ARLG 2014 conference workshop detail with abstracts

1
Workshop 1 Monday 23/6 15.25 to 16.10
Presenter Key/Strand Title Abstract
Emma
Hadfield,
Thomas
Rotherham
College
Paper 1 –
Teaching &
Learning
E-Safety
Advocates –
Working with
Young people to
Raise
Awareness
Through student’s first-hand experiences, this session will discuss the E-Safety Advocates
Project, an outreach initiative developed by a sixth form college library that trains A-level
students in e-safety, with a view to them delivering lessons about online risks to primary pupils
in the local area.
This session will also provide an opportunity to test your own e-safety knowledge and learn how
to increase the library’s involvement in e-safety, through breaking down some of the barriers
with senior management and increasing awareness about the important links between e-safety
and information literacy.
Val
Stevenson,
Liverpool
John Moores
University
Paper 2 –
Research
Support
Creating a
Centre of
Excellence in
Popular
Culture… using
special
collections and
archives to
generate,
develop and
support
research and
scholarship
Research and scholarly activity based on our Special Collections and Archives has steadily
increased since 2008 when we refurbished and expanded both the collections and the
accommodation to house them. Whilst ensuring that we are in keeping with our overarching
‘contemporary popular culture’ theme, we have worked collaboratively with academic
colleagues in the schools of Art and Humanities and Social Science to acquire further
appropriate collections during 2012-13. Two of the new collections are the ‘Willy Russell
archive’ and the ‘Punch and Victorian Periodical Press Collection’, both of which have been
acquired and made accessible to staff and students of the university as well as the public. As
well as raising the visibility of the library within the university and the community, these
collections are also key to supporting several research initiatives within the university, with the
collections themselves having generated further interest from researchers both internally and
externally.
This workshop will present the case study and then invite discussion amongst delegates as to
how they might be able to make use of special collections in raising visibility and supporting
research in their own institutions
Anne
Middleton,
Newcastle
University
Paper 3 –
Shared
Services
“Assimilate this!”
Re-energising
information
enquiry services
through
collaboration
and cultural
change
Newcastle University Library has recently shifted from a very traditional static desk based
information enquiry service to an agile multi-channel service delivery model to re- engage our
students.
This workshop will share our experience to date of taking both staff and customers through an
exciting journey of cultural change and how we have maximised the opportunities of
collaboration.
Starting by working with Springshare Libanswers enquiry handling software we are now

2
providing support via Twitter, text, email, an online web form and live chat as well as face to
face roving support. Reaching out to students wherever they are, rather waiting for them to
come to a desk has meant a real shift in our staff thinking and approach.
We will demonstrate how we have been able to incrementally develop our support model based
on data gathered using analytic software to ensure that we are meeting our customers’
requirements and how this has led to increased collaboration between library staff.
An important element of our developing service model has been the provision of 24x7 support.
This has partly been achieved through the development of a knowledge base. We have
however also partnered with 7 other academic libraries in the Northern Collaboration to pilot an
out of hours library chat service. We will share our experience of sharing the support of ‘our’
students with professional colleagues on the other side of the Atlantic.
Sara Osman
& Leila
Kassir,
University of
the Arts
London
Paper 4 –
Learning
Spaces
Becoming more
inclusive: our
journey at
University of the
Arts London
University of the Arts London (UAL) is committed to the social model of disability (students may
have impairments, but it is the environment that creates disabilities). In this workshop, we will
highlight improvements we have made to ensure our library services are more inclusive and
accessible. The creation of a half-time assistant librarian role in December 2012, jointly funded
by Library Services and the University Disability Service, has provided a focus for our work.
In addition, the University Disability Service was reorganised over the summer 2013. It is now a
service delivered in each of our six colleges but managed centrally, with the aim of ensuring all
students receive a consistent level of support that meets their needs. The reorganisation
provided an opportunity to improve communication between library staff and disability and
dyslexia advisers.
We will talk about:
• Creating a Community of Practice to share ideas across our six college libraries
• Staff training
• Our action plan for improvements and the progress we have made so far
• Access auditing our libraries and
• Our plans for the future.
We will then invite workshop participants to consider barriers that exist in their libraries (both in
the physical environment and in the services provided) and ways of improving students’
experiences of accessing library services.

3
Andrew Hall,
OCLC
Paper 5 –
Electronic
Resources
Meeting the E-
Resources
Challenge – An
OCLC Report
As a library cooperative, OCLC works closely with member institutions to help inform our
strategic direction and respond to community matters. OCLC’s E-resource Advisory Council
(EAC), is a group of library leaders who are helping to guide the cooperative in advancing its
electronic resource management strategy. The group began its third term in 2013 with an
expanded membership base to continue work on strategy and related solutions.
Over the last two years, the council has helped inform the development of OCLC solutions for
the acquisition, exposure, management and access of libraries’ electronic collections.
In late 2013 OCLC released a new report as a means of exploring the challenges that
managing e-resources represents and which further extends the conversations of the EAC
across the community - helping libraries find new ways to address these issues.
In this session OCLC presents the contents of the report and looks at some of the case studies
within it.
The workshop will then go onto to discuss the core tasks that make up the electronic resource
management workflow (selection, acquisition, describing, discovery, access and renewal of
licensed content) and gives examples of the typical challenges encountered. The session will
sum up by considering what an ideal future might look like for libraries and e-collections, and
reflects on some of the developments that might be required to bridge the gap.
Aalia
Oosman,
Taylor &
Francis, &
Roisin
Gwyer,
University of
Portsmouth
Paper 6 -
CPD
Informing the
future of
academic
librarianship:
trends and
issues identified
by content
analysis of New
Review of
Academic
Librarianship
There is no question that higher education is facing some major issues currently. Fundamental
changes are taking place in its funding and delivery in what is a competitive, international
market. Academic librarianship has been continually evolving and developing in response to
these economic, pedagogical, technological and societal changes. Some trends and issues
have been seen as being very significant but had transitory and had minimal long term impact.
Other factors have had a low profile but actually resulted in major changes. The purpose of this
paper is to consider the trends and ideas impacting on academic librarianship since 1995 to
capture the lessons and messages for the future development of the profession.
This will be achieved by completing a content analysis of the New Review of Academic
Librarianship. This is an international research journal published by Taylor and Francis and
commenced in 1995. The indicative findings from the content analysis will be explored with the
journal's international Editorial Board for their individual reflection.
As well as the content analysis, there will be a thorough examination of the journal's digital
metrics to assess levels of interest. We will also look at the geographical distribution of
downloads to determine whether the interest in certain issues varied geographically to help us
to identify emerging international trends in librarianship for the future.

