Kia hiwa ra : Institute of Technology and Polytechnic libraries listening to the call of vocational learners
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A karanga ra, or shout out, about ITP (vocational) libraries in Aotearoa, New Zealand. This is the slide deck of a presentation given at the Library and Information Association of New Zealand (LIANZA) Conference, Karanga Ra, Shout! November 2015, Wellington, New Zealand. Presenters: Lee Rowe, Pat Liao, Mary Weddell. Dedicated to the memory of Peter Hughes.
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Kia hiwa ra : Institute of Technology and Polytechnic libraries listening to the call of vocational learners
- 11. Disruption Reviews, restructures Converged services New leadership Reduced staffing Mergers - Aoraki/CPIT & BoPP/Waiariki? Number of ITPs: 22, 18...? Reasons – ideology, pedagogy, economic Hubbard Glacier calving by Kyle West CC-BY
- 19. Changing patterns of information access • Declining demand for traditional services • Straddling the print and digital worlds • Community driven • Collections to connections Photo: MIT LIbrary
- 39. References Arlidge, J. (2014). Institute of Technology and Polytechnic libraries. In L. Stone (Ed.), Informing New Zealand - He Puna Whakamōhio mō Aotearoa. (6th ed.). Lower Hutt, New Zealand: Open Polytechnic of New Zealand. Retrieved from http://informingnewzealand.wikispaces.com/ Australian Library and Information Association. (2014). Future of the library and information science profession: Tertiary education libraries. Retrieved from http://bit.ly/1HhcJlb Council of Australian University Libraries. (2015). The CAUL statistics. Retrieved from http://statistics.caul.edu.au/index.php Library and Information Association of New Zealand Aotearoa & Te Rōpū Whakahau. (2015). Future of libraries 2015: Summit report. Retrieved from http://bit.ly/1WoIX4Y
- 40. References contd. Lippincott, J. K. (February 26, 2105). The future for teaching and learning: Librarians deepening involvement in pedagogy and curriculum. American Libraries Magazine. Retrieved from http://americanlibrariesmagazine.org/2015/02/26/the-future-for-teaching- and-learning/ Peacock, J. (2014). Do, discover, it's time: Keynote for LIANZA Conference 2014. Retrieved from http://bit.ly/1NFZO16 Pearce, L. (2015). Making culinary connections happen. Workshop presented at the National Tertiary Learning and Teaching Conference. Bay of Plenty Polytechnic, 30 Sept to 2 Oct 2015. Tertiary Education Commission. (2013). 2013 tertiary education performance report. Retrieved from http://bit.ly/1P1Lsv7 Torr, A. (2015). What makes an ITP distinctive? [Personal communication, 15 October 2015]
Notes de l'éditeur
- Kia ora koutou katoa and welcome to this session which is a shout out about Institute of Technology and Polytechnic (ITP) libraries.
- Before we begin, we just want to take a moment to pay tribute to Peter Hughes who passed away in August this year. Peter was working with us on this presentation in his role as Library Director at Unitec and was meant to be standing with us today. Peter made a significant contribution to the library profession. We know he is dearly missed by his family, colleagues and friends. We miss him too, and this session is dedicated to him.
- To set the scene here’s an overview of what an ITP is and does. ITPs are prescribed by government to deliver vocational and professional education (Tertiary Education Commission, 2013). They focus on developing work ready graduates, able to hit the ground running, people who can “do”, right from the word go (A. Torr, personal communication, October 15, 2015). Like universities, ITPs are involved in research, which tends to be applied, and closely linked to industry needs. ITPs are ‘poly’ in nature. ITPs were established by government to provide a broad range of educational opportunities. They are not permitted to specialise in one area, to be ‘monotechs’ (Torr, 2015).
- There are currently 18 ITPs spread across New Zealand from Northtec in the north to SIT in the South.
- So what is distinctive about an ITP within the wider tertiary context? In a nutshell it is the vocational focus and diversity of activity and programmes that occur in our campuses. ITPs focus on active, authentic and project-based learning. There’s a lot of “hands-on” learning. Our learners prefer to learn in a contextual environment (Torr, 2015). They like to develop their chemistry theory in the hospitality kitchens, their carpentry in the construction workshops. There is some theory, but perhaps not as much as there is in the university settings
- Our learners are diverse - we have a wide range of students. They are mostly studying at Levels 3 to 7 – that is certificates, diplomas and degrees. But we also have many learners at Levels 1 and 2 in our Youth Guarantee, Trade Academies and bridging programmes. And increasingly, ITPs are offering post graduate qualifications up to PHD. Many of our students are “first in family” in tertiary education, mature or second chance learners. Often students’ prior learning experiences have not been positive. They may lack the confidence and skills for tertiary education, and are anxious about stepping foot into our techs and into our libraries. A high proportion of our learners are Māori or Pasifika, a higher proportion than in most New Zealand universities.
