Get the Edge: a learning support program that enables students to succeed and exceed!

Editor's Notes

• #2: Firstly, I would like to thank Eva Sofia and the conference committee for inviting me to attend this conference. Second visit to Sweden – in 2010 visits to Gothenburg and Stockholm Last year, I presented a paper at the IFLA congress in Gothenburg. Eva suggested that I present a similar paper at this conference – which I will do. The Gothenburg paper discussed how the Queensland University of Technology Library was delivering information literacy training in 2010, its broader learning support aspirations, and our planned changes for 2011. So in today’s presentation, I can update you on our current learning support program, particularly updates on the initiatives that we were planning to implement when I spoke in Gothenburg.
• #3: Brisbane is a sub-tropical city. At the moment it is winter, and our average maximum is 20-23 degrees. This slide shows the diversity of the landscape of Queensland, from the rainforests of North Queensland, the outback in Western Queensland and the famous Gold Coast beaches of South East Queensland.
• #4: Australia is 17 times larger than Sweden. Australia is the same size as the United States
• #5: So firstly where is QUT? It is located in Brisbane, Queensland – Australia. We have 2 campuses in Brisbane and another one located at Caboolture which is approximately 45 minutes north of Brisbane. Our student population is approximately 40 000 students, including 6 000 international students. This image is of our Gardens Point campus, located in the central business district.
• #6: Key facts about QUT Libraries
• #7: Overview of today’s presentation
• #8: QUT Library has had a strong information literacy program in place for some years and has been recognised for its achievements in the provision of learning support. Our provision of information literacy program is linked to a graduate capability of students having the “capacity for lifelong learning”, and specifically the skills to search and critically evaluate information from a variety of sources, using effective strategies and appropriate technologies. The Information Literacy Framework & Syllabus, which was developed in 2000 by the Library, and endorsed by the University as a policy document, articulates a strategic approach to information literacy within the University context and promotes the achievement of the competency of lifelong learning.
• #9: Today’s presentation will focus on the services and resources that we have implemented since 2010. But it is useful to remember that we had a suite of online resources that supported our information literacy programs. QUT cite|write 2008 – a foundation guide for QUT academic writing and referencing Subject guides 2009 – using Libguides software they are prepared by Liaison librarians to guide resource discovery kickSTART studySMART 2007 – a gateway to academic support services, information, resources and event registration Pilot 2000 and 2006 – an online information tutorial We also have AIRS – a mandatory online course for HDR students These resources are publicly available. Pilot has been customised by 20+ universities.
• #10: This diagram is a representation of our current service delivery model. Our goal is to embed academic skills and information literacy into the teaching and learning programs of the faculties of the university. Our learning support model is delivered at a number of levels: To provide extra curricular support which are generic classes and resources for all student to use To assist lecturers and tutors by providing intercurricula support where skills classes are still separate from the general content of the teaching units, but the materials are tailored to the particular studies of the students. And thirdly, intra-curricular, where we assist lecturers and tutors to incorporate the development of these skills into their curriculum teaching.
• #11: In 2008, the information literacy program was broadened to encompass academic skills, and was renamed “integrated literacies”. Integrated literacies may be defined as the blending of academic literacy and information literacy in terms of learning and teaching purpose, process, products and outcomes. Initially, there was a strategic partnership between the Library and another department - Teaching and Learning Support Services (TALSS) which resulted in the implementation of the integrated literacies model. Librarians [from the Library] and academic skills advisers [from TALSS] were involved in jointly implementing the program. The transfer of the academic skills advisers to the Library in 2009, however, enabled a more “integrated” program to emerge. At that time one of the objectives in the Library’s strategic plan is to “Facilitate the development of informed and independent learners”, and the resulting initiative was the development and implementation of an Integrated Literacies Action Plan. A minor refurbishment program at one of the branch libraries provided an opportunity to put in place an Integrated Helpdesk. This initiative saw the co-location of librarians, peer advisers and lending services staff at one desk. On reflection, however, although the Library had implemented an integrated Helpdesk and an Integrated Literacies Action Plan – we were essentially continuing to deliver learning support as separate activities by two professional groups. Academic skills advisers delivered workshops on academic literacy skills, and librarians delivered workshops on information literacy skills. In addition, face-to-face access to academic skills advisers was based on referral from a disability officer, personal counsellors and academic staff, librarians and to students who “self identify” their needs.
