It’s June already?!

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Hey everyone!

As ever, let me start with my “sorry for the delay” disclaimer! It’s weird to think that I’m now well over halfway through my trainee year! Not too long until I’ll be heading south for the autumn (and the next two years at least!). I’ve sorted out my leaving date, potentially somewhere to live, made contact with an agency, and saved up some cold, hard cash! So everything is in hand for the next phase!

Now things have calmed down a little, I’ll try and write more. I’ve made a start on doing my research project – I say a start, what that means is doing literature searches and going ‘How on earth do people collate all this into one document?!’ (Methinks I’ll be ringing my soon-to-be-doing-a-PhD social scientist brother on that one!) I’ve never written a document with that degree of synthesis in it: generally, with literature, you take one or two theorists/critics at a time as they become relevant, rather than doing a strategic overview of all the literature in the field! I imagine this is because if you tried to do a literature review of everything on, say, Henry James, it would be never-ending. Best to dive in and pick the bits that are relevant to you! (And also because literature isn’t always a particularly systematic endeavour, unless you go for word analytics and things. Feel free to argue with me on that point, haha!) Critical fields aside, though, it’s a totally new thing for me, but also a good thing: you only learn by doing!

I’ll also be doing some data analysis, which I am assured is Not Scary At All, but given how long it took and how methodical I had to be in counting shelves yesterday (there were 625), I’m still a little apprehensive! I am absolutely awful at maths, and when confronted with a sheet of numbers, they start to swim a little bit and it takes me a very long time to get to grips with things. I’m hoping that by playing more with numbers I’ll actually improve my numeracy – it’s something I’ve managed to put quite far down my list of priorities for a while, but I’m going to need to step it up!

I have a couple of pieces of proper blogging lined up for the near future, so there’ll be more in-depth things to read about what I’ve been doing: a piece about my traineeship for Library Trainee Network and hopefully a guest post about the work I’ve been doing for Special Collections here at Bradford. Exciting stuff!

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19th March – Another ‘Quick Update’…

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As ever, I’ll start with an apology. (Should I just stop now? Can we all take that as a given every time I post? Haha!) Anyway, things I’ve been up to/need to blog about:

 – Standing in front of a class of MSc students and not being heckled!

Wooo! Apparently I was clear, didn’t hurry, made good eye contact and was generally fine. Yay! I now have a great portfolio of my mentor meetings with Kirsty and the learning resources we’ve put together. It’s our final session of six next week so will be having more of a discussion, starting with plagiarism and going on to getting some feedback from the students about the whole group of sessions. I have also promised to make cake: if that doesn’t get them through the door, nothing will!

 – Visiting Special Collections at the University of Leeds.

It was a lovely afternoon! I wanted to stay forever. Sadly, didn’t manage to liberate any of Byron’s manuscripts, but I might go back and peruse when I have annual leave. Not only this, but apparently you can just go in and say ‘Oh hey, can I look at your first Folio?’ and they’ll say, ‘Yeah sure, just wait right there.’ They do supervise you, but WHAT?! I know the Folio at the John Rylands is in the ‘Red Vault’, which basically means you need a very, very good reason to see it. Not so at Leeds! Fabulous stuff. Was also shown some of their conservation and digitisation work areas, in which there was a genuine WWI biscuit just sitting there (I don’t think the biscuit was being digitised though!)… Sigh. One day…

– Teachmeet at Sheffield Hallam.

I didn’t have much to contribute I’m afraid, as I haven’t (or rather, hadn’t) taught anyone by then. My question was just ‘How do I not freak out in front of a class?!’ But some interesting ideas! I need to learn how to use Prezi, among other things. Might try this out for my project!

– A quick trip to London to be grilled by LIS professionals.

UCL interview, followed by a much-needed pint – you can probably imagine the trauma! Will report back as and when.

– Having outlined a slightly less fuzzy idea about my Trainee Project.

Yes! I’m keeping this one under my hat until it’s developed further, but rest assured, there is a chance that aside from banging my head on the table trying to write a real literature review (I did English, okay?), I will be pouncing on innocent patrons with a clipboard in hand, yelling ‘FEEDBACK! FEED BACK TO ME!’. All good fun!

– 6 month review fast approaching!

Oh dear. It’s weird to think I’m halfway through! The transient nature of a traineeship is strange, but I’m looking forward to the future! Not so much looking forward to giving my final presentation, however…

– Starting my block of time with Special Collections next week.