- What about ITP libraries? Our core traditional functions have been to provide quality information and support to find and use it, and to support learning, teaching and research. Within the sector, there is lots of variation in the range of services we offer and in delivery models and structures. These differences are driven by the needs of our communities and our institutional mission and values (Arlidge, 2014).
- This is a snapshot of ITP library activity. It shows that each library staff member works with a significant number of students across the levels of study. Our spaces and resources are valued and heavily used as these usages stats indicate. We are very good value for money – the average cost of our libraries is only 2.21% of total institutional expenditure (Institute of Technology and Polytechnic Library Managers’ Forum, 2015).
- ITP librarians are flexible to meet the needs of our diverse communities. Our teams tend to be small and multifunctional which makes it easier to make incremental changes. Because of the nature and needs of our students we do a lot of pastoral care, spending time with them, building their confidence, and celebrating their successes and connecting them to other services. This is a big part of our job which we embrace.
- So what are the key drivers for ITP libraries in 2015? As part of preparation for this session we did an environmental scan and came up with a long list of drivers that are affecting libraries in tertiary education. We then asked the ITP library managers to identify their top drivers. Their responses varied which is to be expected, because our communities are very different. Our responses to the most common drivers follow.
- The first driver is disruption. There is massive change currently occurring in the sector and that is likely to continue. Most libraries have been reviewed or restructured recently and new models of provision are emerging, often with converged services. In some cases staffing levels have reduced. Quite a few ITP libraries have less than 5 staff, one has a single staff member. 11 of the ITP library managers are new to their positions since 2013. There were 22 ITPs, we are now down to 18, and currently there are 2 pending institutional mergers. “There are indications that the number of ITPs may be reduced through further mergers in the future” (Torr, 2015). The reasons for change varies from ideological, pedagogical to budgetary.
- The next driver is poverty and the digital divide. Many of our students are first generation tertiary learners who may not have the benefit of the ‘lived experience’ of tertiary study at home or within their wider whanau. They are often from backgrounds of deprivation and many do not have computers or internet access at home. One example of an ITP library’s initiative to address these inequities is at Bay of Plenty Polytechnic’s Ako Ātea (Library and Learning Commons). They have a strong focus on building relationships and student confidence so that students are open to learning. It all starts with the powhiri at the beginning of each semester, and then there is a continuing focus on developing student’s confidence, by being open, welcoming and kind. They offer health and social services to support students with their learning and administer the polytechnic’s hardship fund where students can apply for bus and petrol vouchers and get referrals to the food bank.
- Students are often hungry, so Ako Ātea provides a weekly free breakfast for its students which is hugely popular
- and there is always food available for hungry students at other times.
- Ako Ātea also has a food area where surplus food can be freely shared
- Even the Health Centre staff are in the same team, and have an holistic health and strong youth focus. The whole team works closely together connecting students to essential information or other services.
- Most of the ITP libraries lend laptops and other equipment such as cameras and headphones. Northtec has rolled out an iPad lending programme and also loan a variety of chargers – both are very popular. It is about to trial a Chromebook project.
- A further driver is the wide range of literacy abilities of our students. Catering for the needs of Level 1 through to Level 9 students is challenging. In response to this Bay of Plenty Polytechnic and Whitireia are starting right at the beginning by helping students who are struggling with their Studylink applications. This is rewarding because our staff forge a permanent connection with each of these students. It’s also the opportunity to help them develop some computer skills in a contextual, real world way. Most of our libraries are providing at least 90% of student IT support. Many of us are now providing a “one stop” shop for library, learning and IT support, leading to a more cohesive and seamless approach. There is a strong trend for the creation of multidisciplinary teams. At Bay of Plenty Polytechnic they have formed groups made up of a librarian, learning advisor and a learning commons staff member who work together to provide targeted support for teachers and students in the classroom. UCOL has a similar set up with their Student Experience Team – all working together to help students in priority programmes achieve. Unitec provides peer support by using Student Rovers and MIT has student computer assistants.
