Search results

As libraries increasingly automate and provide external access to their resources, a continual and growing need emerges for training of staff who implement, employ, and support these systems, and, in turn, train end‐users to exploit their new capabilities. The objectives and training techniques that have been adopted by individual institutions and technology providers vary, some being broadly structured toward educating staff members to function in the emerging electronic (virtual) library environment, some being more narrowly structured to facilitate adaptation and use of a specific new system that is being implemented. This symposium expresses the diverse training needs, experiences, and practices adopted by individual libraries, by consortia comprising a large number of libraries, by technology vendors striving to serve their library customers, and by academic computing services that share strategic responsibility for implementing online access to library resources.

The COVID-19 pandemic has driven universities to deliver education online, making use of digital platforms for both formal and informal learning. This move has accelerated concerns regarding institutions’ capabilities to protect students from online abuse and support those who fall victim to its many forms. Empirical data drawn from UK universities prior to the pandemic highlight the lack of policy and practice across the university sector around both awareness of, and support from, online abuse among the student body. Further concerns during the pandemic, which highlight failures not just of safeguarding policy, but cybersecurity practice, demonstrate the need for universities to not only recognise their duty of care regarding student welfare but also to provide training and education for all, making use of online and hybrid higher education.

The purpose of this article is to explore the views of library staff on the effectiveness of an online training module in disability awareness and to evaluate the appropriateness of this method of delivery for staff development in an academic library.

In total, 14 library staff participated in a five week web‐driven training module at the University of Dundee Library using the institutional virtual learning environment (VLE). Results of a pre‐ and post‐study quiz were analysed to evaluate any change in participants’ awareness of disability matters. Opinions of staff on the effectiveness of the training programme were obtained via questionnaire.

Following the programme there was an increase in participants’ awareness and knowledge of the subject. Library staff commented favourably on the value and effectiveness of the module.

All the participants in this study were employees of one Higher Education Institution (HEI) in Scotland. An extension of the study could be developed by making the course available to library staff at other HEIs and exploring the value of the programme to these participants and their employers.

Highlights the value of using an institutional VLE to deliver accessible and flexible online learning opportunities for staff in academic libraries.

Offers a possible solution to staff development needs of academic institutions seeking to meet the requirements of disability equality legislation to ensure disabled users are treated fairly and with the support they require.

This column aims to propose the idea of using learning management systems (LMSs) as a platform for online training and development within academic libraries.

A background and literature review are used as a basis for these recommendations.

The column argues that LMSs possess untapped potential as an effective online library training platform.

The column proposes further widespread use of LMSs for online training and development in academic libraries, despite a historical lack of use for this purpose.

With the rapid growth of the video and VCR market since the 1980s, librarians have increasingly used videos for staff training and development, as well as for instructional purposes. As a medium, video provides a potentially stimulating and accessible alternative to other training approaches. In many training and instructional situations, video can clarify technical procedures, step‐by‐step, using such functions as slow motion and replay. For training programs emphasizing soft skills development (including communication, supervisory, and management skills), video can enhance role playing and behavior modeling. It can also provide opportunities for self‐observation and evaluation through the taping of simulated or actual interactions.

E‐learning offers many exciting opportunities for supporting a wide range of students to learn more effectively, but it has also created significant challenges for academic staff who feel increasingly strained to rethink teaching methodologies. This article seeks to explore the main barriers faced by academics in incorporating technology into their teaching and goes on to offer guidance and practical tips for a more successful and learner‐centred approach informed by the authors’ own e‐learning research, relevant publications and reflective analysis of their own practice. Awareness is also raised regarding survey findings and discussions with academics that confirm that successful implementation of an e‐learning strategy across an institution depends primarily on senior management’s recognition of the wide range of pedagogical, managerial and technological support needs of teaching staff and the workload implications if new student needs are to be met effectively. It is argued, furthermore, that institutions will only be in the position to draw on established benefits of teaching technologies if staff development programmes are redesigned to incorporate emerging technologies and electronic resources and show how these may be mapped on to pedagogical approaches. The paper aims to demonstrate how the lessons learnt have been applied to date and describes the ongoing activities in making the e‐learning vision a reality at Napier University. As such, the work has a predominately UK focus, rather than attempting to cover a wide range of international practice.