4
This presentation will examine how the traditional subscription type has evolved alongside the
role of the librarian. The migration from print-only subscriptions to electronic format has
spearheaded an investment in training and surfacing of content in the library indicative of the
changing roles in librarianship.
By using the validation of the Editorial Board, a key range of trends and issues will be
developed that will provide an insight into where academic librarianship is heading. The paper
will use the findings to explore the staff training and development for the academic librarians of
the future.
Workshop 2 Monday 23/6 16.30 to 17.15
Lilian Tsang-
Philips,
Northumbria
University
Paper 7 -
CPD
Evolving LIS
research trends
and the future of
the profession
The extensive discussion of the phenomenon of Library and Information Science (LIS) research
and practice in recent years has illustrated the importance of establishing a theoretical and
philosophical knowledge base for the profession. In addition to providing a knowledge
repository, research publications documenting the historical development of the profession can
offer insights into its future direction. A systematic review of published research from 2002 –
2012 analysing seven LIS journals of 3122 articles was carried out to provide a background of
the changes in the profession. The review displays the recent trends in librarianship through the
subjects researched by information professionals over the period from the last decade which
sets the context for this workshop. Besides having classified the articles into thirteen subject
categories to examine how the topics of interest have evolved as indicated by the trends and
patterns, the review has also examined the editorial scope, editorial objectives, aim and
qualitative description of the journals and the authorship of each article to establish the research
practice amongst the different information professionals. The workshop will share with
colleagues the research findings, followed by a World Café session which will allow discussion
of the issues with an aim to examine practitioners’ perspectives and ultimately bring together
research and practice.
Susan
Shreeve and
Emma
Delaney,
Paper 8 –
Teaching &
Learning
Value and
impact of
librarians’
embedded IL
Librarians have been offering information skills sessions to students for decades. However, a
number of initiatives at the University of the West of England Bristol have offered a timely
opportunity to focus on the further development of information skills teaching, including a recent
curriculum refresh. This has given rise to collaborative working between library and faculty staff

5
University of
the West of
England
teaching on
student skills
development
to embed IL teaching appropriately into the new/revised programmes. Such practices are ripe
for evaluation and assessment.
The presentation will describe and evaluate four such library interventions, three of which are
accompanied by credit-bearing assessment of the skills learnt:
• Faculty of Environment and Technology “Library Online Workbook”
• Faculty of Business and Law “Building Legal Information Skills” activity
• Faculty of Business and Law Criminal Law library teaching
• Faculty of Health and Life Sciences “Problem-based Learning” library lesson structure
The recent LIVES (Library Impact and Value for Education and Skills) Project has involved
interviewing faculty and library staff and holding student focus groups to:
• gather evidence regarding the perceived impact of these library interventions in terms of
altered student behaviour, competence, level of knowledge or attitude
• identify possible enhancements to the library interventions
• investigate the drivers and barriers to faculty staff embedding library teaching within their
modules
The workshop will summarise the findings of the LIVES Project in terms of perceived impact of
the interventions, motivation of the students to engage with the interventions, and the drivers
and barriers to faculty and library staff collaborating in this way. It will also outline some of the
successful strategies in place at UWE to develop partnerships with faculty staff.
Delegates will have the opportunity to discuss how the findings of the study might impact their
own delivery of IL skills teaching and their development of partnerships with faculty staff.
Allan
Parsons,
University of
Westminster
Paper 9 –
Research
Support
Re-configuring
academic
practice and the
research
ecology
The implications of the proposition that 21st century academics should see themselves scholar-
teacher-curators are explored. In the presentation, two interventions are proposed: a re-thinking
of the material, technological and environmental dimensions of academic practices; and of the
human and collective means required to develop academic practices.
The first break-out session will focus on the proposed figure of the 'scholar-teacher-curator'.
The debate here is about the credibility of the arguments put forward to substantiate it. The
questions that arise concern, for example, whether this proposal makes sense; how to the
delegates perceive themselves and their professional activities, and what language they use to

6
describe themselves.
The second break-out session concerns the dynamics, first, of personalisation in relation to
technology: one needs to develop a personal platform from which to understand and
incorporate the ever-expanding proliferation of technologies and media if one is to extract their
academic value. Second, the dynamics of socialisation are explored, again in relation to
technology but also to concepts of sharing, co-operating and collaborating.
This gives rise to questions about the reconfiguration of professional roles so as to be able to
fulfil the brief of the modern academic, defined as a collective practice of scholarship-teaching-
curating, or indeed otherwise, depending on how the delegates have settled the questions of
self- and collective definition in the first break-out session.
The third break-out session will focus on potential re-configurations of a collective research
ecology, particularly the need to reconfigure physical and virtual learning environments and
their inter-relationships in order to accommodate new configurations of research support and
new configurations of roles.
The questions here concern how to create welcoming physical and virtual meeting places to
sustain the social bonds that keep the collective enterprise of academic research alive.
Virginia
Power,
University of
the West of
England
(@powerv23)
Paper 10 –
Electronic
Resources
Bringing the
outside world in:
inclusive
practice in
information and
library services
provision
As a member of Bridgwater College’s Equality and Diversity Committee, Resources &
eLearning Manager, Virginia Power has been responsible for developing College awareness
and understanding around accessible and inclusive practice for learning and teaching. In
particular she will highlight how this work has enabled the information and library service to be
at the forefront of embedding inclusive practice in the College. During this workshop she will
highlight some of the simple yet effective practice that she has introduced at Bridgwater
College, and will demonstrate some of the assistive technologies that she has used to help her
achieve this.
This interactive workshop will start with an overview of the Equality Act delivered as a ‘Who
wants to be a Millionaire’ game to get everyone talking! Virginia will discuss how she has used
the Equality Act as a means of addressing inclusion within her Library services. In addition she
will highlight how she has used the Jisc TechDis OASES audit tool to benchmark her service as
well as providing delegates with information about learning materials and other support sites for
information and library services staff.

7
In addition Virginia will provide some hands-on activities to show how easy it is to be inclusive
and accessible in what we do. This includes showing how learners with severe learning
difficulties can still achieve the Six Book Challenge and how iPad use can increase inclusivity.
Delegates will also have the opportunity to have a ‘try before you buy’ session where they will
have the chance to work with some assistive technologies and discuss in small groups how
they could use the various tools to support learners. Delegates will receive a mini handbook of
ideas and suggestions and a full resource list including prices and suppliers that can be taken
away at the end of the session.
Joshua
Jenkins &
Holly
Singleton,
Anglia
Ruskin
University
Paper 11 –
Learning
Spaces
Open Day –
give us your
money
This paper will explore the Open Day project at Anglia Ruskin University Library which aimed to
evaluate the role the Library plays in the University Open Days.
With a vast array of recent developments within the library (in the collection, service and library
learning space), a shift in the University’s strategic aims, and with increased tuition costs the
project was designed to improve the Library’s current place in the list of potential student’s
priorities at Open Days. We also wanted to ensure that our exciting and innovative
developments were well advertised and the positive role we play in the University was
acknowledged and promoted to potential students. In recent years the Library’s involvement in
open days had dramatically decreased to the point where the only noticeable participation we
still had was offering tours when they were requested. We were not even mirroring the
promotion and participation seen from our colleagues in other support services in the University,
which we felt was a real failing of Library marketing.
A literature review carried out at the very beginning of the project noted a distinct lack of journal
articles, or best practice literature written on the subject of library participation for open days.
What literature was found was on the subject of the University selection process from the
student perspective, and it showed that the library ranked below ‘shopping in the area’ in a list
of importance for students (Veloutsou, Lewis and Paton, 2004). We wanted to attempt to show
potential students, that although we may not seem like a priority, we are actually an important
factor in helping them choose the best University for them.
Due to the dearth of literature available we looked to other HE institutions for examples of best
practice, including physically visiting other university open days and looking at any online
resources provided by libraries specifically for open days. We also liaised closely with other
services in Anglia Ruskin, such as Student Services and Marketing, which helped to build links
that will be beneficial in the future, as well as underlining our importance to our colleagues.
The findings from this project gave rise to suggestions that allowed the library to implement
changes to ensure it was in line with the University Corporate Plan and standards set by other