- Many of us are seeing declining usage of our physical collections as some students bypass the library in their info seeking. However managing physical resources will continue to be a significant part of the library’s functions for foreseeable future. Along with libraries from other sectors, we are straddling the print and digital worlds. Many of our learners prefer print, or do not have the technology or skills to access online resources. Many resources are still only available in print format. The balance between digital and physical varies from institution to institution. EIT and Northtec for example are moving gradually from print to ebooks which are seeing increasing usage. Open Polytechnic of New Zealand, as a distance provider has moved heavily towards the digital, and will always purchase an electronic version over print. Other institutions are still purchasing print if this is the best option for students. We are figuring out how to balance the two worlds. We are asking our users for their input and many of us are using patron driven acquisitions.
- Our libraries are also moving into lending content creation equipment such as cameras, video equipment, tripods, and microphones. Our aim is to not solve students’ problems but to give them the tools to creatively solve their own. Bay of Plenty Polytechnic has taken this literally and now lend out a toolbox and ukuleles. Te Tai Poutini Polytechnic takes a suitcase full of books to the Steam School students at Shantytown, one of their campuses where they teach steam mechanics.
- Another driver is to increase Māori and Pasifika achievement rates. At Bay of Plenty Polytechnic the library and learning support model is based on the philosophy of Te Waka Houroua, the twin hulled canoe and the values of whanaungatanga, kotahitanga, manaakitanga and ako are integrated into all of their activities. There is active promotion of Te Reo Māori and Pasifika languages in our libraries, and involvement in important events such as Matariki and Māori Language week. Efforts are made to attract staff who reflect our community, which as mentioned before have significantly high proportions for Māori students. At MIT library, Māori and Pasifika art work is a strong feature of the interior design, so students can see aspects of themselves reflected in their learning environment.
- Other vocational skills are starting to appear in our libraries as we have to do more with less and our focus shifts from collections to connections. EIT has recently restructured with an emphasis on technology support. Five of their staff have computing degrees with some also having library qualifications. WelTec too has recently restructured to bring in more professional, technologically savvy librarians. MIT recently recruited library assistants and were looking for those who expressed an interested in a library career but also those who demonstrated a curiosity about technology. Bay of Plenty Polytechnic has hired staff with Bachelor of Sport and Recreation, or IT degrees for some of its generalist roles. The Sport graduates have strong engagement and motivation skills that are valuable for their team. They have been trained to do circulation and basic information enquiries and refer on to specialist librarians for in-depth help. The evolving model of librarianship in ITPs requires more skills and flexibility. We need to develop and manage increasingly complex digital collections; we are moving more into providing research support services, and we are working with teaching staff to embed services and resources into the curriculum. A focus on information literacy and collection management is no longer sufficient. Peacock (2014) noted that librarians need to be partners in teaching and learning, moving from their traditional support ethos to a leadership ethos in the way they engage with their institutions and the community at large. In response to this concept CPIT have a brand new structure which involves a split in roles for the library. The liaison/digital librarians are now part of Academic Services and are no longer physically in the library. Their role has an emphasis on working with academic staff. This is a model that is being explored by other ITPs.
- Libraries are now about people spaces and less about book spaces. Big enquiry and issue desks are disappearing and walls are coming down between staff and students. Reducing the physical collection through significant weeding projects is providing more student space. The important role that food plays as a social connector (Pearce, 2015) is being recognised and now most of our libraries have cafes, or coffee carts, and encourage the sharing of food and drink as part of the learning and social experience. As the flipped classroom concept develops, offering flexible learning and social spaces outside the classroom is a must. ITPs which are in a rebuild phase are ensuring their library spaces meet the needs of the curriculum rather than the needs of the books. Both CPIT and Unitec are in the phase which may result in reduced spaces for traditional library services. But students still want more quiet spaces which provides lots of challenges for the new space development. Whitireia and WelTec are developing a new 5 story arts precinct in the central city. This will feature distributed collections and technology enabled roving support services. Unitec are planning a similar development. Overall we are aiming to create a social learning environment and experience that supports all level of studies which is exciting and welcoming rather than terrifying. When we see our trades students in our libraries with their overalls and boots on then we know we have succeeded.
- And this is an example of how we are using our spaces to create a great experience. Bay of Plenty Polytechnic’s ‘hug a puppy’ days have been a big hit and helping to reduce the stress of being a student just a little bit.
- Another key driver is the increase in blended delivery. Most institutions are increasing the number of online courses they offer. This brings with it a huge need for online support and training for library staff and students. This training is often provided by the library as ITPs often do not have the resources to provide this support separately. In response to this EIT library have developed their Student Portal, which is largely open access. They now offer a virtual one-stop shop in addition to the physical version. More and more emphasis is being placed on embedding resources and information literacy activities in online courses with the librarian having a presence in the course to answer questions – some libraries are using live chat to engage with students. Whitireia’s new social work degree has embedded resources at the point of assessments. Distributed campuses and distance delivery challenges how libraries provide support through technology as well as face to face. MIT has a new social work degree in Kaitaia. This is a pop up campus which requires support through librarians visiting (paid for by the faculty) and providing technology support.