I’m not sure exactly what I’ll be up to, so I shall also have to report back on that as and when. Needless to say, I’m really excited! Alison submitted Bradford’s application for archives accreditation very recently too (congratulations are in order!), so that may be something I can investigate further in the coming months.

28th February – Teaching Success!

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Hello blog-world! Here I am again. I thought I’d try and get pen to paper (or fingers to keyboard) fairly swiftly after the second Engineering MSc teaching session I did with Kirsty this week, as it went really well.

We had already decided to try to get the students to do some group work, so they can get to know each other more as well as bounce ideas off each other. The first week was mostly Kirsty talking and then we were helping them one-to-one, so we thought if we mixed it up a bit it wouldn’t feel too much like they were being lectured. We also decided to try using a Padlet wall during the student discussion and feedback to bring together their ideas, as they happened, in a place where they can see the information easily, rather than referring them to pre-prepared resources or presentations that don’t accurately reflect their questions and responses (the main point of our sessions, of course, being finding out what the students want to know, as well as telling them what they should know – or at least trying to strike a balance between the two).

We designed a little activity where we gave them samples of different resources – including the standard books and journals, but also websites, newspapers, market research reports, patents and standards. This was a good idea because while most of these are available online, it’s often just text on a screen – it’s good to hold the source and see what it actually looks like, how it’s set out and where all the different sections are.

We had a question sheet with some prompts of ‘Things to think about’ – the basic question being ‘Why would you trust this source?’, but framing it with other questions: for example, who establishes a new British Standard? Who writes market research? Who are the intended audience? Where and what is the evidence for their claim? We also gave them some answer sheets to jot down ideas in their groups. It went really well I think – they were really open to discussion and thankfully were actually discussing the sources!

We brought it all together after about half an hour and Kirsty led the group discussion, and asked them to talk her through each source: what they knew about it, what they would look for and why. It was really informative actually, I myself learnt a lot – did you know members of the public can have a say in British engineering Standards? Or that market research includes data on all the major players in a certain field (say, mobile phone manufacturers), their products and market performance? Well, you probably did know that, but as I’ve spent my degrees buried in musty tomes, I didn’t!

Anyway, the students really engaged and were keen to give their opinion and ask questions. Kirsty also decided to give out prizes for the most devastatingly analytical answers, which went down really well – it would seem that introducing an element of friendly competition got the best out of that particular group! While the discussion was going on, I started putting together the Padlet page as we went along. It’s not the most detailed of documents, and there were a couple of things I missed while furiously typing and trying to listen at the same time (such as ‘Google is powered by money, not quality research!’ or similar), but here is a quick screenshot:

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Kirsty said she noticed they were all watching the Padlet during the discussion, pointing out things to add to it, noting down the address and, perhaps most importantly, taking photos of it on their phone to keep, which seems to be the norm now (I still use pen and paper!). Kirsty said it was the first time she’d seen it work as it should – largely, I think, because the room we were in had multiple screens showing the display on the computer I was using, which meant everyone could actually see what I was writing. I think using a Padlet wall on one large projector screen at the end of one of the bigger study rooms elsewhere in the building wouldn’t have worked as well because the students wouldn’t have been able to see. This is related, too, to the students being able to take their time reading text rather than frantically trying to keep up with someone while making their own notes. Either way, it worked really well!

We – or rather, Kirsty – ended with a quick demonstration of how to get to market research databases, standards and patents through the library catalogue, and then everyone dashed away! But we had a quick brew and de-brief and we both thought the session went well: the students were much more relaxed and chatty while remaining focused this week, and hopefully this will continue.

Next week, I might be talking through some of the referencing Powerpoint, as I’ve been largely passive on the ‘leading the session’ front. I feel more comfortable with this after the session this week, mainly because the students seemed that way too. So I will update on the next one after the event. I’m attending the ARLG Yorkshire & Humberside Teachmeet at Sheffield Hallam on Monday, so will hopefully be sharing some of what we’ve been up to there, and maybe getting some tips on how to relax while delivering things to a group of about thirty-five people… All in all, much to look forward to!

23rd February – A Busy Bee

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As ever, I apologise for my terrible blogging skills… perhaps I should just have a disclaimer somewhere on this page?! Work is just so busy that often when I get home I want to do nothing more than stuff my face with carbs and then collapse in front of BBC iplayer or similar. Haha! But, on with the news.