8
departments and services. We created new promotional materials, including rolling banners
and talking head videos with current staff and students. We also ensured that we aesthetically
fitted in with the day by purchasing balloons in our library colours, to make the library seem
more welcoming and to show that we were joining in with open day.
Using Prezi, Poll Everywhere and examples of our informational videos, this presentation aims
to retell the process taken and also place it in the context of other Academic Libraries. It may
assist other libraries to change their current practice for open days at their institutions, and
encourage further research and discussion around this topic.
Christopher
Jones,
University
for the
Creative Arts
Paper 12 -
Teaching
and
Learning
Bringing the
studio into the
library: arts
based research
and the
challenges for
information
literacy
As boundaries between traditional disciplines become more fluid, the meaning and practice of
information literacy has to adapt to and accommodate different demands. This workshop
explores how these demands are experienced in the field of the Visual arts, specifically Art &
Design practice. The development of a new library at the University for the Creative Arts has
presented an opportunity to consider the library space itself as a contributory factor in
embedding Information Literacy in the creative experience of the student. The nature of Arts
Based Research will be considered, as well as suggesting that academic writing itself is part of
the same creative dynamic the students develop in their studio work. By encouraging the
perception of the library as a ‘studio with books’, the working practices of the students suggest
patterns of discovery and resource use within which literacy/literacies may be situated. The
creation of a materials library at UCA will be presented, which is a direct and practical response
to academic need, and an attempt to create an inspirational resource for Jewellery and
Metalwork students. The workshop will include a practical activity.
Workshop 3 Tuesday 24/6 10.50 to 11.35
Rob
Wannerton &
Sarah
Wolfenden,
Brunel
University
Paper 13 -
CPD
Excelsior: How
the Customer
Service
Excellence
Standard project
is helping us
By the end of the session, attendees will be fully aware of the process and the benefits of being
involved in gaining CSES accreditation, including the highs, the lows, and the pitfalls. The
workshop will cover an outline of the standard, our reasons for undertaking it and our thoughts
on the process from start to finish. We will highlight how undertaking the award has provided
continual staff development opportunities for the project team and for all staff working within the
Library.

9
move ‘ever
upwards’. Attendees will discuss and share experiences in small and large group activities based on a
number of key themes. These themes will include mapping services and aligning these to
identified stakeholders, establishing structures for gathering and responding to feedback using
a variety of techniques, and enabling to staff to actively promote and participate in the
customer/user-focused culture of the organisation.
Ultimately, attendees will leave with practical tips they can immediately implement in their
workplace and the knowledge and contacts they need for if they decide to take that next step
towards accreditation.
Hannah
Young,
Southampton
Solent
University
Paper 14 -
Teaching
and
Learning
Embedding
blending
learning in
library training
sessions: Can
self-assessment
and reflection
encourage
engagement?
Combining
WHY with HOW
through online
feedback
This workshop outlines the creation and delivery of two online student self-assessments built
around an existing face-to-face teaching structure.
The implementation was conducted in Week 2 of Semester 1 with Level 4 BA (Hons)
Criminology (and pathways) students on their core unit Criminological Research Methods and
Skills 1 (HCR402) at Southampton Solent University.
It looked to address the continuing problem that students do not engage with library sessions
and information literacy concepts and sought to make sessions more relevant by encouraging
reflection: what skills do students already have? What do they know and think about information
literacy? What skills will they need to develop for academic research at University?
The reflections were generated via online self-assessment exercises using the Moodle
Feedback activity. The addition of these blended learning elements enabled the face-to-face
sessions to be contextualized by demonstrating the results of the pre-assessment before
starting a seminar activity – this showed a prevalence for google in both academic and personal
research and I could therefore introduce how University research may differ and why.
Robin
Burgess, The
Glasgow
School of Art
Paper 15 -
Research
Support
Improved
research
support and
data
management at
The Glasgow
School of Art
through the
For the past two years the Glasgow School of Art (GSA) have been heavily involved in
improving the management of their research outputs. They have been supported through
funding from JISC that enabled them to develop an improved research repository, moving away
from a standard Filemaker Database to an EPrints enabled repository system. Much of the
initial development of the repository focused on the ability to embed the system within the
research ethos at GSA. This has been enhanced and aided by web based technology.
Recently the focus has shifted towards the management of the data within the repository in
relation to its use on an internal and external scale.

10
application of
RADAR and
integration of
RDM policies
By its very nature, research in the arts is highly complex and varied, often comprising a wide
variety of outputs and formats which present researchers, information managers and
technology teams with many discipline specific issues. The methods and processes which
generate this research information are just as varied and complex. Research in the arts relies
heavily on sketchbooks, logbooks, journals and workbooks. The often physical nature of
research in the arts and its security and preservation also presents researchers and curators
with significant problems and greatly increases the risk of data loss and deterioration. Alongside
this data, a wide range of related research documentation and protocols are also created.
Research repositories are therefore integral to the process of data management. RADAR has
been implemented at GSA and research staff are using the repository to upload details related
to their research outputs. Textual information alongside evidence of research outputs are
present and integrated into the repository using standard EPrints capabilities that have been
‘kulturised’ (http://kultur.eprints.org/) to enhance the uploading of arts related data.
The appropriate curation and management of research data in the visual arts is extremely
desirable for a number of reasons:
• It satisfies funding requirements and demands for open access
• It helps to demystify research methods and outputs, and the arts themselves
• The production of research data is extremely time consuming and therefore costly and its
lack of discoverability or loss is inefficient
• It may have a significant application and value far beyond the cost of its initial collection
and outcomes which could have gone unrecognised in the initial investigation
• It would enable other researchers to test the reliability and validity of the data and
research method
• The publication of data would enable its impact to be tracked more accurately
• It would enable researchers and semantic web tools to make new links between isolated
and previously undiscoverable datasets more easily
• It would extend collaborative opportunities between researchers and teams working on
similar and related datasets to create new research opportunities
As such, curation, management and preservation of research data in the visual arts can be
considered not only as desirable but as essential, and the application of appropriate data
management policies can aid this process within academic institutes.
Craigie-Lee Paper 16 - Using Since summer 2013, Goldsmiths Library implemented two new support services for users:

11
Paterson and
Cathryn
Peppard,
Goldsmiths,
University of
London
Shared
Services
RefAnalytics to
analyse library
service
provisions and
performance
LibChat and LibAnswers. At the same time it also implemented RefAnalytics for staff, giving a
new, paperless way to collect and analyse its enquiry desk statistics.
This workshop will discuss how Goldsmiths Library implemented and used the system,
including how we used the data to meet the Library and College wide goals. It will also offer an
insight into how other libraries might use RefAnalytics to improve service provision in their own
libraries and save time.
Elaine
Mulholland,
St Mary’s
University
College,
Belfast
Paper 18 –
Electronic
Resources
E-books: the
inside story
Understanding end-users’ opinions, awareness, needs, habits and expectations of e-books is
crucial to help promote better usage of our e-book collections.
From a survey carried out to ascertain and better understand academic staff awareness and
behaviour of e-book usage in Further Education Colleges throughout Northern Ireland, key
findings and statistics from the research will be the focus of the workshop.
The research concentrated on the end-user and sought to establish how academic staff view e-
books and how e-books are used for teaching and learning. The research also documented and
addressed some of the limitations and perceived obstacles towards e-books.
Relaying key data from the survey findings and discussing these, the workshop will then focus
on:
Raising the profile of library e-book collections
Promotional strategies, tips and ideas on how to increase e-book awareness
Genevieve
Clarke, The
Reading
Agency &
Kathryn
Wallis,
Peterborough
Regional
College
Paper 28 -
Teaching
and
Learning
Everyone’s a
winner: the six
book challenge
in colleges
Libraries in FE and sixth form colleges are the fastest-growing sector involved in the national
Six Book Challenge scheme run by The Reading Agency. This invites young people and adults
to pick six reads and record their reading in a diary in order to receive a certificate. They can
also experience a digital dimension by signing up at
www.readingagency.org.uk/sixbookchallenge to log, rate and review what they read and search
for ideas of what to read next.
Launched in 2008, the Challenge is now being run across the UK by public libraries, colleges,
adult and community learning, prisons and workplaces with total participation in 2013 having
exceeded 35,000. Direct involvement by FE and sixth form colleges has grown from around

12
500 students in 2008 to 13,500 in 2013 and it also has the potential to be used to support
students in HE institutions to read for pleasure alongside their studies
This session will explain the context and development of the Six Book Challenge and provide a
case study of its successful use at one of over 100 colleges that now take part in the scheme
each year. Delegates will be encouraged to explore how they could use it or, if they are
already doing so, build its impact. In particular it will focus on how to support students to
complete the Challenge so that they gain maximum benefit from the scheme.
Catherine
Pink & Lizz
Jennings,
University of
Bath
Paper 20 -
Research
Support
Reviewing data
management
plans
While research data management plans have been required by most funding councils for
several years, the environment for data management is changing rapidly, with EPSRC
requirements pushing many universities to see research data management as an institutional
priority. This is an opportunity for libraries, many of which are now supporting research data
management as part of their core services. This workshop will introduce participants to the
principles of planning for data management.
The workshop will begin by considering what research data means, and how notions of primary
and secondary data vary depending on discipline and purpose. We will give an overview of the
key issues in data management and will consider the different approaches needed to data
management planning, both during research projects and after their completion.
The workshop will include:
• An overview of the components of a data management plan
• Funder requirements – format, content and checklists
• Tools, templates and guidance to help researchers write their plans
• Tips for reviewing data management plans – what to look out for
• Common omissions on data management plans
• Where to find additional information and help
The workshop will contain practical exercises based on real research proposals, and will give
participants the opportunity to consider the issues and challenges associated with data
management planning and how the library can assist researchers in making the best of their
work.
Annuskha
Donin,
University of
Portsmouth
Paper 21 -
Electronic
Resources
The role of
digitisation in
the increasingly
accessible
This seminar will look at how the University of Portsmouth has developed its Electronic
Reading List and Digitisation projects to provide every student with the pertinent information
that they need for their studies, wherever and whenever they wish to access it. We will look at
how digitisation can improve accessibility, help students interact better with their reading

13
academic library material, help address the eternal issue of book shortages, save hours of staff time, improve
collection management, and enhance the student experience whilst ensuring that your
institution remains compliant with copyright legislation. We will be looking at Talis Aspire
Reading Lists, and Talis Aspire Digitised Content software.
Greg
Bennett,
University of
Essex
Paper 22 -
Learning
Spaces
The Forum: a
new library with
three partners: a
university, a
college and a
public library
service
The Forum Southend-on-Sea is a brand new joint library service with three stakeholders
(Southend’s public library service, South Essex College and the University of Essex) sharing
the space and facilities. The library opened on 30 September 2013. Greg Bennett is the sole
University librarian based at The Forum.
In this paper he discusses the successes and challenges that he has encountered as a
university librarian working in close collaboration with public library and college librarians whilst
being more than twenty miles away from his nearest university library colleague.
In particular he discusses the processes of getting books on the shelves and the inter library
lending service both of which demonstrate the strengths and challenges of a multiple
stakeholder service.
He also discusses the general interaction he has with other librarians: as a sole university
librarian he fills a number of roles and consequently interacts with colleagues from the public
library service and the college at a number of different levels, from the most senior to the most
junior. With himself fitting outside the public librarians’ and the college librarians’ management
hierarchies he has had a great need for careful liaison skills.
Sharon Reid,
Loughborough
University
Paper 24 -
Teaching
and
Learning
Lovin’ leisure
reading!
Encouraging
students to up
their game
with a good
book.
“Books are the plane, and the train, and the road. They are the destination, and the journey.
They are home.” Anna Quindlen, How Reading Changed My Life
This workshop will address some of the joys and challenges of encouraging students to read
for pleasure! Actively fostering and promoting an ethos of leisure reading across campus is
viewed as imperative at Loughborough University Library. Despite there being a direct
correlation between frequency of reading for pleasure and levels of academic achievement (1)
there is a national decline in recreational reading amongst young people. This is evidenced by
the finding that “The 18-34 age group is now the least likely to read a novel, whereas in the

