Digital Literacy – inspiration from Cardiff

By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements.

JISC

A couple of weeks ago I headed to LSE for one of their NetworkED seminars entitled “Putting digital and information literacies into practice.” It was delivered by  Cathie Jackson, Janet Finlay and Joe Nichols from Cardiff University about their Digidol Project. It was one of those presentations where you come away inspired to do lots of things and also wondering where to begin.

Cardiff have a solid background in Information Literacy (IL), it has been part of the University’s Teaching and Learning Strategy since the early part of this century with a view to it being fully embedded. They explained that they have had a good top down buy in to IL and in turn this is helping with Digital Literacy. Cathie made a few excellent points about embedding IL (something close to my heart):

  • Has to be embedded this is the only  way it makes sense in academic context. It has to be entirely embedded and Not preserve of library but library provides support so academics can deliver IL.
  • Subject Librarians worked with academic staff on a course by course level.
  • Not too precise – what is comfortable for discipline.

She also mentioned the excellent Cardiff Information Literacy Resource bank which I myself have used and which academics can pull things from to use in their teaching. The items are deisgned so anybody anywhere could reuse them – worth pointing academics in our own institutions towards this resource.

Whilst IL is embedded in at least 66% of Cardiff’s courses DL is not massively widespread and embedded. Cardiff are bringing it all together, building on the strong IL foundation and blending  digital literacies, academic literacies, information literacies  together in the education strategy.
They have strong support from management. For example the Chief Operating Officer uses digital media incl blogs. This managerial involvement is seen as key to getting digital literacy on to the agenda. They are also involved in the central staff development programme.
One of the areas they have indentified as being an is issue is the communication gap between service providers and staff and students.
Taking Beetham and Sharpe’s  2009  model they have added another layer at the bottom for Awareness :
Cardiff found IL was stopping at skills and there was a need to look at how to apply it for example to produce a presentation. Different literacies mapped on to the pyramid from Beetham and Sharpe.
They came up with core tasks – building blocks for practices. I.e. find, manage, manipulate, producing, share.
They also identified practices – e.g. Giving presentation, Managing online presence, writing an essay
They also thought of the highest level and what do you want to see from a graduate  in other words what you want to see at end of course.
They looked at different models including the SCONUL digital literacy lens and now have set of 5 core tasks and examples at higher levels. This has been critiqued by their subject librarians. One key point is that DL (and all literacies) flow round triangle, students don’t reach top and finish.
There are some pertinent points:
  • Difficult to talk about practices and attributes – core tasks tend to be combined.
  • Practices need to be disciplinary based I.e. science versus arts
  • Some disciplines expect a read paper.
  • Tools are changing every week – using concept mapping including external tools and how they match the core tasks but also important to understand what people do I.e. tasks maps back to services this allows new technologies to be mapped back.
It is all about conversation – need to talk to staff and students about what they use and get other services involved. Conversations can happen on social media which led on to thinking about what opportunities might social media provide?
They asked students “What do you think you would benefit from?”
Answer:
“how could they use social media promote themselves”
So the answers to questions might not be what you expect but provide great opportunities for developing new areas of training. This echoed the skills gap they had observed. Service providers (including the library) might have tools to solve the problems and tasks of the staff and students but often the two don’t match up.
This is where developing learning literacies helps to enable the staff and students.
Connecting with other areas of the institution such as careers to bridge these gaps works well.
Putting digital and information in practice
Strategically driven
  • Building on establishes iniatives
  • Detailed in university strategies and action plans
  • Key gatekeepers and decision makers
Contextualised
  • Learning literacies development framework
  • Promoting ac ownership
  • Task and practice focused
Scalable and sustainable
  • Linking services to practices – knowledge hub
  • Initiating and maintaining conversations
  • Building communities of interest
This is a link to the Prezi.
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Developing supportive spaces for researcher communities #researchspaces

The Vitae day on spaces for researchers was a really interesting event. The morning was spent hearing about the Hive at Sussex. This is a dedicated researcher space and one of the things it helped me understand is that it isn’t so much the space itself but what you do with it and the people involved in it. The Hive is swipe card access (swipe card access seems to be very important for these researcher spaces as it gives control and exclusivity) but otherwise is a fairly simple space with sofas, computers and laptop spaces. On the surface it doesn’t seem like anything special but the community that has built up around it, in no small part due the partnership with Sage, seems like a vital part of the researcher’s experience.