- In disruptive times library collaboration and partnerships are vital. ITP libraries for many years have had consortia purchasing arrangements. These need to be more flexible to deliver the required services so the ITP library group are back in conversation with our vendors for better more flexible deals. This is not the easiest thing to do. The ITP Library Managers’ group meets face to face once a year, maintains a wiki and is constantly sharing knowledge - even more important with so many new structures and leaders in the sector. Probably well known to many is the SMART network, which provides people in the greater Wellington regions access to 22 libraries including WelTec and Whitireia ITPs. WelTec and Whitireia are also in a strategic partnership to supply seamless services to students regardless of campus or provider. This includes access to both print and electronic collections. MIT and Unitec students and staff share physical library services. Unitec and Waitakere library share New Zealand’s only public/tertiary joint library space. Bay of Plenty Polytechnic hosts University of Waikato and Waiariki Institute of Technology students on its campus and offer seamless access to shared library resources, services and spaces, as well as library staff training
- 28
- Here’s some student feedback on our services from recent student satisfaction surveys which provides insights on how students view our libraries. At MIT, 86% of survey respondents agree that the library helps them to achieve better grades (Manukau Institute of Technology, 2015). And similarly at Bay of Plenty Polytechnic, 83% of respondents believe library services are helping them complete their courses (Bay of Plenty Polytechnic, 2015). 83% also agree that collections and services are important (Bay of Plenty Polytechnic, 2015). And 87% of students disagree with the idea that a students do not need a library (Bay of Plenty Polytechnic, 2015). Note the comments from students recognising that not all students have technology access and that not everything is freely available online. And a good test of their value, nearly all MIT students would recommend the library to other students.
- And similarly from Bay of Plenty Polytechnic, 83% of students believe library services are helping them complete their courses.
- And 83% agree that collections and services are important.
- And 87% of students disagreed with the idea that a students do not need a library. Note that comments from students recognising that not all students have technology access and that not everything is freely available online.
- And a good test of their value, nearly all MIT students would recommend the library to other students.
- When asked about future services at Bay of Plenty Polytechnic, these are some of the things students asked for. This can be summed up in two words – ‘more’ and ‘faster’. A good point to make here is that students don’t know what’s coming in the future, and neither do we. All we can do is to be aware of emerging trends, listen and respond. Note the request for an ID card you can use at the public library – this is a nice link with the single library card concept that has emerged from the Library & Information Association of New Zealand & Te Rōpū Whakahau (2015) future of libraries project.
- Now a little about what we think is important for the future. This is based heavily on the recommendations in the Australian Library & Information Association (2014) report on the future of vocational libraries in Australia. Like them, we recognise that there will be further merging of services, particularly with other student support services. There is a strong future for vocational institutions overall, and there will be a competitive advantage for those which offer an enhanced library experience, both physical and online. It is important that our libraries have appropriately qualified library staff who are flexible and able to support all learning needs, and that we have consistent, well-resourced libraries to help students achieve the best outcomes. There is a need for much greater collaboration, within the sector, across the wider library and the whole GLAM (Galleries, Libraries, Museums, Art Galleries) sector.
- The ITP library managers have been thinking about the need to develop a mission statement to reflect our common purpose. This quote from Joan Lippincott (2015) reflects on where our thinking is. The greatest opportunity for librarians in colleges and universities lies in deeper connections to the curriculum, adapting new modes of pedagogy, linking technology rich and collaborative spaces to learning… the trajectory is for the increasing integration of librarians and libraries into the teaching and learning programme for the college or university. (para.1) We now see ourselves as being enablers and proactive partners in our learning community. We recognise that our current statements do not adequately reflect this or the new drivers that are shaping how we respond to our community’s needs. Further reflection and conversation in the sector is needed before we finalise a new mission for ITP library professionals. The collaborative work that has gone into this presentation has been a meaningful first step in informing this process.
- We finish with this feedback from one of our students which says it all about where we want to be with ITP libraries. The library is a great place to catch up with friends, class mates and the world. A social hub that can technologically connect to whatever info u need. But that human interaction and help from knowledgeable, fun staff is vital. (Bay of Plenty Polytechnic, 2015) Thank you for your time. Questions?