14
past that age group used to be the most likely to do so” (2). Loughborough is determined to
reverse this trend and a number of initiatives have been introduced to this end. These include
the launch of a student book club, participation in the national BookCrossing Scheme and the
creation of a dedicated, standalone Leisure Reading Collection. The latter has been
successfully incorporated into the Library’s recent refurbishment.
After a short overview of these initiatives, with particular emphasis on Loughborough’s
experiences of running a student book club, participants will be given the opportunity to
engage in a number of fun and stimulating interactive activities, all of which could similarly be
convened with students to help kick-start an interest in leisure reading. The outcomes of a
small group discussion to exchange further ideas will be attached to an ‘open-book’ template
and photographed for distribution to interested participants.
1. National Endowment for the Arts (2007) To read or not to read: a question of national
consequence. Washington: National Endowment for the Arts
2. Hornby, N. (2005) Reading for Pleasure [the Guardian Seminar]. 20 July [Online]. Available
at: http://education.theguardian.com/conferences/story/0,,1532345,00.html (Accessed: 3
December 2013)
Beth Hall,
Bangor
University &
Robin Rice,
The University
of Edinburgh
Paper 25 -
Research
Support
New roles in
delivering
research data
management
services
New policies from research funders such as the EPSRC are now emphasising the role of
institutions in ensuring effective data management practice. Whilst the EPSRC are placing the
requirement on the institution, other research councils are already expecting data
management plans and procedures to be referenced in current grant applications and
effectively place the burden on the principal investigator. Institutions are examining the support
they can offer research staff in research data management in order to ensure their institution is
better placed to comply with funder requirements and therefore attract future research income.
Institutions are in engaging with RDM in varying degrees. Several Libraries have been part of
the JISC Managing Research Data programme, and some have worked closely with the Digital
Curation Centre (DCC). For many, providing new support for RDM has required the
reorganisation of the service and in some cases the creation of new posts.
It is valuable to explore future roles for librarians in research data management. Also to
examine the overlap of library services with IT services and with institutional research support
services.
It would be interesting to further investigate the skills and experience we already have as
librarians and information professions including in the areas of metadata and curation. These

15
skills ensure that we are key players in the delivery of research data management. We should
also aim to identify new skills that will be required to move into this area. Also it would be
interesting to look at who should be involved, such as subject librarians, institutional repository
managers, library systems staff, metadata and cataloguing staff.
Katherine
Rose, Regent’s
University
London
Paper 26 -
Electronic
Resources
Engaging
users in your
discovery
service:
promotion and
persuasion in
an academic
context
(working title)
As library and information professionals, we understand the value that our services provide to
our users, for example, online services such as eresources, library catalogues, online guides
and discovery solutions. We use these tools daily and enjoy training our users when we get
the chance. And in these times of strained finances, it’s a great pleasure to introduce a new
service. But after spending the money and going through the complex implementation phase,
how do we ensure that our users are aware of the online tools they can access through the
library and, most importantly, that they can successfully use these tools to help them in their
work? Whilst training is a crucial part of librarians’ work, I believe that in order to reach the
maximum number of users and achieve value for money, we need to think beyond training and
information literacy toward promotion and marketing: in short, selling our services.
The issue of promotion, advertising and marketing in an academic library context is what I
would like to explore in this interactive session. By sharing Regent’s University London’s
recent experience of implementing and promoting a discovery solution, I’d like to start a
discussion about the issues around promotion in academic libraries, focusing particularly on
the marketing of online services. The session will take the form of group discussions, where
participants can share knowledge and experiences about promoting services in their library,
and we can draw out common themes and good practice about advertising and promotion in
academic libraries.
This session is aimed at anyone interested in discovery solutions, making the most of their
eresources and promoting their library’s services.
Andy Horton,
Regent’s
University
London
Paper 27 -
Learning
Spaces
The library on
the edge of
forever:
adapting
library space
to changing
times
How do we use our space? Academic libraries today are different spaces from how they were
a hundred years ago, and are changing all the time. However, certain issues in managing our
learning spaces reoccur over the years and will always need to be addressed.
In 2013, the Tate Library at Regent’s University London both celebrated its centenary as a
higher education library and opened a new floor of flexible study space, increasing its area by
a third. Learning lessons from the past helped prepare the library for the future.
This workshop will look at the constants and variables of managing and developing library
space by reflecting on a hundred years of library provision at a single central London site, and
how this experience informed the planning and delivery of a new, flexible and forward-facing

16
space. The practical issues of managing this project will be examined.
Participants will be given a chance to see how they would identify the existing and future
needs of their users, advocate for developing their spaces to meet those needs, and plan for
this. The emphasis is on real-world issues, and practical solutions.
This session is aimed at anyone with an interest in current issues in library environment design
and planning, particularly those looking to develop their own space to provide the best service
to their customers. It will also appeal to anyone with an interest in the history of academic
librarianship in the Twentieth Century.
Kaye Towlson &
Carol Keddie,
DeMontfort
University
Paper 19 -
Teaching
and
Learning
Making the
textual visual:
innovative
visual
techniques to
facilitate
student
engagement
with information
literacy
This workshop will explore ways to overcome the barrier frequently experienced by visual
learners when approaching textual material; a particular hurdle to the development of
information literacy skills. It draws upon research and experience of a current Teacher
Fellow project on visual learning techniques, looking at ways of increasing student
engagement and employability through the application of non-traditional, creative, radical
learning strategies. These include ways of applying visual strategies and activities inform
areas such as use of discipline-specific language, the journey from assignment brief to
submission, the intertwining nature of research and new frameworks for contextualising
and considering information sources.
During the session participants will actively engage with a range of visual learning
techniques, whilst hearing more about their application in the context of information literacy
teaching.
If you fancy a fun, hands-on, radical workshop with a chance to do something different in
your future information literacy sessions, this is the workshop for you!

17
Stéphane
Goldstein,
Research
Information
Network & Jane
Secker, London
School of
Economics and
Political Science
Paper 29 -
Research
Support
A common-
sense approach
to describing,
reviewing and
evaluating
information
literacy training
The Research Information and Digital Literacies Coalition (RIDLs), representing different
professional sectors in higher education, has formulated a set of criteria aimed at
describing, reviewing and assessing information literacy training interventions destined for
HE researchers, students and teaching staff. The workshop will explore how the criteria
represent a practical and common-sense approach that can help IL training be relevant
and fit for purpose. It will also serve to promote and encourage the use of the criteria, and
will allow delegates to give views and feedback.
The criteria are intended as a self-help framework to assist IL trainers and training
developers with the formulation and delivery of their resources. On that basis, the
workshop will provide an opportunity to:
- present the criteria and the structured questions that they contain;
- draw upon the views of delegates to consider the applicability and potential
usefulness of the criteria;
- examine how the criteria might be used in practice;
- consider whether they might constitute a benchmarking tool;
- consider whether they might be used as a basis for providing accreditation for
training resources;
- discuss whether and how the criteria might appropriately be endorsed and
promoted, and their use generalised.
It is therefore hoped that the workshop will give critical and timely advice about whether
the criteria represent a genuinely useful resource that can be adopted and supported as a
practical, recognised and trustworthy tool.
Georgina Cronin
(@senorcthulhu),
Cambridge Judge
Business School
& Meg Westbury
(@meg_librarian),
Wolfson College,
Cambridge
University
Paper 30 -
Electronic
Resources
Developing a
social media
policy for small
academic
libraries
Many libraries now use Twitter and Facebook regularly, with these free resources/tools
providing excellent means for communicating and promoting services to their users.
However, many may not be clear about why they are on social media and how to measure
whether their efforts are successful. A social media policy is essential for the success of
being on social media, but for small academic libraries, who might not have access to a
larger external relations department for guidance, might feel unsure about where to start in
developing one. In this workshop, we explore why a small library needs a social media
policy and discuss the essential ingredients of a policy including the rational for being on
social media, target audience(s), ideas for content, a staffing rota, privacy issues and
methods of measurement.
Fatos Eren
Bilgen & Stephen
Soanes,
Paper 31 -
Learning
Spaces
From shiny
library spaces
to a home for
In this workshop we explore how academic libraries can contribute to student engagement
and foster a sense of community among postgraduate students by encouraging peer-led
activities in their learning spaces. We will share our experiences working with postgraduate