Sussex is working in partnership with Sage (who apparently want to adopt more universities …). Sussex get funding for things like the Hive Scholars and Sage in return get the opportunity for feedback from researchers far richer than anything they could get from surveys and other traditional research methods.

The Hive scholars are three researcher’s who receive a bursary for 6 hours work a week. They all work on things to promote the hive, utilising social media to great effect. Something they said echoed with what we did at Cass – using a variety of methods that interlink to get maximum liaison opportunities. The scholars reported how the Hive enriched the research community by providing a hub which allowed informal social events as well as more formal events to take place. These events then meant people who may have been doing similar research in different departments met and exchanged ideas. It is easy for researchers to be silo-ed but the library is a centre for all of them and therefore a sensible place for these hubs to be located.

A couple of great ideas they had were Shut up and write! (re

 

searchers meet in a cafe, have a chat then concentrate for a set period of time and then have another break) and advice written on the glass walls by more experienced researchers for new ones at the welcome event including “Read A lot”.

2012-12-13 12.55.572012-12-13 12.56.15

 

In the afternoon session we had a talk by Dawn Duke, Researcher Training and Development Officer, about the SPLASH area at Surrey and writing boot camps they set up to encourage researchers. One was a full on boot camp with people telling people off for not working and things, this was for full time Phd students because they identified a big problem with procrastination and that it usually had a cause. The bootcamp helped people identify causes, suppo

Finally we heard from Fiona Colligan, Warwick Research Exchange about how Warwick has introduced somethin

g akin to online dating for researchers called Research Match this built on similar set ups to the

Hive but has broken into some groups which didn’t interact so much with the physical space for examrt each other and break through the procrastination problem in spaces that suited them so if they needed quiet that was available but if they wanted to collaborate that was available. Surrey also identified a few issues about completion so they organised a retreat for part-time and distance students. This was more relaxed than the bootcamp. One thing the library did was source a collection of thesis so students who may not have seen a UK thesis before were able to see what this was. Two senior academics also stayed at the retreat for the whole weekend (students stayed on site for the weekend).

ple people in the hard sciences who have their own networks in labs etc but they have signed up to research match in large numbers. This sort of innovation really seems to come out of physical spaces.

By the end of the day I really felt encouraged to think beyond physical spaces for ideas that the library can be central to in the support of the researchers but also confirmed that a physical space dedicated to researchers, ideally controlled by swipe card, is a worthwhile idea but needs to be part of something bigger in terms of collaboration and student involvement. A room with a sofa and computers labelled “researcher’s space” isn’t enough.

I have stroyfied some of the tweets from the day below:

  1. Vitae_SE_Hub
    Hearing about the Sussex Hive, Surrey’s SPLASH and

    the Warwick Research Exchange. #researchspace

  2. sussexreshive
    The hive scholars are presenting at the ‘developing supportive spaces for research communities’ event in the library today #researchspace
  3. sussexreshive
    Looking forward to sharing our experiences as scholars and hearing about how other libraries support researchers #researchspace
  4. melon_h
    Really interesting to here from Joanna Ball about collaboration with SAGE over the Hive #researchspace
  5. sussexreshive
    Now hearing from Patrick Brindle from SAGE about how they benefit from their relationship with the Hive. #researchspace
  6. sussexreshive
    Patrick brindle: open access could potentially change everything for publishers #researchspace
  7. melon_h
    Patrick Brindle from Sage now talking about what the Hive does for SAGE #researchspace
  8. robwannerton
    Really interesting analogy of 92 Election on where information is being drawn from to make decisions in publishing #researchspace
  9. sussexreshive
    Patrick Brindle: a more meaningful relationship with researchers through the hive that gives better insight than surveys #researchspace
  10. melon_h
    value of Hive means that Sage don’t rely on polls and get deeper relationship and understanding with library and researchers #researchspace
  11. melon_h
    Really interesting hearing the hive scholars discussing the importance of networking as part of he Hive #researchspace
  12. joanna_ball
    Welcome event in @sussexreshive : five things I wish I’d known in my first year as a doctoral student #researchspace
  13. joanna_ball
    Hive Scholars: Shut up and Write events provide opportunity for researchers at all levels to share experiences. #researchspace
  14. BrindlePatrick
    Really like Sussex Hive #researchspace idea of ‘Shut Up and Write!’ sessions for @phd students overcoming writer’s block.
  15. sussexreshive
    Took participants on tours over lunch, people seem inspired by hive as both space and community #researchspace
  16. sussexreshive
    Now hearing from SPLASH at university of surrey – they offer intensive writing courses for researchers #researchspace
  17. sussexreshive
    SPLASH publication boot camp – 1 week from notes to first draft with ‘drill sergeants’ stopping procrastination and advising #researchspace
  18. sussexreshive
    This meant that researchers could talk through problems as thy arose. Supporting creative process of writing #researchspace
  19. sussexreshive
    This is inspiring, I want to go to a publication boot camp! #researchspace
  20. sussexreshive
    SPLASH at Surrey also ran a thesis writing retreat over a weekend aimed at part timers struggling to complete #researchspace
  21. sussexreshive
    They made a collection of 75 theses available at the retreat to give people a better idea of completion – this is so useful #researchspace
  22. sussexreshive
    The retreat gave the feeling of being ‘locked up’, short 15 min training sessions, one on one advice and a social function #researchspace
  23. sussexreshive
    Procrastination is never just procrastination – underlying cause #researchspace
  24. sussexreshive
    There were 900 research led events in the research exchange at Warwick in 2011-2012 !!! #researchspace
  25. sussexreshive
    How can a space facilitate interdisciplinary collaboration amongst researchers? #researchspace
  26. sussexreshive
    Warwick run an online ‘research match’ service matching research interests for collaboration. Amazing. #researchspace
  27. sussexreshive
    This has allowed new research networks and collaborations to emerge #researchspace
  28. BrindlePatrick
    RT @sussexreshive: Warwick run an online ‘research match’ service matching research interests for collaboration. Amazing. #researchspace
  29. pretty_curious
    Effective use of PGR ambassadors also works well to create community and peer support #researchspace
  30. pretty_curious
    But possibly you need some dedicated space to provide focus for events and study space that appeals to researchers #researchspace
  31. sussexreshive
    Great day, loads to think about and lots of ideas for future events and collaborations #researchspace

LILAC12 – a (not so) quick report #LILAC12

Having written a post about what it was like to present at LILAC I wanted to write up the conference itself (well the bits I attended).

Keynote 1 – Megan Oakleaf

Keynote 2 – Lord Puttnam of Queensgate, C.B.E.

Libguides tips and tricks: thinking outside the box – Eleanora Dubicki, Susan Gardner & Louise Gordon 

Playing Games and growing trees  Andrew Walsh Huddersfield @andywalsh999

Mobile technology and information literacy instruction: the McGill Library Experience. Maria Savova, Robin Canuel and Chad Crichton

Information literacy through inquiry: using problem-based learning in information literacy instruction Alan Carbery

Glasgow University
Glasgow – the conference wasn’t in this bit though!

Overview

I got a lot from attending. It was great to meet other librarians from across the world (there were lots of international delegates) and meet many faces from Twitter. I am really lucky to work somewhere that encourages us to attend conferences. It is such a positive experience and one I think is vital for us and our institution to evolve and stay ahead of the game. LILAC is  a big conference (by UK standards), but not so big that it feels overwhelming. Each day there was a keynote and then parallel sessions which meant there were a lot of things to choose from.

