Teaching support : different perspectives, shared challenges. Authors: Ursula Byrne, Cathal McCauley

Editor's Notes

• #3: Introduction (UB) Earlier papers on to resources access – UCD library - 57,000 journal holdings of 42,000 titles and some 338 databases of all kinds – when you talk to suppliers they now tell you the items by pages!! This session is concentrating on two related but different perspectives on issue of teaching support supporting learning – shift in the universities away from teaching and towards learning --- surge in demand for teaching support, how is this demand best anticipated, met and managed? - - information skills provision to support new learning enhancing the experience – stats on skimming etc.. seconds on each page etc in the midst of this activity there is a growing trend in the use of web 2.0 to enhance the user experience and make it more participatory, approachable etc. challenges these issues present for libraries not in the future but NOW.  One striking feature will be the similarity of the challenges emerging from two different perspectives.
• #4: Question raised in a paper at the colloquium in 200i is still the same: “ Academic libraries exist because they are necessary to the fulfilment of the teaching and learning objectives of their parent institutions. …To what extent should academic librarians have a more profound understanding of the processes, methodologies, and psychology of learning, to inform the design and delivery of library and information services? And how does their role, as facilitators of learning, relate to the role of teachers….” From large class teaching using a VLE – moodle or blackboard Enquiry –r problem based teaching Small class teaching – quinn with laptops
• #5: Generational differences Looking for answers not formats – books journalsFacts at their finger tips rather than creative independent thinking Stuff Professor Tara Brabazon: “Google is the white bread of the mind” - the education resulting from this age of the amateur as 'the University of Google', composed of shallow ideas, superficial surfing and fleeting commitments. She argues that: "we need to teach our students the interpretative skills first before we teach them the technological skills.“ Instruction available on line – endnote ; elibrary offer conferencing calls to doclassess in accessing their products; Some companies are doing direct marketing into universities and bypassing the library etc
• #6: Less add hoc because of modularisation/ semestarisation 5 credit modules – less “free time” academics under more pressure to deliver more in less time Embedded - difficult because modules are planed way in advance – Info desks - high level of training
• #8: Concentrated on … insisted on transferability of learning material............. It is possible to design generic information skills modules to be rolled out at short notice................ Up to the individual skill of the individual liaison librarian to customize and flavour the sessions........... workshops are better than lectures(!!) applied skills not theory Resources developed are v useful as library promotional tools......................Info skills webpages , literature reviews, develop a research question… This blended learning approach via accompanying websites, leaflets and workshops to ensure the maximum number of students can maximize their exposure to info skills
• #11: Total of 366 sessions –1 - 2hours hour each 9 schools had no IL sessions
• #14: Thematic support Schools that traditionally don’t need/want support – maths and economics?? Hybrid librarians IT support, Educational technologists i.e. what we have learned, good and bad, and possible ways of building on this learning...........New teams – as the work changes in the Library – whether through reduced footfall, or shelf ready books look at redeploying staff to the areas where work is growing in a corresponding way .  of competition from other providers such as publishers who are marketing directly to academic staff and institutions