1. Start with the Staff
Sally Patalong
Subject Librarian, Lanchester Library,
Coventry University.
2. Why?
• Connections – the library training slot
– Research project mapping skills provision across the
university
• University’s Teaching, Learning and Assessment
Strategy
– Work with the Library in order to ensure that students
develop appropriate research and information
evaluation skills
– Measure the training given to students to test and
evaluate the authenticity and accuracy etc., of digital
information sources
3. Investigation
• 23 things
– Remembered conversations…
– Looked at programmes that other libraries had
run
• Survey of staff in the library, e-Learning Unit,
Maths Support Unit, Centre for Academic
Writing
4. Before…
• Office Suite
– I occasionally need to ask the odd question about
a package and no one I work with seems to know
more / less than me
• Google Suite
– Use Google and Google Scholar – there’s more?
• Devices
– Used an iPad briefly.
– Got a smartphone, but not sure about apps.
• Managing your online identity
– What does that mean?
5. Digital Fluency Programme
• Purpose of the Programme(s)
– Increase skill levels of staff
– Increase confidence levels of staff
– Support Library development needs
• How would the Library gain?
– Reinvent the way we work by utilising digital literacy
approaches
– Contribute more effectively towards DL approaches
for academic staff and students
– Future-proof the library
6. Why Fluency?
There is a good explanation of the difference
between digital literacy and digital fluency here:
http://www.socialens.com/blog/2011/02/05/th
e-difference-between-digital-literacy-and-
digital-fluency/
8. 1st cohort – Subject Librarians
• 10 week pilot, 2 hours per week
• Moodle
• Content
– Creating LinkedIn, Google and Twitter accounts
– Google – power searching
– Exploring tablets/apps
– Working in the cloud
– Using social networking
9. Content - continued
– Using Moodle as a teacher
– Digital security
– Creating online content
– Supporting research
– Synchronous support
– Mahara
• Delivered by 2 Learning developers and
several subject librarians
10. Feedback
Things for Work/Students:
– Google Searching session - some really good tips that I can use with
students and in 1-1s
– More confidence in how to potentially use tablet devices with school
groups
– Enjoyed the opportunity to discuss ideas/tools/new services
New Skills/Knowledge for me:
• Never used a tablet device before - good to see the positives (and
limitations!) of these
• More knowledge of cloud computing - saving and accessing
documents/collaboration tools could be really useful
• Useful to learn about Digital Security - would like to see more about
this from ITS
11. • The course has been particularly useful for me as an SL in
the following areas:
•
Tablet: Useful for meetings, good to have a portable device,
helpful to know how it works in detail, use of apps
• Cloud Computing: Awareness of how data is stored/used
and accessed - advantages/pitfalls
• Digital Security: Mini-project and session increased
awareness, change in working practices as a result
• Moodle and Mahara: Push to get me to use them more,
good for information skills training/academic
liaison/greater understanding from the student point of
view
• Overview: Collaborative working tools highlighted,
enhanced and updated online skills, awareness of software
that the University is using, use of social media in a work
(library) context, feeling connected' and part of a virtual
online community.
12. Cohort 2 – 8 weeks
• Other people working on the Enquiry Desk
• Repository staff
• iPads, no android devices
• Problems
– No University Librarian
– Head of Academic Liaison Team on secondment
– Learning developers moved out of the library
– No Moodle space
– Timetable dependent on peoples’ availability
13. Content
• Moodle as a student
• Creating accounts – Google, Twitter, LinkedIn
• Exploring tablets
• Google Power Searching
• Digital security
• Working in the cloud
• Social networking
• Managing your digital footprint
14. Feedback
• What were your aims at the beginning of the
course?
– To improve my knowledge of using digital resources
– To become aware of aspects that I don’t use, e.g.
Twitter
– To learn more about online security
– Broaden understanding/knowledge
• Have these been achieved?
– Yes!
15. • Do you think the skills that you have learned
on the course will help you in your day-to-day
work? Please give examples.
– Using the library Twitter on the Enquiry Desk
– Making notes on iPad
– Knowing how students use iPads for library work
– Using Moodle to check and help students with
enquiries
16. • Are there any ways in which the course could be
improved?
– Make sessions optional
– Security and digital footprint sessions would have
been better/more useful at the beginning to help you
make better decisions as you were looking at different
things
– 8 weeks seems a lot for the content
– Familiarisation with University
website/Nova/Solar/Universe/Faculty
information/University Apps
17. The future?
• Weekend staff want the chance to take the
course
• More iPads?
• Request space in Moodle
• Look at the timetable structure
• Plan well in advance
• Continuing to keep up-to-date
