Tag Archives: AGM and Members’ Day

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).

 

 

 

 

 

 

 

 

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Report from the CILIPSW Members’ Day. Matt Ramirez: ‘The benefit of using Augmented Reality to enhance the student experience’.

In short, Matt Ramirez gave us a tour of the future! As JISC’s Senior Innovation Developer for Digital Futures, his presentation provided a wealth of examples of the implementation of Augmented Reality (AR) in education. He finds that, while Augmented Reality has been around as a new technology since 2010, it is reaching a trigger stage in terms of its cultural visibility. Consequently, there is likely to be an explosion of interest and an exponential growth in the AR user community this year.

My existing knowledge of AR and its potential was decidedly sketchy and two-dimensional, not lucid and three-dimensional as befitting augmented reality. However, while the technology is still a kind of scientific magic in my mind, I moved several notches forward in terms of my understanding during the members’ day! For a definition of AR I am taking an explanation from an earlier blog post by Matt on the subject:

‘Put simply, augmented reality is a technology that overlays computer generated visuals over the real world through a device camera – bringing your surroundings to life and interacting with sensors such as location and heart rate to provide additional information’.

Matt 1

Matt Ramirez giving a glimpse into the future at the CILIPSW Members’ Day.

(Photograph by Stephen Hunt)

The take up of AR in research, education and museums, Matt argues, is particularly popular because it bridges the gap between theory and practice. There are some striking examples of this. Scientists from different parts of the world have been able to simultaneously view three-dimensional images from Mars in real time, to build collaboratively on their understanding. Post-graduates working in the Geology Department at the University of Manchester have applied their lecture theory in real world contexts in a novel way. They have used an app to see fossils in the living environment when studying markers of fossil faces and oil reserves during their field studies. Museums have used AR enhancements anchored in exhibits to bring exhibits to life, thus successfully encouraging deeper and ongoing interaction, reflected in an increase in families returning for repeat visits.

The take-up and successful implementation of AR in education and research depends upon adopting best practice and identifying a genuine pedagogic need. The initial ‘wow’ factor will inevitably diminish if it cannot be demonstrated that AR is adding value to the user experience and is able to help deliver actual measurable learning outcomes. For Matt it ‘must have a unique selling point rather than just being impressive technology’. To this end it is also important to consult users throughout the process and to continually reappraise the application of AR based on their feedback.

In this respect AR has already started to prove its pedagogic value some practical projects. The University of Manchester Medical School encourages informal collaborative learning by exploiting AR to complement face-to-face and independent learning. In the 24-hour resource centre at Leeds College of Learning, AR has been used to reinforce situated learning when academic and support staff are not present. AR has also proven its worth at the John Rylands Library where it has been used to foster a mixed team approach to research, enabling technical experts, curators and subject specialists to collaborate effectively on project work.

Matt’s own work in the implementation of AR through JISC (Joint Information Systems Committee) has been in his foundational role in the development of the Special Collections Augmented Reality to Enhance Learning and Teaching project (SCARLET). This shaped his thinking about the need to implement AR carefully in order to demonstrate its worth, ensuring its future take-up and development. A central application was to make rare and fragile objects and artefacts accessible in a new way to those who do not necessarily have a technical background. In this way that they can visualise what is not usually on show, whether a fossil or a brittle literary manuscript. ‘I knew, said Matt, ‘if we were to embed and have longevity within educational learning space I knew there had to be something behind it beyond replicating pretty pictures’. An example of the potential of AR was SCARLET’s experiment in the presentation of Dante’s Divine Comedy.

Code Bug

Attendees at the Members’ Day in Exeter experimented with Aurasma Augmented Reality Software, tiny Raspberry Pi computers and code bugs, like this little fellow

(Photograph by Stephen Hunt)

The recent transformation in digital technology was the impact of mobile technology during the first decade of the century. Matt predicts that the ‘next paradigm shift will be about consuming information through wearables’ during the next ten years. Pioneer products such as Google Glass explorer glasses are already available, although, as to be expected, there are teething problems. In his initial trials Matt found his head overheating and that the sensor devices were extremely battery hungry! Nevertheless, Virtual Reality visits to the world’s leading museums and art,  may not be far into the future.

So the future is likely to be one in which the application of AR places the user at the centre of the learning experience. The significance for our profession is that students will have to engage with these learning technologies across all subjects and will need to develop skills in this area for future jobs.

