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Teaching Support:Different Perspectives, SharedChallengesUrsula Byrne    (ursula.byrne@ucd.ieCathal McCauley (cathal.mccau...
Overview• Two perspectives on key issue of Teaching  Support• Supporting Learning/Information skills• Enhancing the user e...
What has changed…• Shifting emphasis from teaching to learning• New flexible modes of teaching• Focus on Lifelong learning...
Securing “buy in”–• “What exactly do you do ?”• Increasingly complex information environment   – Library as place• Researc...
Optimising opportunities…?• Ad Hoc – (impact of semesterisation)• In Modules• Enquiry/Problem Based Learning• Lunchtime se...
Information literacy as an applied skill• Workshops vs. lectures• Training rooms• Laptop trolleys• Subject specific & Gene...
Getting Buy-in• School of Economics• Marketing   - Learning objectives/outcomes• Skills template• Lesson plans• Team appro...
Some UCD Statistics 2006 / 2007  Total attendances at information skills sessions                   12,589
• 460 hours / 17 liaison librarians• Of which 10 librarians delivered up to 30 hrs• 2 librarians delivered 60+ hours  + pl...
• Arts & Celtic Studies               21 sessions• Business & Law                      88 Sessions• Human Sciences        ...
IS sessions given within structuredmodules (1-2 hours)• School of Business (Quinn)           11• School of Economics      ...
IS sessions given to academic staff andresearchers (1-2 hours)• Academic staff         36 sessions• Researchers           ...
IS - Look again at the team approach• Achieving more collaboration – “buy-in”• How sustainable is this approach?• Our comp...
Web 2.0 and the user experience“There is a big difference between being where our users  are and being USEFUL to our users...
What do we mean by Web 2.0?• Web 2.0 tool should meet at least two of the  following conditions:   1. It allows people to ...
UCD Library and Web 2.0                   • Organic and ad hoc initial                     development                   •...
Web 2.0 – “fleet footedness”Since August 2007 (5 months) UCD IM platform:
Web 2.0 - Challenges• Digital Nomads and Student attitudes• Hype cycles – when to get on and … off!• Ownership issues• Est...
Teaching Support – Shared Challenges• Technology• Organisational Culture• Organisational Structure• Need for service weedi...
• Positioning the library strategically within the  university- library as place…!!• Advocacy• Information Skills as part ...
Thank YouQuestions and Discussion
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Teaching support : different perspectives, shared challenges. Authors: Ursula Byrne, Cathal McCauley

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Presented at the CONUL Colloquium held on January 28th 2008, University College Dublin, Ireland. 2008-01-28.

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

  1. 1. Teaching Support:Different Perspectives, SharedChallengesUrsula Byrne (ursula.byrne@ucd.ieCathal McCauley (cathal.mccauley@ucd.ie)Presentation to CONUL Colloquium 5 February 2008 UCD Library Leabharlann UCD University College Dublin, An Coláiste Ollscoile, Baile Belfield, Dublin 4, Ireland Átha Cliath, Belfield, Baile Átha Cliath 4, Eire
  2. 2. Overview• Two perspectives on key issue of Teaching Support• Supporting Learning/Information skills• Enhancing the user experience using Web 2.0 tools/technologies• Challenges for CONUL?
  3. 3. What has changed…• Shifting emphasis from teaching to learning• New flexible modes of teaching• Focus on Lifelong learning – Student engagement in the learning process – Different learning styles – Part-time learning• User profile
  4. 4. Securing “buy in”–• “What exactly do you do ?”• Increasingly complex information environment – Library as place• Research behaviour trends – generational differences - “power browsers” – “the education resulting from this age of the amateur as the University of Google, composed of shallow ideas, superficial surfing and fleeting commitments” Brabazon, 2008
  5. 5. Optimising opportunities…?• Ad Hoc – (impact of semesterisation)• In Modules• Enquiry/Problem Based Learning• Lunchtime sessions• Information desks• Online tutorials
  6. 6. Information literacy as an applied skill• Workshops vs. lectures• Training rooms• Laptop trolleys• Subject specific & Generic skills
  7. 7. Getting Buy-in• School of Economics• Marketing - Learning objectives/outcomes• Skills template• Lesson plans• Team approach• => Information skills web-pages
  8. 8. Some UCD Statistics 2006 / 2007 Total attendances at information skills sessions 12,589
  9. 9. • 460 hours / 17 liaison librarians• Of which 10 librarians delivered up to 30 hrs• 2 librarians delivered 60+ hours + planning, preparation, evaluation , feedback
  10. 10. • Arts & Celtic Studies 21 sessions• Business & Law 88 Sessions• Human Sciences 100 sessions• Life sciences 129 sessions• Engineering, maths, physical sc. 28 Sessions
  11. 11. IS sessions given within structuredmodules (1-2 hours)• School of Business (Quinn) 11• School of Economics 13• College of Arts & Celtic Studies 4• Sch. Information & Library Studies 23
  12. 12. IS sessions given to academic staff andresearchers (1-2 hours)• Academic staff 36 sessions• Researchers 34 sessions
  13. 13. IS - Look again at the team approach• Achieving more collaboration – “buy-in”• How sustainable is this approach?• Our competition? – University of google – Direct marketing• Who are the team players? – Educational technologist – Generic skills support – Teaching librarians?• Team approach increasingly important in many areas e.g. Web 2.0
  14. 14. Web 2.0 and the user experience“There is a big difference between being where our users are and being USEFUL to our users where they are” CIBER 2008• To enhance the user experience Web 2.0 tools must benefit users. Key measure but….• Day of reckoning for Web 2.0 coming but not homogeneous => not easy!
  15. 15. What do we mean by Web 2.0?• Web 2.0 tool should meet at least two of the following conditions: 1. It allows people to communicate, collaborate, and build community online. 2. It can be syndicated, shared, reused, or remixed, or it facilitates syndication. 3. It lets people learn easily from and capitalize on the behaviour or knowledge of others (Farakas, 2007)• Key characteristics – pervasive, interactive, easy and dynamic.• Where does something like this fit in CONUL libraries?
  16. 16. UCD Library and Web 2.0 • Organic and ad hoc initial development • Key role of enthusiasts/champions • Positive attitude to risk • Staff support • Senior Management encouragement • Users’ views, desires and expectations have guided/shaped development • All things to all users approach
  17. 17. Web 2.0 – “fleet footedness”Since August 2007 (5 months) UCD IM platform:
  18. 18. Web 2.0 - Challenges• Digital Nomads and Student attitudes• Hype cycles – when to get on and … off!• Ownership issues• Establishing a baseline
  19. 19. Teaching Support – Shared Challenges• Technology• Organisational Culture• Organisational Structure• Need for service weeding – sustainability• Staff training issues• Library management issues• Attitude to risk• Student expectations and attitudes – e.g. the demand for specificity
  20. 20. • Positioning the library strategically within the university- library as place…!!• Advocacy• Information Skills as part of programmes• Develop the teaching role…
  21. 21. Thank YouQuestions and Discussion

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