18
University of
Warwick
postgraduate
life
students in two learning spaces designated for postgraduate students. Incorporating data
collected through interviews, student feedback, blog entries, images from a postgraduate
photo competition and cultural activities, we will discuss the qualitative impacts of peer-
driven initiatives aimed at both academic and social aspects of postgraduate life and how
these initiatives may have the potential to contribute to student engagement and fostering
a sense of community.
Hazel Rothera,
Oxford Brookes
University
Paper 32 -
CPD
How I learned to
(mostly) stop
worrying and
love action
research
Librarians like evidence. We know the importance of knowledge, we like to start from
information. Most of us have many opportunities to observe our users’ information-seeking
behaviours. Yet sometimes we’re frustratingly aware that our carefully crafted services or
selected resources are languishing under-used; what we’re offering doesn’t quite seem to
be what our users want or need. We’re rushed off our feet, can’t imagine where we’d find
any time or money for research, and look enviously at the lengthy and detailed studies we
see reported in the professional literature. Is there a more manageable alternative?
Hazel Rothera is in the second year of a Learning and Teaching Fellowship project at
Oxford Brookes University. She is investigating how undergraduate Education students find,
evaluate and use information, and whether Reusable Learning Objects can be used to
support students more effectively than current information literacy methods.
The workshop will focus on what it is like to become an action researcher, and whether you
could do this too. Hazel will reflect on:
• The nature of action research – what it is and what it isn’t; how it can fit in to your
working routine; practical hints and tips for the novice action researcher
• Being an action researcher as a member of support staff in an academic institution –
moving outside your comfort zone; seeing yourself as a researcher; talking the talk and
walking the walk; getting your users to participate; disseminating your findings and using
them to change practice
• Benefits to an academic librarian of doing action research – there are many!
• Inspiration through discussion with fellow-delegates – what could you do with this?
What questions do you have about your Library service and your users? What data would
you need to answer those? And how might you get it and make use of it?

19
Siobhán Dunne,
Dublin City
University
Paper 33 -
Teaching
and
Learning
Learning on the
job or is that the
library lab?
Developing
skills
programmes for
future careers
Preparing students for success in the workplace means equipping them with a set of
personal skills to enable them navigate the challenges of a dynamic, globalised society and
an increasingly knowledge-based workplace. Many institutions advocate a set of graduate
attributes, a portable skill set, which students take from their learning in higher education
and apply throughout their careers. Whilst these are usually mapped to learning outcomes
across a programme’s life cycle, it is not always immediately obvious where information
skills feed into this process.
Concerned that their final year journalism students were not receiving adequate information
literacy skills necessary for their academic and workplace careers, academics in the School
of Communications, Dublin City University, Ireland, approached their librarian to discuss a
programme of training for an advanced feature writing module that would address this
deficit. They were concerned that the proliferation of online resources and the increasing
necessity to both interrogate sources and validate data signalled new challenges for
journalism students entering the workforce. The lecturers were very much on board with
the principle that targeted library instruction would contribute towards developing the
information skills necessary to carry on learning, throughout the students’ professional
career.
We set out to develop a suite of resources, learning activities and assignments that would
equip the students with relevant information skills to aid them in their journalism practice.
The final year journalism curriculum had a strong emphasis on data journalism and the use
of social media for improving news research and reporting so we needed to ensure our
learning activities reflected these practices.
In this workshop, I will discuss the collaborative process that occurred between library and
faculty in developing a dedicated portal for housing the learning resources and associated
assignments for this module. I will also consider how the synergies between information
literacy and journalism practice have enabled me to develop both my professional practice
and ultimately afforded me a unique insight into the information needs of students and
practitioners in this discipline.
Tracey Totty,
Middlesbrough
College
Paper 34 -
Shared
Services
Google Drive
and Enquiries
In a continually evolving service, we require a more efficient enquiry recording service that
can be easily collated, used by our proactive roving support staff and help demonstrate
impact.

20
This session will show how to transform an out-dated paper based enquiry recording
system to a modern automated cloud based system. It will offer delegates an opportunity to
set up their own automated enquiry form using Google Drive.
It will cover how to set up a simple form used to record repetitive activities and a more
sophisticated form to record resource enquiries and their outcomes, show the immediate
feedback of collated information as it is recorded. It will demonstrate how enquiries can be
recorded more fully and how much easier it is to review and change the form. Additionally it
will show how there is an added benefit of informing staff development.
The workshop section will give delegates the opportunity to:
• set up their own form that can be used when returning to work
• demonstrate how quick and easy it is to set up an attractive form, review and alter it
• make up a simple form
• look at the different types of items used to create question responses
• set required fields
• set up multiple pages on a form
• how to share the form with other administrators
• publish the URL for staff to access the form for populating
• where to find the feedback
• demonstrate how easy it is to get a snapshot of what is happening
• highlight statistics that can be used in reports
The session will reinforce the need for robust enquiry recording, highlight the benefits of
using an automated form and provide delegates with a toolkit of how to set up and develop
their own forms.
Suzanne
Tatham & Stuart
Lamore,
University of
Sussex
Paper 35 -
Electronic
Resources
“Gloriously
straightforward”:
removing
barriers to
resource
discovery
In this workshop, we will explore some of the issues around resource discovery, looking
specifically at the barriers created by having multiple systems, interfaces and points of
access. We will discuss whether there is more we can do to help students to find the
materials they need for their studies.
At the University of Sussex, we use a VLE based on Moodle and the Talis Aspire online
reading list system. Our research points to students wanting their VLE to be the place