I feel as though I’ll be spending the next few weeks living out of a suitcase/on trains – three trips to London in four weeks, a couple to Sheffield and another home to Northampton within that time too! Most of these are work or uni related (UCL interview – yikes!), so I’m looking forward to scooting about England and spreading the Graduate Trainee word.

I finally met a fellow Bradford Grad Trainee the other week, after having exchanged emails for about three months! Her name is Melissa and she is a NHS Medical Library trainee, so her working day is totally different from mine. I think we both just wanted to hear what the other actually does! Melissa came to me first, so I tried to give her the best tour possible, but I have never before flexed my tour-guide muscles, so it probably wasn’t the best tour she’s ever been on, haha! But I showed her our different floors and collections, did a passable introduction to the Commonweal Collection that lives at Bradford – which I should probably blog about soon – and popped in to Special Collections for a chat too. Luckily, both Alison and Martin were there so Melissa got an actual introduction to what we have, rather than me going ‘J. B. Priestley! Jacquetta Hawkes! Mitrinović! THE RESOURCES!’ in a suitably excitable fashion. We rounded off the afternoon with an all-important cup of tea, and discussed uni thoughts as well as our Traineeships. We also chatted about our previous degrees as Melissa is a literature graduate too (there seem to be a great many of us in libraries!), so it was nice to find out more about her research interests and future plans.

I popped up to her library the following day, which is at Bradford Royal Infirmary. After a slightly fraught journey – I had no idea where I was going – I arrived just about on time! The library itself was gorgeous, it’s in a Victorian building, so it’s all panelled wood, painted ceilings and sweeping staircases. Melissa had warned me that it is a lot smaller than the uni library so the tour wouldn’t take long, but I didn’t mind! The library at the hospital serves the professionals in the area who are doing research as well as staff who are doing academic-ish work for their Professional Development modules and projects, which interested me as that’s where our libraries cross paths – lots of health professionals doing CPD stuff will come to the University too. Melissa apparently spends lots of time doing literature searches and teaching other people how to do them themselves, which I sympathise with. Searching healthcare databases is something I’ve had to learn quite quickly, and it’s totally different from doing an English or American literature search! And I imagine that if you’ve been qualified for twenty or thirty years, coming back to do something like a systematic review must be hard. Melissa said it’s really interesting though, as she gets to find out about all sorts of diseases and things, and occasionally there are gory photos… as I am a weakling when it comes to that sort of stuff, perhaps it’s better that I’m in an academic library for the moment!

I’ve also persuaded Melissa to join what is gradually becoming known (to me, anyway) as Library Club, as she lives in Leeds but is new to the city. It’s also really nice to socialise with people who understand my working day – a lot of my friends must think I just ‘Shhh!’ people and explain [badly] which shelf 607.89 is on!

Ooh, I almost forgot! We have decided what my Graduate Trainee project is to be on. I was, as usual, terrified that if I hadn’t already sketched out a detailed plan, Sarah would withhold my tea and biscuits, and then I really would be in trouble! Thankfully, it wasn’t too painful a discussion, and we’ve agreed that I’ll be looking further at performance and benchmarking strategies (like the customer journey mapping I blogged about previously). I’m not exactly sure how this will pan out yet, but there is still plenty of time.

I’m quite pleased about the choice because although it’s something I’m not overly familiar with, it’ll be really good for the library (and indeed the University) to do work looking at processes and customer satisfaction, so if I can help with that then that’s great! I think it will also stand me in good stead in the future, because any library job involves giving a high standard of service and having a framework by which to measure and implement it, so the fact I’ll have done a project on such things can only be another string to my bow.

I had a fruitful and interesting meeting with a lovely lady at Leeds Met about the aforementioned customer journey mapping in the context of Customer Service Excellence on Friday, so I’m feeling extra-positive about it at the moment! This meeting was followed by another meeting with Jennie, one of the subject librarians at Leeds Met who was also the GT at Bradford a while ago, and Cat, who is the current GT at Leeds Met. We naturally made a beeline for a lovely little tearoom opposite Leeds Uni, and so it was good to catch up with Cat and also to meet Jennie and exchange amusing stories about Bradford and libraries in general! It was a bit nostalgic for me being up that end of Leeds: I live the other side of the city centre now, so can’t pop into the Brotherton Library and stroke the dusty books (or something) on a whim as easily as I could!