Glasgow was a nice place to visit and we did appreciate the free Caramel Log in our goody bags.

All the presentations that are available are here.

Keynote 1 – Megan Oakleaf

Play the ace: assessing, communicating and expanding the institutional impact of information literacy.
Megan’s impressive keynote looked at how it is important to demonstrate the value of the academic library to universities and how IL can be used to do this. She is the author of a US report: Value of Academic Libraries
Some points she made included:
  • Everyone loves library but don’t want to pay for it.
  • Focus on what collection enables people to do.
  • It is a good idea to define outcomes (learning outcomes) of what institution needs and wants. Could include employability, student retention.
  • What leads students to come to an institution? In US library second most impactful building. (learning spaces are first).
  • At Minnesota library instruction increases chance of re-enrolment year on year.
  • Acrl information literacy competency standards in higher education.
We did a great exercise where we used a grid called the Instruction Impact Map with Campus Needs, Goals and outcomes down one side and a list of things we do int he library along the top i.e. Tutorials, reference service etc. We then took one of the columns and rated how well it impacted on the campus need. This really made us think how we could connect the two things and really demonstrate how important what we do is.
Megan then suggested collecting evidence to back up our claims on the impact of our work making two important points:
  •  Authentic, integrated performance assessments.
  • Not surveys etc

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Libguides tips and tricks: thinking outside the box – Eleanora Dubicki, Susan Gardner & Louise Gordon (@louiselib)

The workshop delivered on Libguides was really useful. The major thing I took from it was the use of Libguides Polls.
Polls in Libguides
The poll before completion.
The results of the poll.
An example of which was used at the start of the session to see how many people in the session were using it and what we wanted out of the workshop.
The session was run round a guide: http://libguides.lmu.edu/lilac2012
We already use them at City but I hadn’t really thought of using them to base a whole session around but by using things like the polling and wallwasher they could be really interactive tools in our teaching as well as great support tools.

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Keynote 2 – Lord Puttnam of Queensgate, C.B.E.

I have to confess to having a bit of a fan girl moment when I saw Lord Puttnam as with my film-lover hat on I think he is an incredibly important figure in the British film industry. I now realise he is also an powerful voice in the world of Education two examples of his work are:
  • Founded future lab.
  • Sits on house communications committe.
The overarching theme of his speech was that what may seem radical to us now will not be in the future that People expect new form of relationship with world around them now. He gave several examples:
  •  Uni of Sunderland 24/7 opening radical in 1997. As was drinking coffee in library – keyboards so cheap irrelevant.
  • Www is just a click away.
  • Importance of libraries and schools.
  • Refreshing to see how quickly racists etc are brought to order on twitter.
  • Librarians help people steer towards right information.
  • Talked about unpredictability of what is to come I.e. Facebook buying instagram
  • Talked about the fact his parents would have thought 3 careers was bizarre but he can imagine his grandchildren having 6.
  • Huge levels of competition and complexity – unique challenges for us as educators.
The point that most people were buzzing about afterwards was:
Many currently in education will work with voice activated technology in working lives.
This means we will need a pedagogy to work with voice activated tech … Importance of voice and thinking. Keyboard skills will still be useful but not as important. Research and development is not put into keyboards. Money is in voice recognition both spending on research and in profit.
Apple, google and amazon all using this technology so children born today will think it is the norm. Essentially we will be working differently. Oracy (?) will be important. Teachers will have to be better at listening and students better at talking
and so strong spoken language skills will need to be developed. He said this isn’t that new, Aristotle’s The Art of Rhetoric is still a best seller but we will need to structure thought differently it requires students talk more but teachers less. 1975 Bullock report suggested teachers were so long winded pupils had 20 secs each to talk.
Currently there is disparity between how people behave with tech at home and how it is used in classroom. For example a surgeon from 1912 couldn’t work today. A teacher could because we aren’t using enough technology in classroom.
Need to understand students world, how they relate to it and we need to be aware of problems surrounding adopting technology i.e. digitising old practices isn’t the way forward. We need to consider what advances an entire digital pedagogy could be like. It is about digital not digitising.
He discussed the need for an undisputed education of women. World class education system underpins world class health and social system. Will not work other way round.
He ended with a quote from Stuart Brand “We are gods so we better start getting good at it”
There was then a great Q&A session:

Q: French children don’t learn to read and write until later. They develop oral and reasoning skills first.   – what about it?
A: Need to look at other countries. If you find yourself saying “this is the way we do it” stop doing it that way.
Q: Exam system doesn’t reflect digital technology.  IB allows it more than A levels with large piece of work.
A: most useful thing medical world could do is clone librarians as they have 19th century assessment process. It is out of step with technology and teaching. Lord Puttnam thinks International Baccalaureate is the way forward.
He then talked about the role of librarians:
  • Not what we do but branding is a problem.
  • Breadth width and importance of what we do needs to be promoted by us and others.
  • We aren’t gatekeepers.
  • Make sure title librarian isn’t trapped.
  • British library has done it brilliantly. It is vital and important.
Q: Cost question of technology.
A: Things you can’t afford not to have. If you are seriously concerned about child’s future you will forgo things to get them. Cost of slates in 19th century was crippling for a family but they did it. Education can’t be allowed to become unaffordable. TES – cheaper for them to buy £100 tablet and send it to all subscribers than the print copy as print costs £100 a year. Got to make tech vital so saying not do it because of cost is not relevant. IPad is as important as slate David Lloyd George learnt to write his name on.
Q: Issue around accent etc for google voice (and all voice technology)
A: technology will improve and be more forgiving. Recalling dictation from work in advertising. He learnt how to dictate a letter. You have to think in a particular way to dictate a letter.
Matrix of literacies
Being articulate is a life skill.
Q: Distance …
A: Cisco telepresence system on west coast of Ireland. He does lectures from home. 5 universities. Notion of distance is not relevant any more.

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Playing Games and growing trees  Andrew Walsh Huddersfield @andywalsh999

Lemontree Cake
Lemontree gave away cake on a stick

This session really appealed to me as I am interested in the gamification of learning. Huddersfield have done a lot of work on the connection between library use and student achievement. One of their findings was that the physical library didn’t make a difference. This meant they wanted more serious use from students who came in for social reasons by putting a game over top of library usage.

You can view the game here
There is also more information here.
 The game connects with Facebook and a lot of the social interaction is in Facebook. Once registered you don’t have to go on to lemon tree you can see what you are doing in Facebook.
As always data protection is an issue so they make sure people are happy to share data I.e. what books you borrow and under settings you can turn off what information is shared.
One of the key benefits appeared to be that it can be used to see what other people from courses found useful.
As is often the case as interesting as the game looks the thing that stuck with me (as I doubt we would be going down the game line) was the promotion suggestions:
  • Little cards including things like “playing the library”
  • No big worthy things
  • Low key and fun
  • One poster
  • Messages that appear on plasma screens
  • Has to be fun and inviting
  • Cards are being scattered
  • Put it in high demand books
  • Also put codes to reward in low use books.

Details of the presentation are here:

Http://eprints.hud.ac.uk/13125/

Mobile technology and information literacy instruction: the McGill Library Experience. Maria Savova, Robin Canuel and Chad Crichton

