Teachers, Trainers, Educators, Enablers:

1
Teachers, Trainers, Educators, Enablers

• What skills do we need and where do we get them?
• Helen Conroy Debbi BodenUmbrella, 29th June
  2007

2
Outline

• What teaching are we doing?
• What skills do we need?
• Where have we got our skills?
• Case studies
• What should library schools / CILIP be doing?
• Survey May/June 2007
• 463 responses
• 54 HE, 15 Schools, 12 FE, 10 Public
  libraries, 7 Health, 1 Commercial, 1 Other

3
What teaching are we doing?

• Percentage time spent teaching (formally or
  informally)
• Involved in a range of activities
• Provide 'on the spot' support 93
• Run small group sessions (lt20) 92
• Write guides or training materials 91
• Deliver presentations 85
• Run one-to-one sessions 83
• Run large group sessions (gt20) 71
• Other Staff development 10,
• Online support 5 , Mentoring 3
• Producing a range of training materials
• 29 assessing IL skills

4
What skills do we need?

• Presentation skills 85
• Knowledge of information literacy 84
• Understanding of teaching learning 83
• Designing learning activities 79
• Writing training materials 78
• Facilitation skills 66
• Coaching skills 53
• Other
• Behaviour management, assessment, mentoring,
  listening, patience!

5
Where have we got our skills?

• Trial and error 72
• On-the-job 59
• Accredited course 30
• Non-accredited course 31
• Neither 31
• Other
• Observation
• Reading
• Discussion / sharing best practice

6
Where have we got our skills?

• Accredited courses
• City Guilds, PGCE, PGCHE, HEA/FHEA, CLIP
  (NoWAL), B.Ed
• Why chosen?
• Available in-house, best/most appropriate
  qualification, convenient flexible, practical
• Why accredit?
• Improve skills/understanding, requirement of
  previous job, recognition, career advancement,
  requirement of current job, confidence
• Who is accredited (by sector)?
• 52 FE, 34 Health, 29 HE, 24 Public
• Non-accredited courses
• CILIP (branches/SIGs), Edulib, Netskills, NIACE,
  MLA, in-house

7
Your 'top tips' for teaching

• Make it relevant and timely
• Be aware learners are different
• Make it interactive and fun
• Be prepared but flexible
• Know your subject
• Have clear aims and measurable objectives
• Keep it simple
• Have patience, tact, humour, enthusiasm

8
Case studies

• Individuals
• Formal qualifications
• MA education, online learning etc
• PG Cert (HEA membership)
• Professional membership
• HEA associate membership
• CPD events
• LILAC
• Places teaching into the IL arena, more focused
  on what librarians need

Not just educational institution that require
these skills
9
Case Studies

• Institutions
• Imperial College London
• Internal information literacy programme iLIP
• Moodle reflective journal
• Leeds University
• Peer observation
• Educational institutions
• PG Cert

10
Case studies

• Professional bodies
• SirLearnaLot
• HEA \ IL group funded
• Based on the EduLib programme
• Project manager Ruth Stubbings, Loughborough
  University
• Chris Powis (Northampton), Moira Bent (Newcastle)
• Marcus Woolley (Bedfordshire) Debbi Boden
  (Imperial) Advisory associates Jane Secker
  Gwyneth Price
• Moodle
• Complements LolliPop skills packages

11
Skills required

• Current
• knowledge of structure of
• information
• creation of literature searches
• how to search resources

• New
• understanding of IL
• knowledge of pedagogy
• terminology
• learning styles
• course design
• assessment
• management of group
• behaviour

12
What should be taught on library courses?

• All 44
• Of those specifically mentioned
• Understanding of teaching learning 23
• Presentation skills 19
• Knowledge of information literacy 18
• Designing learning activities 12
• Writing training materials 10
• Coaching skills 4
• Facilitation skills 4

13
What should CILIP do?

• Teaching has become a core part of a librarians
  role
• Not just Higher Education (HE)
• People need IL skills to function in the digital
  world / knowledge based economy
• Public libraries can help combat the digital
  divide
• Your suggestions
• Run more courses (cheaper, not London), accredit
  teaching courses, encouraging library schools to
  include these skills, provide training materials,
  disseminate good practice

14
What should CILIP do?
15
References

• Helen Conroy
• helen_at_netskills.ac.uk
• http//www.netskills.ac.uk/
• Debbi Boden
• d.boden_at_imperial.ac.uk
• www.cilip.org.uk/informationliteracy
• www.informationliteracy.org.uk
• SirLearnaLot
• r.e.stubbings_at_lboro.ac.uk