That’s about all the big news for the moment, other than me learning to classify books, which I must say is actually quite hard! God bless Cataloguing in Publication data… It is interesting to learn about the organisation of knowledge though, and it feels a bit like doing detective work at times, which I seem to be actively enjoying. What did surprise me, though, is how subjective using Dewey could actually be. There was an occasion the other day when I totally disagreed with a classmark everyone else (via OCLC Classify) had given a book, so reclassified it myself, with apparent success! I put this down to strength of conviction (rather than ‘being pedantic’, haha), and did feel perhaps a little too smug, but it was my first solo effort without the Library of Congress to help. That being said, there has been lots of bashing-head-on-desk while wading through Dewey manuals and tables – my desk has mainly looked like this for the past week:

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Just looking at this makes me want to drink a medicinal cup of tea, so I think I will leave your eyes alone and report back with more news another day soon!

10th February

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It has been an AGE since I have blogged, so I apologise! As usual, the days seem to fly past – I can’t believe it’s February already.

I had my first MSc teaching session with Kirsty last week, which went well! I had been off sick for the two days beforehand, but managed to rally my body and mind for the big day. We began our mini-library-course with a session on ‘Finding Quality Journal Articles’, with Kirsty leading and me attempting to answer fairly complex questions about cellular beams and automotive engines… but I think I did okay! My name is on the Powerpoint too – I’m famous (ish)!

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We started by asking them a few questions about where they would look for resources, and how confident they felt about using the library and undertaking their research project. This was via the medium of a little questionnaire on Blackboard (thanks to Sarah, my line manager, who is a whizz at such things!). Our thinking was that we can run a similar questionnaire at the end and compare the responses to see what we’ve achieved, and will have qualitative and quantitative data to take back to the department.

We had lots of helpful leaflets and guides for them too. Personally, I love a good hand-out, as you can review it at home (and I prefer having things on paper!). It’s also helpful when students don’t speak English as their first language, so might miss something that’s said during a talk or demonstration – with written materials, they can go through it at their own pace. Kirsty showed them the main databases that they need to use, which does differ slightly across disciplines – but things like ScienceDirect and Web of Science are things all the Engineering students can use to their advantage. However, they need to be aware of databases that are abstract-only affairs, and ones that have everything in full-text. This is mainly why I try and talk people out of Google Scholar until everything else has been exhausted: it shows you lots of things that look extremely helpful that you end up not being able to access! The bane of my MA career!

We tried to get them to start exploring the world of electronic journal resources in more depth for their MSc dissertations, so all the questions were quite specific. I’m still not sure what a cellular beam is, but I did manage to help someone find a relevant full-text article from EBSCO, and got a low-five for my trouble! That was a nice moment, I felt proud to have genuinely helped!

I also sat in on one of Alison’s sessions last week, wherein she spoke to History students about using Special Collections and archives for their dissertations. I always jump at anything remotely Special Collections-related, so this was great! To be honest, I was a little jealous that they were given this opportunity and wished I was doing a project again. I did consider doing History and English for my undergrad degree, but decided one book-heavy discipline was probably enough… Alison’s session did make me think, though, that we weren’t really told to use archives, how one might go about using them, or even that they might be helpful. Sadly, I wasn’t able to fly to Princeton during my undergraduate degree to look at F. Scott Fitzgerald’s ledger, either – woe is me! For my MA I relied heavily on Eighteenth Century Collections Online for my background research (which is totally fabulous, and I suggest everybody have a browse), as eighteenth-century American political tracts aren’t always easy to come by in their original form! That being said, there are so many things that are useful that are available to the students both in Bradford and other archives in the UK, and it’s great that Alison and Martin are so enthusiastic about helping people get the most out of them. I also had a good goggle at the materials they’d got out to show the students – always the best bit, it’s hard to pry me away from primary sources!

Speaking of Special Collections and things, I went to the John Rylands Library in Manchester on Saturday with some of the University of Sheffield Library Society. It was wonderful, and I didn’t want to leave! But as I have much more to say on that subject, I shall save it for another day. I stupidly left my phone in the lockers before our tour, so will probably have to appropriate some of their photos with all due credit. But I shall leave you with the one photo I managed to take outside as the rain began lashing down (it’s Manchester, I should have known) – I love some Victorian high drama!

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20th January – Part II (‘The Other Big Thing at Work’)

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Welcome to Part II (this makes me think of Hot Shots Part Deux)! I said I’d talk about the customer journey work we’ve started here at Bradford, which is quite exciting, and will stand the university in very good stead.