McGill library from the palm of your hand – delivered to librarians as wells as students and faculty
There were several good points made to be aware of when looking at the use and implementation of mobile technologies.
  • Have to establish what is possible on different ereaders etc (wifi or 3G or not)
  • Ezproxy helps use on mobile devices
  • Challenges – it isn’t clear from the catalogue if book can be downloaded
  • Also availability – can’t tell if someone has downloaded it already (some limits to number of downloads)
  • Ebsco – need to download PDF for use offline.
  • Problem PDF is a picture not text. Doesn’t work well on ereaders.
  • Reflowable text – ePub, amazon azw kindle format, mobipocket reader format – universal eBook Reader for PDAs
  • Science direct allows you to convert into ePub /Mobipocket
  • Calibre allows you to change formats (as long as not protected by digital rights)
  • Different devices have different structures i.e. file structure in Android is different to Apple.
New ways of searching for information
  • Voice search –
    Most mobile devices have voice connectivity
    Shazam / soundhound technology – biologists use it by capturing birdsong and identifying birds
  • Visual search – Google goggles – can not only identify things in images but also if you take pic of an image it will find other references to the image (for example a picture of a painting)
  • Context specific – Location aware search results – world cat mobile use it. Computer finder.
  • Barcodes/QR codes -QR codes – super easy to implement.
  • Augmented reality – point camera at reality around you, brings information in around you. Layar app – information about our campus, direct where,how to get to library.

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Information literacy through inquiry: using problem-based learning in information literacy instruction Alan Carbery

This presentation was probably the unexpected highlight of the conference. Unfortunately I was so gripped I forgot to make notes. This is the presentation:
I have used PBL a lot in my previous work  but not so much recently. Alan’s presentation inspired me to think about how I could use it in the future again.

Presenting at LILAC 2012

This year was not only my first LILAC but also my first solo presentation at a major library conference. I am pleased to say both attending and presenting are experiences I look forward to repeating.

Despite the fact that anybody who knows me knows I can hardly be described as shy and have never shied away from public speaking or giving  presentations I was nervous. I have delivered presentations to groups of 300+ but presenting at LILAC was by far the most nervous I have been before an event. I think this was probably because I was delivering a presentation to my peers. People I respect, who know a lot about Information Literacy and who all might have thought the “innovative” idea I was presenting was in fact old hat.

Before I get on to the presentation itself I’ll explain a bit about the process that I went through to get there. LILAC put out a call for papers in the Autumn with the themes for the conference. This year they were:

We welcome  proposals which address one or more of this year’s conference themes:

  • IL and the digital future
  • IL research
  • Supporting the research community
  • Transitions: from School through to Higher Education
  • IL and employability
  • Active learning and creative pedagogical approaches

We’ve been doing a lot of work at Cass on IL and employability so I instantly thought this would be a good strand for a presentation. However … the best idea wasn’t mine! So I asked my lovely colleague Carolyn Smith if she minded me talking about our Cass Certification programme as it was her idea. Luckily she said yes. I wasn’t entirely sure where to begin  with my abstract so I looked up some previous year’s and realised that there is a lot of variety in styles, some heavily referenced and some not so much.

I wrote a short abstract of 300 words (for a 30 minute presentation) which my manager and Carolyn both read and suggested a couple of tweaks. Then I submitted it and waited. I wasn’t sure I’d done it right so was very surprised when I received an email saying it had been accepted on provision that I made a couple of revisions. These were basically adding a bit more about why it was innovative and different and taking out some background.

So, I resubmitted and then forgot about it. April seemed a long way off in December but suddenly it was the last week in March and I need to get something done so I gathered all my points together and started working on a Prezi. Prezi really suits my way of thinking as I am quite a visual person and I like the way it works you through a thought process. For me it works a bit like a mindmap which I then reorder to make sense to other people (I hope).

So presentation done, I just had to make a few notes on Evernote so I could easily refer to them. These were basically statistics and a few points I though I must make.

I was ready to go! I was lucky I could get my session over with on the first day. At LILAC they run several sessions at once so people sign up for the ones they are interested in meaning there is a lot of variety to choose from. I had a good turnout and it was nice to see some familiar faces in the audience.

My main worry beforehand was I had misjudged the content and that it would all be over in 5 minutes or I would rush the end because I had no time and that would have been a bit awkward either way. I don’t like to over rehearse but I had mentally run through it a couple of time and in the end was pretty much on time. I had parts of the presentation I could have rushed or taken longer to talk about if I felt timings were out but it was ok and I had time for several questions which was good as it made me think about how library certification might work elsewhere.