• #12: In early 2010, we identified that we needed to develop and deliver a truly integrated program. Our service delivery model needed to make sense to our main client group – students. And, of course meet their needs. If students were visiting the Library, it was reasonable that she should receive a seamless service. Particularly at the Helpdesk – they should be able to get advice on both academic / study skills and information literacy skills – from the one person. We should not be separating the service delivery. So, we encouraged our liaison librarians to develop their knowledge and skills in providing advice and support on study skills. Our Academic Skills Advisers facilitated workshops on delivering study skills. Of course, as graduates themselves, our librarians had many of these skills. But they needed to have confidence in providing advice at the Helpdesk and in sessions.
• #13: A priority is to make our services accessible to all students. While we are committed to assisting students identified as “at risk”, we also want to provide services that enable all students to excel. In semester 1 2010, we piloted a new service called Study Solutions. Each branch library offered students 25 minute appointments with a library professional. The appointments take place in the foyer lounges of the libraries which reflects our aim to make our staff accessible, but also to demonstrate that “learning is for everyone”.    The service was promoted as an opportunity for students improve their skills in study and research. Students were invited to bring their assignment topics to enable targeted assistance. Initially, librarians and academic skills advisers jointly provided the service. This pilot represented the first time that our Liaison Librarians have been involved in providing extended academic skills support. The co-hosting arrangement has proven to be an effective way of cross skilling our two professional streams of staff, as well as building stronger relationships within the teams.
• #14: And this comment demonstrates the immediate impact of students attending a Study Solutions session. The campus administrator is a great supporter of the library, and based on the impact of this new service has provided funding to enable this branch to increase is number of sessions by 100% each week.
• #15: This unsolicited feedback is indicative of the feedback that we have received. During Semester 2, our staff will contact students who used the service in Semester 1. We are interested to hear if the advice they received at their Study Solutions session “made a difference”. It is also an opportunity to “touch base” again with these students and see if we can be of further assistance.
• #16: This year we introduced this take-away reminder. On one side it reminds the student what they have done with the Library staff member. The other side reminds them what they need to do themselves. You will notice that we are using consistent branding.
• #17: So looking back on our pilot – what did we learn? In its pilot phase, a total of 191 appointments were made. 155 students used the service once, with 36 students making repeat appointments. 63% of students were first year 56% self initiated the appointment, which means 44% were referred to the service So – we are achieving some of our goals already. Essay structure was the most common area for discussion, followed by task analysis and researching. We will profile these as web adverts. The campus and faculty of students were recorded, and students from the Faculties of Business and Health represented 57 % of total students attending a session. Library staff have become more confident in delivering the sessions. Initially Liaison Librarians chose to co-host a service with an Academic Skills Adviser, but many are now confident to host the sessions alone. From semester 2 last year, the service was delivered as a core service. Each branch has increased the number of sessions offered. Rather than the same hours at each branch, we have encouraged branches to identify the hours that will best suit their campus.
• #18: Analysis on the needs of students in Semester 1 2011. You will notice that the same areas of need are coming up. We will consider these themes when we plan our workshops for Semester 2 and 2012.
• #19: Students who participated in the semester 1 2010 pilot, were invited to participate in survey in 2011. The study aimed to determine what difference this model of individual learning support makes to student’s experiences in the first year at university. 58.5% of students used the knowledge, skills or strategies acquired at Study Solutions to then assist their peers.
• #20: One of the first changes we made in 2010 was the introduction of Studywell. It is an online learning portal providing access to a suite of learning resources for both information literacy and academic skills. It has been developed to meet the information and study skill needs of students, particularly first year undergraduates. Launched in Semester 1 2010, it was an immediate success with both students and academic staff. Academic staff have responded enthusiastically to the new resource, by integrating it into their teaching and learning strategies.  Resources include templates, activity sheets, visual and text-based guides, multimedia resources, and links to local and external web resources grouped according to common academic endeavours. Studywell has been embedded into unit/subject Blackboard pages, used as teaching resources and tutorial activities, linked to curriculum assessment, and a primary resource for desk and student consultation services. The highest downloads each for “Writing Structure Overview” (1 900 times) and “Assignment research” (1 700 times). This high rate of traffic indicates that students appreciate and use the site’s rich content. You can see from this slide that there are a several entry points to the resource: Know about on the left hand side I want to in the centre This week think about at the bottom of the page All entry points provide access to a range of resources. They are linked to key areas of student learning need. There are 2 versions available, this version which uses Flash, and there is also an accessible version.
• #21: As an online resource, Studywell http://www.studywell.library.qut.edu.au/ is available 24/7. Its value is in its use by library professionals and faculty staff in their workshops and tutorials. Following the sessions, students have full access to the presentations that were used – in their own time, and in their own space. Tools include PowerPoint presentations, handouts, links to web resources and multimedia resources. This image relates to Know about : writing – and you can see that there are a range of resources available. The format of the Studywell resource means that we are able to continuously add, refresh or remove content.