Customer journey mapping is:

…the process of tracking and describing all the experiences that customers have as they encounter a service or set of services, taking into account not only what happens to them, but also their responses to their experiences. Used well, it can reveal opportunities for improvement and innovation in that experience, acting as a strategic tool to ensure every interaction with the customer is as positive as it can be.

(http://www.customerserviceexcellence.uk.com/getDynamicContentAreaSection5255.html?id=9)

What you do is (physically) map a journey that a customer undertakes when, say, borrowing a laptop for the first time, or trying to find a hard copy of a journal. You need to include all the stages of that journey, and think about how they felt while undertaking it (frustrated, pleased, confused, and so on), in order to recognise points where processes can hopefully become more streamlined and easy-to-use for customers (is there enough signage? Are staff or guidance easily accessible?).

I finally circulated the literature review that I did with regards to customer segmentation (that is, I was looking at how other institutions split up their users into groups). As I concluded, ‘most of the literature reviewed mentioned customer journeys as a very effective way for libraries to measure how well their services accommodate the needs of their users, but none specifically mention how they split up their user base. That being said, the general consensus about how libraries might split up their users seems to be along the lines of where they are in their academic studies, how they are undertaking those (full-time, part-time or modular), and whether they are based at or near the university itself.’

The lit review, I must admit, was not a lit review in the classic sense of the word, as I’ve never done one and neglected to get a book out from the library telling me how to do one (oh, the irony!). So I spent most of that weekend tearing my hair out in front of my laptop, trying to collate all the disparate references I’d collected into something vaguely readable. Nevertheless, apparently my effort was helpful (for Alison, anyway)! We had had a meeting where we all brainstormed all the types of users we have here at Bradford (of which there are lots!) and then Ellie, one of the subject librarians, put together a list which we felt more or less covered most, if not all, the bases. My review supported the kinds of segments that we’d identified in the meeting.

The next stage was a staff training session involving as many of us as possible – both academic librarians and Customer Services staff. Ellie introduced what customer journey mapping is, why we’re doing it, and then invited us to split into groups and have a go at mapping our own journey so we could try out the process for ourselves. My group did ‘Printing work from a PC’. Relatively straightforward, one might think, but mapping the journey proved how many things can go wrong! You’ve got to find a PC, log on, format the work, send it to print [one-sided and double-spaced], find a printer, log on, make sure you have enough credit, then print. All the while there are break points – these are points where things could go either way. You might not know your PIN number to log on to the printer, or once you’ve done that you might not have enough credit, or the printer might have run out of paper… the list goes on! We decided not to include to many break points for the first go as we only had one side of A3 and about half an hour in which to complete our journey. Here’s what we managed to get down on paper (complete with smiley faces):

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Isn’t it pretty? Haha!

The best thing about this training session, I think, was the mix of departments that we had. It’s not often that you have a lot of Customer Services staff working with a lot of the academic librarians, and it was a good chance for us to communicate and to share the different kinds of questions we get asked (although there is a lot of crossover), and the different experiences of everybody.  It also helps us to find out more about what everybody else does within the library! And, although I hate to use the phrase, it was a good ‘team-building exercise’, haha!

I’ve arranged a meeting with a lady at Leeds Met to have a chat about their experiences of doing customer journeys, which will be nice! Hopefully I can pick up some pointers and some good advice as well as get to meet someone else in the profession, which is always nice. It’ll be strange being back there after two and a half years (I did my undergraduate degree there) as a Trainee!

There is quite a bit of library-themed stuff going on outside work too. I’m going to the Academic and Research Libraries Teachmeet at Sheffield Hallam on March 3rd. The Teachmeet is a chance for librarians to meet up, share successes and to support each other, which sounds wonderful! By then I will have been teaching information skills with Kirsty, so [in theory] will have lots to talk about! It’s preceded by the ARLG Yorkshire and Humber Committee AGM, too, which will be interesting although I’ll probably be quite quiet for that one! Best of all, apparently there’s free sandwiches – I’m there.

I’ve also organised to swap visits between myself and Melissa, the Graduate Trainee for Bradford Teaching Hospitals NHS Foundation Trust next month. I’m looking forward to meeting her as we’ve exchanged many emails trying to sort something out, and her experience will be different from mine! So it’ll be nice to see a different aspect of the profession, and of course to meet another Trainee! As well as this, I’ve managed to arrange a visit to the Special Collections at the University of Leeds, somewhere I stupidly never set foot during my time there (I did American Literature, that’s my pathetic excuse…). I’m also really excited for that! Let me loose in Special Collections, that’s the way to my heart!