Matt’s work with AR can be followed on Twitter at @Jisc_AR

 

Steve Hunt

Harry Galloway Prize winner for 2015 – Louise Cowan

The annual Harry Galloway award (see earlier posting here) is presented to mark outstanding achievements on the part of students on the MSc in Information and Library Management at the University of the West of England. The current award was presented to Louise Cowan at the CILIPSW Annual General Meeting and Members’ Day at Exeter Central Library on 14th March 2016. We are delighted to congratulate Louise. Here Louise gives us the background to her winning work.

 

I studied for my MSc at UWE part-time from 2012 to 2015. The course provided a good theoretical grounding in library management, often focusing on the knowledge and skills highlighted in CILIP’s PKSB. What I learned in the taught part of the course is continuing to prove invaluable as I now move on to Chartership.

The subject of my dissertation was ‘Social Media and Academic Libraries’; my interest in the topic had grown from my experience volunteering at Sunderland University Library in 2011 and seeing first-hand the great work their marketing team was doing to promote the services the library offered to students. I also managed the social media accounts at St Hugh’s College Library in Oxford, where I worked as a Senior Library Assistant while completing my MSc.

Louise Cowan taken by Kay Ecclestone 14 Mar 2016

Emma Wellard (left), Chair of CILIP SWMN, presents this year’s award to Louise Cowan at Exeter Library (photograph by Kay Ecclestone) 

A lot of literature is highly critical of the way libraries use social media to engage their students so I wanted to understand how users were currently interacting with academic libraries on social media, in order to highlight ways further engagement could be generated and maintained. Focusing on three academic libraries, I analysed the content of posts from their Facebook and Twitter pages that had generated user engagement. I found that, while users were much more active on library social media platforms than previously suggested in literature, more could be done to encourage meaningful conversations with students. Engagement was highest when social media content had a specific value to users; thematically, these posts revolved around Community, Feedback, Education and Enjoyment. While each library’s users prioritised different themes; strategically, libraries could look to promote posts that endeavour to build a community with users through shared interests, regularly engage with feedback to improve services, provide educational support and encourage a little fun!

The understanding of social media I gained from my dissertation helped me to prepare for my current role. Although I am primarily a liaison librarian, my work also involves supporting the management of social media for Reading University’s Special Collections Library and Archive.

I was thrilled when I received the news that I had won the Harry Galloway Memorial Prize – it has made the achievement of my MSc even more meaningful and memorable.

Louise Cowan

Report from the CILIPSW Members’ Day. Tabitha Witherick: ‘A Librarian’s View of Digital’

Tabitha Witherick presented the opening session at this year’s CILIP SW Members’ Day. Drawing upon her role as Service Manager (Development) at Somerset Libraries, she provided a stimulating overview of the amazing range of digital initiatives taking place in public and academic libraries.

Tabitha has taken an extensive look at digital innovations in a variety of contexts and has been promoting many of the more eye-catching and user-friendly examples for implementation locally. ‘I see my role as very much a change maker’, says Tabitha, reflecting on her work in introducing new digital technologies in Somerset Libraries.

Tabitha shared many of her favourite initiatives in order to disseminate good practice for all ages across the region. These resources underpin the principle that ‘learning in informal environments reinforces what students do in school’. Here are ten of the initiatives and resources that have been taken up to support informal education in libraries:

Shift Happens : A US-based online forum for supporting digital initiatives in education.

Scratch : An online tool for 9-11 year olds (and beyond!) to learn basic coding skills coding through collaborative learning.

Kano – Create don’t consume : A build your own computer system set to be “as easy as Lego” to assemble. See video. Assemble like Lego.

Similarly, proprietary Lego Education Wedo kit enables children to use play products to informally develop their skills in computing and construction.

Library makerspaces such as the Fablab in Exeter Library. This is a designated area in the public library dedicated to making a variety of hardware and open-source software available for promoting creative projects and digital development. The Fablab was the first initiative of its kind in the UK, inspired by the Chattanooga Public Library 4th Floor project.

Another local resource is the Ideas Garage and Coding Club set up for 11-17 year olds at Chepstow Library in Monmouthshire.

The Carnegie Library Lab is “a programme created by the Carnegie UK Trust to support and develop innovation and leadership in the public library sector”.

There are also a number of mobile maker carts being developed for those without access to a physical library space. These may have great potential for supporting the development of digital skills in rural districts.

Apps for Good is a business-sponsored initiative set up to encourage students to use, disseminate and create apps to enhance their digital education.

Geek Week was the first event of its kind held in West Sussex Libraries in 2015. This was a series of free workshops held in libraries across the county to “celebrate science, games, the future of reading and all things tech”.

For many more inspiring ideas, gadgets and digital adventures, visit Tabitha Witherick’s own blog, Library Tea Party.

Tabitha Witherick

Tabitha Wetherick presenting at the first session of the CILIPSW Members’ Day

Steve Hunt