21
where they go to get everything they need for their academic study. The online reading lists
had been linked to students’ module pages but it was a link to an often long and unwieldy
list. It was also fairly hidden, at the bottom of the page in the VLE. Most academics at
Sussex structure their teaching - in the VLE, reading lists system and elsewhere - into
sections specific to a teaching week or topic. For this reason, it seemed an obvious goal to
try to integrate the online reading lists in the same way. Students would then be able to
discover all their resources for any particular week, all in one place.
However, whilst Talis Aspire provides a simple way of linking to a module’s full reading list
within Moodle, there is no simple method of linking to a section in a reading list. This
integration necessitated some joined up thinking, so the E-learning team and the Library
collaborated to deliver what one academic described as “gloriously straightforward!”. Of
course what happened behind the scenes, trying to make two complex systems talk to each
other, was far from straightforward, as we will show you.
Maria Bell, Jane
Secker & Ellen
Wilkinson,
London School
of Economics
and Political
Science
Paper 36 -
Teaching
and
Learning
Ensuring LSE
undergraduates
gallop to
success:
emerging
findings from
the Student
Ambassadors
for Digital
Literacy (SADL)
Project
The presenters will share their experiences on the HEA funded project, Student
Ambassadors in Digital Literacy at the London School of Economics. The year long project
explores how creating a student ambassador network contributes to the development of
information literacy resources that are fit for purpose and in the advocacy of IL skills to their
peers.
The SADL project is part of a wider strategy to expand the provision of embedded digital
and information literacy teaching which has resulted from a report on undergraduate
support at LSE (Bell et al, 2012). This study identified inconsistencies across departments
and a lack of co-ordination between support services. Moreover, it suggested that many
undergraduate students had limited opportunities to develop digital and information
literacies in the context of their discipline. As a result of these findings, the Library is
working on strategies to address the issues.
During this workshop, members of the SADL project team will discuss with delegates how
this exciting project originated and developed, the challenges and successes as it
progressed, and most importantly what was learnt from closer working with undergraduate
students. The content of the workshops, the discoveries and how this valuable information
has been used to inform the development of the skills teaching at LSE will be explored.
Workshop 8 Wednesday 25/6 11.10 to 11.55

22
Gursh
Sangha,
Copyright
Licensing
Agency
Paper 37 -
Electronic
Resources
The Copyright
Licensing
Agency’s (The
CLA) Licences
for further and
higher
education:
adding value to
teaching and
learning in
universities and
colleges
Universities and colleges hold Education Licences with The Copyright Licensing Agency (CLA),
which enables them to copy from books, journals and magazines, both print and digital, and
from an increasingly number of website that are free-to-view (but not free-to-copy).
By the end of this workshop it is aimed that delegates will know how:
CLA’s licences for education support digital learning
To make optimum use of CLA’s education licences to bring quality learning content to the
student
CLA can support colleges and universities in promoting good practice in copyright
CLA websites for Higher and Further Education help to find the helpful information about CLA
licensing, quickly and easily
CLA is developing its education licences and support services to remain relevant to the latest
developments in teaching and learning
The workshop will be particularly useful for delegates who wish to disseminate their training to
other members of staff, however all are welcome.
Adele
Martin-
Bowtell &
Rebekah
Taylor,
University
for the
Creative
Arts
Paper 38 -
Teaching
and
Learning
To boldly go…
into the Archive
The workshop will begin with an introduction to the established working relationship between
the Librarian and Archivist, detailing various projects where they have worked together to
demonstrate best practice in collaborative working across the information profession at
specialist arts university.
It then explore the Academic Literacy Framework in place and used widely across the university
to plan and deliver research and academic support to students from Further Education courses
to research degrees. It will detail the identified stages of research in creative arts and the
support put in place to facilitate this from a Library and Archive perspective.
As a case study for this it will look Bob Godfrey Project, launched in December 2013, which
brings archive material in to the mainstream of university library research.

23
The session will conclude with a reflection , detailing student and staff responses and discuss
new initiatives that have been brought about by this project.
Andrew
Whitworth,
University of
Manchester
Paper 39 -
CPD
Mapping the
information
landscape:
Techniques
from the
Bibliotek i
Endring
(Changing
Libraries)
project
This workshop will introduce participants to research findings and practical techniques that are
focused around the study and management of organisational change in academic libraries, and
how these changes are developed as collective practices. Bibliotek i Endring (“Changing
Libraries”) is a two-year project funded by the Norwegian National Library and is tracking the
practices, workplace learning and information behaviour of librarians in two locations, as each
goes through a process of significant organisational change -- a merger of campuses in one
case and a change of Director in the other. Many studies of workplace learning and
professional development in libraries either take a top-down approach, that is, are oriented
towards the development of training, towards goals that have already been set, or are
descriptive case studies, sometimes detailed but without a basis in a theoretical or
methodological framework. In contrast, BiE builds on the conception of the “Information
landscape” (Lloyd 2010) as the basis for practice, and uses visualisation techniques to explore
how the effective management of change can benefit from the mapping of this landscape, and
how social networks, formal and informal learning processes, and participation in the research
itself all influence practice. The research casts new light on the previously difficult question of
how judgments about information relevance can be made collectively (cf. Saracevic 2007) and,
thus, the notion of information literacy as manifested at the community as well as the individual
level (Harris 2008). Attendees at the workshop will explore the practical visualisation
techniques, including the tool Ketso (www.ketso.com), as well as discuss findings from the
research.
Richard
Hughes,
Perth
College UHI
& Anna
Enos,
University of
the
Highlands
and Islands
Paper 40 -
Shared
Services
The Rowan
Partnership: a
model for
implementing a
sustainable
shared service
Using the example of the successful shared LMS implementation undertaken by the Rowan
Partnership, this workshop will explore challenges, benefits and best practices of operating a
shared library management system. It will ask delegates to consider the feasibility of further
shared LMS in future and the positive and negative impacts it is likely to have on library users.
The presentation will provide a brief overview of the Rowan merger project, and will explore the
partnership model of a shared system as a financially viable method of shared services. The
workshop will engage participants to facilitate discussions and careful consideration of the
benefits and challenges of sharing systems and services. Some issues to consider include:
• Benefits to both staff and end-users from shared content and systems

24
• Extensibility and scale of sharing system infrastructure
• Challenges in streamlining workflows and engaging staff at all levels
Andrew
Walsh,
University of
Huddersfield
Paper 41 -
Teaching
and
Learning
Creating an
information
literacy game
This workshop challenges attendees to work in groups to create an outline of an information
literacy game. Based on experience gained through running day long “Making games for
libraries” workshops (http://gamesforlibraries.blogspot.co.uk/), the workshop is structured to
allow attendees to work through the basic steps of creating a non-digital library game. Games
making materials will be provided and the majority of the session will be spent hands on
creating games, operating within the scaffolding provided.
Those of us who teach information skills in academic libraries often talk about the need to
develop higher level, transferable skills, those skills we think will be retained and re-used,
helping to develop information literate people. In practice, this is hard to do, with these desires
tempered by limited contact time, one-shot instruction, and the need for students to ‘just get a
few references’ for their next assignment.
However, even with limited teaching time, bringing play and games into information literacy
instruction is practical and would benefit students directly, both while at university, and
equipping them with the skills they need for lifelong learning.
Play brings a freedom to explore and innovate, creating ‘safe’ ways of developing skills such as
those required to navigate in the complex, demanding, modern information landscape. It can
therefore effectively support the development of those higher level, transferable, information
literacy skills. Examples of games used in libraries can be found in the literature, though these
often emphasise engagement rather than quality of learning, which can be problematic.
Further materials showing the benefits of using play and games in libraries to improve
information literacy will be provided for attendees to read afterwards, along with examples of
games and resources to help them create their own games and playful activities for information
literacy