• #22: This is an image of the accessible version – so you can see the same content is available. It is text based, rather than images.
• #23: An example of one of the handouts. You immediately notice the language that is used, the magazine style layout, use of bolding and paragraphing.
• #24: A slide from one of the powerpoint presentations. This one is Exam Preparation. You can see from this slide, that there is a prominent use of colour and graphics throughout the resource. The emphasis is HOW TO do something
• #25: The format of Studywell also enables us to update and add resources. In second semester 2010, we added this resource – Assignment calculator. A relatively simple tool – it enables students to insert the start date and due for the assignment. It then gives them a plan on how to complete the assignment. It directs students to resources in Studywell e.g. 7 step plan to writing
• #26: Examples of some of the feedback that we have received from both students and staff, including one student from another institution. The resource is available on our website for all to use – and we are encouraging other libraries, particularly school and public libraries, to promote the resource to their clients. Brisbane City Council Libraries has recently launched a website for high school students ibrary.com.au Rather than create a new resources, they provide a link to Studywell.
• #27: Usability testing reveals positive feedback for quality and content of resources, the contemporary look'n'feel, the clarity of site navigation, and the use of meaningful language and digital sign posting. Studywell has received excellent feedback from both students and faculty, as well as learning, visual and instructional designers.
• #28: This is the concept for the Helpdesks – as per my presentation at Gothenburg last year. The service precinct at Kelvin Grove was designed to reflect and enable the new Learning Support and Helpdesk models. Reflecting a contemporary service philosophy for providing client support that is both transparent and inviting, the new Helpdesk moved beyond the traditional large counter in favour of a precinct. Located centrally on the main entry level of the Library, the precinct offers a highly visible destination comprising three service pods and two consulting spaces. In designing the service pods, consideration was given to the design of service points that are now being used in both professional and retail settings. In such settings professionals and clients sit adjacent to each other to view merchandise or discuss services. I have seen similar settings at Helsinki’s Library Ten where staff and clients sit together, rather than across a counter. To deliver a range service to clients, each of the three service pods will have the capacity for either sitting or standing interactions between clients and Library Advisers. A staff member will have the ability to have discussions with a group of students, as well as an individual. To ensure that the self service checkout is convenient to the client, there will be 2 self service checkouts adjacent to the service precinct, as well as 1 self service checkout on each of the 3 floors where the collection is located. Library staff will adopt a “concierge” approach at peak semester times to actively encourage student use of the self service checkouts and provide assistance when required.
• #30: A significant change to the service precincts was the discontinuation of Lending Services Desks in the new service model. To minimise the need for clients to have lending service interactions, a number of changes were put in place in early 2010: firstly our borrowing rules were simplified, and secondly a target of 95% for self checkouts was set. Achievement of this target requires staff to promote and encourage client use of the self checkout service points. Essentially, we need to change behaviour and an expectation that lending is an interaction that requires staff assistance. This elimination of the lending desk is a response to the decrease in lending at our branches – between 2005 and 2009 loans have decreased by 25%, and we anticipate that this trend will continue. The Library is actively increasing its expenditure on electronic resources. In 2010, electronic collections account for 80% of our collection allocation.
• #31: To ensure consistency in the delivery of Helpdesk Services, compulsory training for all frontline staff has been provided. In fact, the appointment of Peer Advisers, was conditional on their ability to attend training sessions. They are required to attend the sessions at commencement of each semester, as well as a minimum of 3 training session throughout the year.  Prior to the commencement of Semester 1 in both 2010 and 2011, all staff who are rostered on Helpdesks attended 1.5 day Helpdesk Training Program. Day 1 focuses on general information and overview of services. The half day component focuses on resources relevant to the disciplines taught at each campus. A comprehensive evaluation at the conclusion of the sesssions informs future sessions. A Needs Analysis, which asked staff to identify their knowledge level in a range of services and resources, has also been conducted. Based on the results of that survey, we delivered ½ day sessions at each campus prior to the commencement of semester 2, which was 5 weeks ago. In those sessions we focussed on Studywell, and also our new resource discovery platform Quick Find, which is the Serials Solution Summon product. Throughout the semester we will continue to deliver training sessions to ensure staff are skilled and confident.
