Teachmeet Abstract

1. Changing the focus of induction to improve the student experience
Dan Pullinger, University of Leeds, d.j.pullinger@leeds.ac.uk
Library inductions are often a passive experience for students, provided out of context
and at a time when they are being overwhelmed with new information (Morgan and
Davies 2004). This presentation will outline how librarians at Leeds are changing the
focus of their induction sessions in order to promote the library’s wider relevance to
students, with supporting resources used to cover practical information.
In 2010, Leeds University Library introduced an online Library Guide that enables
students to discover, at point of need, all the functional information required to use the
Library and its resources, e.g. number of books that can be borrowed, fines, opening
hours. An accompanying quiz for the Library Guide was subsequently devised to
provide a method of testing students’ knowledge and understanding. Completion of
this quiz also reassures departments that their students have engaged with the basic
information needed to use the Library successfully.
The introduction of these resources has allowed subject librarians to adopt a fresh,
blended learning approach to induction; by embedding the guide and quiz in the
University’s Virtual Learning Environment, face-to-face time in Freshers’ Week can
instead be used to promote to students the support and opportunities offered by the
Library, e.g. world-class resources, a variety of study spaces and help with developing
academic skills. Emphasis is also given to how these opportunities can boost students’
future employability. Leeds University Library’s excellent 2010/11 NSS scores are
highlighted and students are encouraged to provide their own suggestions on areas for
improvement. These short sessions are intended to convey a simple but memorable
message - making the most of what the Library has to offer can help you succeed both
at university and in your future career.
Student feedback on this new approach will be discussed, and participants will be
encouraged to consider how adopting a promotional style of induction might benefit
their own students.
References
Elston, C. and M. Schneider (2011) Library induction: online vs. face-to-face.
SCONUL Focus. 52, pp. 31-34
http://www.sconul.ac.uk/publications/newsletter/52/11.pdf (Retrieved 9 November
2011)
Morgan, N. and L. Davies (2004) Innovative library induction – introducing the
‘Cephalonian Method’. SCONUL Focus. 32, pp. 4-8
http://www.sconul.ac.uk/publications/newsletter/32/2.pdf (Retrieved 9 November
2011)