This was a really good experience and something I hope to repeat again. I’d really recommend submitting papers and giving presentations to anybody. The worst is you won’t get accepted but there’s a good chance you will. I am very lucky to have very supportive colleagues and manager who encourage us to try to apply for conferences and submit papers.

This is a link to the presentation.

Evernote

The Research Pile

Evernote is THE best app I have found in the last year. I was given the task of looking into it for 23 things city and to be honest wasn’t sure what use it would really be but now I have no idea what I did without it.

Evernote is a web application which is also available to download on to mobile devices, desktop PCs, lap tops and just about every computer. This means that you can literally use it anywhere and it will sync with on all your devices and the website.

 I was always starting a notebook then forgetting it and starting another then never looking at the notes anyway because I couldn’t read my writing or had to scan through so much that I couldn’t find what I was looking for but with evernote I am finally becoming a notetaker!

Česky: Toto je ikona pro sociální síť. Je souč...
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I use Evernote to plan blogposts, take notes in meetings or lectures and save pictures or links. I use it both personally and professionally. I can start something on my laptop at home, work on it on my iPad on the train, edit it on my work PC, log on to any computer to check it via the web and share it via my phone if I want. At the Business Librarians Association Conference I was able to make notes, download all the pre-conference information and agenda and keep it all in one “notebook” on Evernote. When I came back to the office I could view these notes online and add links to them where needed. I can then share the notes with colleagues. For example these notes on a talk about doing a library video from the conference.

Why use it?

Even if you don’t have a mobile device to use it on or a lap top to download it to it can still transform your work.

* You can log on to the web version (http://www.evernote.com/) anywhere with an internet connection and you can share your notes so it is a great way of quickly creating a simple web page or putting a plan together.
* You can clip all or part of a webpage into a note by using the web clipping tool (this is easier to install at work on Firefox than on Internet Explorer).
This is a note I created linking to a clipping of this page.
* You can create checklists so you can tick the boxes to keep track of what you have done.
* You can tag notes so notes in different notebooks can all use the same tage and be found on a search.
* If you are using it on a mobile device you can add a location so you can see all notes made at that location by you.

Evernote is particularly useful for projects as this video shows:

How do I start?

Evernote have some getting started pages which take you through everything step by step.

Teaching in Higher Education

Today I have been taking part in the Teaching in Higher Education short course at university. It’s been a really interesting day, sharing ideas with people who are teaching all over the university in a variety of departments.
Today we mainly focussed on planning and discussing ways of dealing with different situations.
I can’t wait to apply some of what I have learnt to inductions and training. It wouldn’t be a bad exercise to produce aims and learning outcomes for the various things we do. It would be a far better use of our time than faffing with screenshots!
I’m hoping this will all help to inform my National Teaching Fellowship.

College of Occupational Therapists

Last Wednesday I attended the first College of Occupational Therapists (COT) library day. This was a chance to meet 11 other librarians who support Occupational Therapy and hear about what the Occupational Therapists do to support our students.

It seemed we were all agreed that OT students are very rewarding to work with. They make use of the libraries and are grateful for the help you give.

It was also good to meet other librarians too, it’s so easy to get caught up in the day in day out part of the job but getting out and meeting people who are experiencing the same things and sharing ideas is invaluable. It also made me feel very fortunate to work for a university which is forward looking and supportive of libraries.

The major thing I hope will come out of the day is an ongoing peer group where we can share helpsheets, learning materials and other advice.

Part of the day was spent discussing Information Literacy and the best way of supporting it. One group discussed definitions of IL and agreed the CILIP definition from 2003 was the best:

Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. (http://www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/Pages/definition.aspx)

My group discussed how we can help students to develop information literacy skills. We agreed one thing that is needed is for students to be able to get all their infomation in the same place, they don’t need to know the library does one thing while Student Services does another. I am proud to say at Brighton we do this already!

It was also agreed it needed to come in a variety of formats from hands on sessions to workbooks and online tutorials.

It was lovely to meet the team from the COT library. They are so helpful and the resources are great.