealth of experience to pass on, why not shape it into a blog post and keep sharing the good work we all do!