25
Workshop 9 Wednesday 25/6 12.00 to 12.45
Laura
Connaughton,
National
University of
Ireland,
Maynooth
Paper 42 -
Shared
Services
Gathering
Meaningful
Statistics:
Using KnowAll
Enquire at John
Paul II Library,
National
University of
Ireland,
Maynooth
Metrics are becoming more and more important in terms of demonstration of library work and
value. At NUI Maynooth we were very mindful of this when we moved into our new 20 million
euro building on December 3rd 2012.
With an extensive range of new facilities and resources we were very aware of the need to
gather meaningful statistics to continue to showcase and demonstrate our value and
commitment to teaching, learning and research at NUI Maynooth particularly after the
significant investment of a new library building.
Having considered various options we purchased KnowAll Enquire which is an enquiry
management software package which tracks enquiries through every stage of the enquiry
process from initial enquiry to successful completion. It can capture emails or enquiry
submissions from web forms, it can also publish Frequently Asked Questions allowing users to
help themselves. Enquire has the facility to electronically assign queries to staff members
which allows the workload to be shared according to location, specialist subject (e.g. subject
librarians) and availability. It allows enquiries to be monitored so that they are answered timely
and also allows feedback from users. We can also generate meaningful metrics letting us
monitor and improve our service and, very importantly, prove our value. This workshop will
look at the shift in JPII Library from paper to online based enquiries, discuss the
implementation of KnowAll Enquire, look at how it can improve the user experience,
challenges and opportunities presented by an online enquiry management package and advice
for others considering a similar model.
Gaz J
Johnson,
Nottingham
Trent
University
Paper 43 –
Research
Support
The Long Song
and the
Panopticon:
Open access,
universities and
cultural
hegemony
2013 was a momentous year that reshaped the open access (OA) landscape in UK academia.
As such this talk will present the findings from research into the policy, practice and attitudes of
academics and institutions to open access across a broad spectrum of UK institutions. This
culturally-based investigation aims to establish a solid grounding in the genuine institutional
discourses and reactions, as well as providing qualitative insights into the current UK progress
of OA. It is hoped that the understanding and knowledge generated by this research will be of
value to political and practitioner efforts to increase academic engagement with the open
scholarly commons. This talk will also consider the impact that three decades of neoliberal
government ideology has had on shaping the culture and practice of today's academic
scholars and in particular how this may have shaped the response, reactions and attitudes to
developments in open scholarly communication.

26
Qualitative semi-structured interviews within an ethnographic framework of leading OA
practitioners, research support librarians and research office staff were used to collect a
culturally insightful body of evidence. Topics of inquiry included historical and current OA
responses, levels and topics of resultant academic debate engendered locally, along with
institutional responses, drivers and policy. Additionally an insight was sought into local barriers
to the adoption of OA practices. Finally information on actors perceived to be the most
impactful in terms of swaying academics themselves was collected. The genuine insight of
interviewees will be shared through appropriate direct quotations.
Attendees will have the opportunity not only to gain a broader appreciation of OA and how their
own institution's activities and academics benchmark against the national picture, but will also
take away a greater appreciation of the complexities and long simmering state policies that
have, and continued to, influence this area.
Kirsty Carver
& Sophie
North,
Bradford
University
Paper 44 -
CPD
Moving towards
a more
culturally aware
library through
food, film and
discussion
Bradford has students from over 110 different countries and this is likely to change and
become more diverse in the future. In 2010 we formed a ‘Library International Group’ to try to
support these students and make sure our services and resources were as accessible as
possible to the particular needs of these students. We used the SCONUL guidelines to guide
us and follow examples of best practice. The report recommended cultural awareness training
for staff. This workshop will explain the background to our group, the relationships we have
made along the way and the training we have managed to deliver over the last three years.
We will show how we started by inviting other speakers into the library to talk to our library staff
about language and culture; the following year we invited speakers from other areas of the
university the international office and the language centre, and most recently this year
delivered our own training utilising some of the work we have developed over the last three
years. During the workshop we will explore some of the questions we have discussed in our
own training. We have gathered some very useful and revealing feedback from the staff who
attended the training after delivering these sessions which we would like to share.
Anne Worden
& Kate
Humby,
University of
Portsmouth
Paper 45 -
Electronic
Resources
Partnering with
academic deans
to pay for online
reading list help
Trying to ensure that reading lists reach the Library sometimes feels as elusive as the holy
grail. Every year library staff ask for reading lists to be sent in so that we can ensure items are
available for students when they need them, yet each year less than half the lists seem to
reach the library. The University of Portsmouth Library finally found a good solution to the
problem by partnering with Academic Deans. We started with one faculty paying for one of
their graduates to gather in reading lists from all possible sources and at the current time, this
has been rolled out across three faculties with great success.
We have been using online reading list software since 2004 and went live with Aspire in 2010.

27
Despite the user-friendly nature of Aspire, we were still having problems acquiring reading lists
until first the Dean of Cultural and Creative Industries, then the Dean of Humanities and Social
Sciences stepped in to help. Having their authority behind the reading list service opened up
new ways of acquiring lists within the Faculties and meant that by the end of the graduate
contracts we are almost at 100% coverage of lists in those Faculties. The Business School has
just come on board in autumn 2013 and we are hoping for similar success with their lists. As
the graduate assistants have discovered many more copies of e-books which we can buy to
match reading list needs and have arranged legally compliant scans of chapters and articles,
we are reaping the benefits of this Faculty-Library partnership in terms of student satisfaction.
And lecturers too are delighted that this burden has been taken from them!
During this session a Faculty Librarian and a graduate library assistant will present
perspectives on this innovative library venture.
Jon Purcell,
Durham
University &
David
Errington,
Newcastle
University
Paper 46 -
Learning
Spaces
Learning
spaces: giving
the students
what they want
or what they
think they want
This joint presentation will highlight recent work undertaken at Durham University Library and
Newcastle University Library in order to create a range of additional high quality study spaces
for users.
Although the funding provided differed greatly in that the extension to the University Library at
Durham cost £12 million (as well as an additional £8 million refurbishment of their main
building) and the refurbishment project at Newcastle University Library cost £1.4 million, this
presentation will describe both types of approach in order to achieve the target of
accommodating extra users into both University Library buildings.
Jon Purcell will describe in more detail the plans on phasing the work on the major extension
to Durham and how this ongoing project is now continuing to improve the original part of the
Library.
David Errington will highlight the importance of Newcastle University’s offsite store to the
Library Strategy and how this has played a major role in freeing up space in the main library
building. He will also describe the process to involve user feedback on the most suitable types
of spaces and services required.
It is anticipated that the presentation will include ‘before and after’ pictures.

ARLG 2014 conference workshop detail with abstracts

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie ARLG 2014 conference workshop detail with abstracts

Ähnlich wie ARLG 2014 conference workshop detail with abstracts (20)

Mehr von CILIP ARLG

Mehr von CILIP ARLG (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

ARLG 2014 conference workshop detail with abstracts