Women from culturally and linguistically diverse communities face barriers to accessing perinatal mental health care. Victorian Transcultural Mental Health (VTMH) is a state-wide service in Victoria, Australia, that supports specialist mental health service providers to improve cultural responsiveness. VTMH provided training for perinatal health professionals in cultural responsiveness. The paper aims to discuss these issues.

A curriculum was specifically developed based on a literature review, consultation forum, and input from members of an industry-based reference group. An Evaluation Tool was designed to collect participants’ feedback regarding the perceived relevance of the training content and its impact on practice. Responses were analysed using quantitative techniques and thematic analysis.

Nine face-to-face training sessions were provided, in metropolitan and rural regions. In all, 174 professionals of various backgrounds (including midwives, mental health professionals, and maternal child health nurses) attended. In all, 161 completed evaluations were received and responses indicated that the training was of high relevance to the target workforce, that the training would have implications for their practice, and support was given for further training to be delivered using online methods.

First, an assessment of the cultural competence of participants prior to enrolment in the course was not conducted, and no matched control group was available for comparison with the participants. Second, generalisability of these findings to other settings requires further investigation. Third, the sustainability of the project is an area for further study in the future. Fourth, other methods including direct interviews of focus groups with participants may have yielded more detailed qualitative feedback regarding the effectiveness of the programme.

To facilitate the sustainability of the project, following the face-to-face training, an online training module and a resource portal were developed, offering links to relevant web sites and resources for health professionals working in this field.

The training addressed a significant unmet need for cultural responsiveness training for a diverse range of practitioners in the field of perinatal mental health. Online training can be adapted from face-to-face training and it is anticipated that online training will facilitate the sustainability of this initiative.

The COVID-19 pandemic has placed online learning, blended or hybrid provision as the “new normal” in Higher Education. For most universities and their academic libraries, especially those with a less strong online presence, the pandemic has caused numerous challenges. However, it has also been a catalyst for change and resifting of priorities. For academic librarians involved in the delivery of information skills/literacy training, a renewed mission is emerging, addressing access and connectivity to resources, designing for online education and fostering the development of digital literacy of students.

This is a conceptual paper based on the author's personal experiences and subjective opinion as a Library and Information Science educator with considerable expertise in online distance learning in the UK. Reflecting critically on the impact of the pandemic from an educational point of view and on key changes experienced, the paper centres on the argument that academic librarians could emerge as strategic partners in Higher Education, towards the direction of enhancing students' digital competences development.

The complete and involuntary shift to online learning due to COVID-19 restrictions has opened the door to multiple challenges in Higher Education, which are complex and ongoing: the implementation of remote tools and practices en masse in online teaching and learning in a way that ensures accessibility and equity for all, issues connecting to online pedagogy and how to prepare students with the information and digital literacy competences required for the new online learning “normal”. As academic libraries move forward, they have a renewed mission to help learners in the online space to become both information rich and digitally competent. There is an opportunity to act as the connecting link that will help to move a step forward a strategic vision that places design for equity at the centre of education.

The impact of COVID-19 within Higher Education and academic libraries more specifically, is a theme that has not been yet sufficiently discussed, researched or critically debated as the world is still currently going through the pandemic crisis. This paper aims to initiate some early thoughts and conversation, as well as put forward the author's personal critical positioning on the issues, challenges and potential opportunities, emerging in the current educational climate for academic librarians, and to highlight areas of importance for the design and direction of information and library science curricula.

This paper aims to redefine the peer reference model – using student assistants to staff the reference desk – by expanding it to include upper‐level undergraduate students from various disciplines providing full reference service with minimal supervision as well as performing paraprofessional‐level duties.

Set within a backdrop of budget cuts, severe time and staffing limitations, and increasing demands for library services, the paper assesses the processes and results of implementing this new model of peer reference at a medium‐sized academic library.

The findings suggest that undergraduate students are not only capable but perhaps optimal at providing high‐quality reference service to their peers.

This paper redefines the peer reference model, using a case study carried out in a US university library.

VINE is produced at least four times a year with the object of providing up‐to‐date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by Tony McSean, Information Officer for Library Automation based in Southampton University Library and supported by a grant from the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription to VINE is £10 per year and the subscription period runs from January to December.