Presented at CONUL conference, May 2017, Athlone, Ireland

1. Teaching research skills for unique and
distinctive collections: Experiences at
Maynooth University Library
Barbara McCormack
CONUL 2017

2. Introduction
• RLUK report ‘Unique and Distinctive Collections: Opportunities for
Research’ suggests that libraries and archives can harness the potential
of unique and distinctive collections (UDCs) to engage with the
research community by:
– Adopting a multifaceted approach involving advocacy
– Delivering relevant services
– Presenting in a creative way
– Developing key, strategic relationships with academic departments
– Providing research skills sessions
• At Maynooth University Library we are actively involved in embedding
and exploiting UDCs into the academic curriculum. An in-house survey
was recently undertaken to assess our work in this area.
Barbara McCormack, Maynooth University Library

3. The survey
• Action 3.5 of the Strategic Plan: ‘Embed and exploit our
Unique and Distinctive Collections (UDCs) in support of
the teaching and research aims of the University’.
• A survey was designed to capture existing work in this
regard and to identify new opportunities for embedding
and exploiting UDCs into the curriculum.
• Short survey of 11 questions based on a teaching support
toolkit designed by Archival Metrics which is a joint
project of the University of Michigan, the University of
North Carolina and the University of Toronto.
• A mixture of closed and open questions aimed to assess
the instructional usage of our collections and services.
Barbara McCormack, Maynooth University Library

4. Survey aims
1. Capture current work in terms of
embedding and exploiting UDCs into
the curriculum.
2. Assess the overall success/failure of
current approach.
3. Develop recommendations for further
embedding and exploiting UDCs into
the curriculum.
4. Identify potential barriers in this
regard.
Barbara McCormack, Maynooth University Library

5. Participants
• 17 academics selected for participation
in the study due to recent engagement
with UDCs in teaching.
• Overall response rate was 82%.
• Respondents from various disciplines
including: Early Irish, Modern Irish,
Mathematics and Statistics, History,
English, and Education.
Barbara McCormack, Maynooth University Library

6. Length of time using special collections
material in teaching
1
10
2
1
Less than one year
1-5 years
6-10 years
More than 10 years
Barbara McCormack, Maynooth University Library

7. Teaching needs
2
4
5
0 2 4 6 8 10 12 14 16
STAFF AVAILABILITY
STAFF EXPERTISE
READING ROOM
TEACHING SPACE
CONTENT
COLLECTIONS
Poor Fair Good Very Good Excellent
Barbara McCormack, Maynooth University Library

8. Help requested from the Library
1
8
14
4
5
1
8
6
0
2
4
6
8
10
12
14
16
Other Lecturing the
class on the
use of primary
sources
Class visit to
see particular
materials in
the Russell
Library or
SC&A Reading
Room
Class
orientation in
preparation
for an
assignment
relating to
Special
Collections
material
Suggestions
for collections
appropriate
for student
research
Photocopies
or digitized
documents to
be used in-
class
Introduction
or overview to
Special
Collections
exhibitions
Lecturing the
class on the
history of
print,
manuscript
production or
other subject
related to the
Collections
Barbara McCormack, Maynooth University Library

9. Highlights
• Relevance and accessibility of resources. Expertise of staff.
• Seeing the actual original document and tracing the historical
interpretation from the primary source to the finished
research product.
• Seeing student reactions when introduced to 'real life' primary
sources.
• The interaction between myself, the library staff and the
students, it truly was an interdisciplinary experience at its
best.
• The extent of relevant material that is available and the very
positive feedback from the students with regard to the
benefits of engaging with these sources
Barbara McCormack, Maynooth University Library

10. Suggestions for improvements
• Tailored workshops on specific materials over the centuries
for classroom.
• Digitisation of fragile material and almanacs.
• Target specific departments or module leaders in order to
involve them more in using these materials regularly.
• Perhaps publicising the collection - or "reminding" staff that
it's available as a teaching and learning resource.
• Prepare dedicated list of material that may be relevant to
courses being run, perhaps on a departmental basis and
make this available to staff at the beginning of semester.
Barbara McCormack, Maynooth University Library

11. Summary
• 100% of respondents said they would use
special collections material in their
teaching again.
• 100% of respondents described their
experience as ‘very useful’ or ‘useful’.
• Generic and targeted promotion could be
used to increase overall awareness of
Special Collections & Archives.
• Potential improvements to teaching space
could be implemented.
• Overall a ‘hands-on’ approach to teaching
with primary source material is desirable.
Barbara McCormack, Maynooth University Library

12. References
• More information on Archival Metrics is available here:
https://sites.google.com/a/umich.edu/archival-metrics/
• Research Libraries UK, 2014. Unique and Distinctive
Collections: Opportunities for Research.
Barbara McCormack, Maynooth University Library
Please note all images in this presentation are © Maynooth University Library