Last but not least, tonight is the first Library Pizza Club meeting (Leeds cohort!). I am very excited! Pizza and sharing library thoughts is the best way to end a Monday! 🙂

20th January Part I – Teaching (‘The Big Thing at Work’)

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Good morning folks! It’s been a busy old week in Yorkshire, with much to report on. As ever, I’ll try not to waffle, so I think I’ll split this up into two parts! The first being ‘The Big Thing at Work’: teaching! I’ll make the second ‘The Other Big Thing at Work’: customer journey mapping for performance measurement and Customer Service Excellence, which is getting underway here in Bradford. Also, there’ll be more about me tootling around Yorkshire doing library-related things.

Firstly, the teaching! The aim of my mentorship with Kirsty is ‘to gain experience of preparing for and teaching library information skills to a large group of MSc Engineering students to prepare for their Advanced Research Skills module’ (eek!). It’s nice that we’re keeping records of each mentor/mentee meeting as it means we’ll both have a record of what we’ve achieved at the end, and it’ll be something I can put into portfolios or applications in the future.

So far, we’ve had a couple of prep meetings. I found out there’s SEVENTY FIVE OF THEM (the students, not the meetings!). I was under the impression there was only about fifteen. So naturally, I’m now even more terrified than usual.

The last meeting we had was really good though, lots of ideas were discussed! We had a look at some handouts and flow-charts and slideshows from other universities to see what other people had done, and if there was anything that could inspire us! Turned out there was plenty. We decided which bits of the information we wanted to use – or at least, the main points we wanted to get across.

The first aspect of the sessions is to get the students thinking about where they’re looking for information: what databases and resources are best for their course: whether they need to look at books, journals, things like market research or British and/or American Standards. The last two are totally alien to me, so I’m looking forward to learning more about them (from what I gather, there’s lots of information about concrete…)! The students will also need to think about their search strategy, and we’re meeting later today to create a hand-out with a little flow-chart to help them – what to do if you have too many results, too few results, or ‘just right’ (have you covered everything? Are you sure your results are relevant? Could anything be re-worded?).

As well as finding resources, the students need to evaluate them. I’d found some really good key points on a slideshow from the University of Leeds (ah, my alma mater), which were in turn adapted from the Open University’s SAFARI tutorial. However, since most of the students we’ll be teaching are international students who don’t speak English as a first language and may never have set foot in this country before, we felt some of the language on the Leeds materials might need changing to ease them into their research! One fine example is ‘Is the resource obsolete – has it been superseded?’ Our main points will be, in essence:

  • What kind of resource is it? Does it have bias? Is it a book, or a .com website?
  • Who (or which company) has written the resource? Are they qualified or experts in the field, already published, or part of an organisation?
  • When was it published? (This is really important for engineers as they need the most up-to-date information and legislation possible!)
  • Is there any evidence or other research mentioned in the resource? Is it referenced?
  • Is the information at the right level for you? Is it appropriate for your topic? (Does it also relate to the right country?)

Another problem we hit upon is getting the students to engage, with us and with each other. We thought about splitting them up into groups and getting them to evaluate one type of source in their group (journal, book, market research, website), and then feed their thoughts back to us so we can put responses on a Padlet page for them to come back to. It is a big group, but we thought it would be nicer for them to engage rather than being lectured and then working on an example in silence for two hours.

Finally, we decided to create a Powerpoint to help them with their referencing – just to point out where things like the edition, the publisher, year of publication, series title(if necessary), the author or editor can be found on a book, and where this information would go in their citation and reference. (I’m not sure if Bradford engineers use their own version of Harvard – mental note made to check!) We had a look at another institution’s Prezi slideshow, but decided to do our own as then we could tailor it to our own requirements, and then it would be in keeping with the language and style used in our other resources. We decided to do a Powerpoint rather than a Prezi mainly due to time constraints! Hopefully we’ll make that available on the University website after the teaching sessions have finished.

So! Lots to be done on that front – I’m meeting Kirsty later today to work on our little ‘keyword search’ flow-chart. Which, hopefully, won’t inspire any ‘How many library staff does it take to make a flow-chart?’ jokes! Kirsty’s also asked if I fancy coming along to meetings to introduce myself to some of the students we’ll be teaching, so I think I’ll try! It may lessen The Fear a little, haha!