• #32: Details of our comprehensive training
• #33: Underpinning the new learning support model is a Communications Plan that promotes the Library, and specifically its learning support services as relevant to all. The tag line used for learning support initiatives in 2010 has been “get the edge ... get ahead”.   A range of communication channels have also been incorporated into the communication plan: Twitter – there are tweets about workshops, new resources, and activities. Using www.twuffer.com library staff schedule tweets in advance, negating the need to be composing and sending tweets during peak periods. It also gives us 7 days a week tweeting. Digital signage – LCD screens through the Library and other gathering points promote library services and workshops. Lift signage – all Library lifts have perspex holders that enable A3 posters to be displayed and regularly changed. Web site – all activities and resources are promoted on the Library’s web site. In 2010, we also commenced using home page advertisements that link to additional information. Again, these advertisements promote a positive message and highlight the relevancy to students.
• #34: Images used are strong positive images of both students and Library staff. In line with the University’s vision of “a university for the REAL world” – we have strived to use photographs of our staff and students. Promoting the expertise of Library staff has also been a priority. Our campaign to promote Peer Advisers, for example, has been based on images of our current Peer Advisers in life size cut outs in Library foyers, library web pages, and as adhesive displays on glass walls.
• #44: At the start of this presentation I indicated that the Library achieved university recognition in 2000 of the importance of information literacy with the endorsement of the Information Literacy Framework and Syllabus. The Library then developed it integrated literacies action plan which reflected the inclusion of academic skills in the service offer. We are now referring to our “service offer” as learning support. It encompasses both information literacy and academic or study skills. In 2011, the University’s Information Literacy Framework &Syllabus ,as well as our Library policy and procedures no longer reflect the current and future internal strategic and operational goals and objectives of the University and changed organisational responsibilities . For example, they do not consider the Library’s expanded role with learning support, nor our response to new and emerging external imperatives (such as federal government’s widening participation agenda and industry expectations) and technological drivers of educational change (such as mobile learning and Web 2.0). Our current documentation does not articulate that the Library is positioning itself as “educational provider” for students. We are currently preparing a new strategic and operational framework that articulates what services the library provide and how it is positioned in the university context. It is anticipated that the first section of the new framework will be available in the next 3 months. We are undertaking continuous improvement of our services. The Library has adopted the Division’s Service Management Framework. Each year we undertake a Service Assessment which asks us to consider how our services align with the University’s Blueprint and key priorities. The assessment considers client feedback and benchmarks our service within the sector. The Program is then future-mapped with the development of a Service Roadmap on a 3-5 year horizon.
• #45: Today, I have outlined a number of services, programs and initiatives which signal the further development of our approach to learning support – from within the Library perspective. I would also like to briefly discuss our current activities at the university level. Last year, I worked together with the Learning and Teaching Unit to undertake a review of student learning support. We made a number of recommendations to the University Teaching and Learning Committee. Our review made 3 recommendations – all were endorsed. Implementation is progressing – but slowly. Explain the three recommendations What is does mean, however, is that the Library will be a key player in the implementation of those recommendations.
• #46: In relation to Recommendation 2 - Recommendation of the Learning Support Review focussed on improved communication to both students and staff. We are working collaboratively across the Univeristy to develop a portal to assist both students and staff to identify learning support options – whether they are 1-1, workshops, or online. We want to make our services accessible to all students. This is an image of our new Student Gateway which goes live in July. Navigation – studying – learning support
• #47: So where does our future lie? Firstly, I see the Library continuing to position itself as a key provider of learning support in the university. We will continue to work with faculty to embed information literacy and academic skills in the curriculum. I anticipate that in 12-18 months the university will develop a new Learning Support policy, which will articulate the roles and responsibilities of faculty departments and central services, such as the library, in the provision of Learning Support. In the library context, over the next 12 months we will be strengthening our delivery of first tier support that encompasses both information literacy and academic study skills. Our second tier support – Study Solutions will continue to offer a personalised 1-1 service. And our third tier – high end specialist support offered by Academic Skills Advisers and Liaison Librarians will provide consultation for case managed referred students. Overall, our strategy is to make learning support accessible to all students, and provide opportunities for students to succeed and exceed!
• #48: In summary, we will be promoting that if you want to get ahead, and you want to have the edge – then our learning support program can deliver!
• #49: Today, I have outlined a number of services, programs and initiatives which signal the further development of our approach to learning support. I would also like to briefly discuss our current activities at the university level. Last year, I worked together with the Learning and Teaching Unit to undertake a review of student learning support We made a number of recommendations to the University Teaching and Learning Committee. Our review made 3 recommendations – all were endorsed. Implementation is progressing – but slowly. What is does mean, however, is that the Library will be a key player in the implementation of those recommendations.