Chartership portfolio submitted!

There are lots of changes happening in my life at the moment, which is why this blog has gone quiet in recent days! Yesterday, I finally submitted my chartership portfolio – hurrah! It’s been pedal to the metal with chartership over the past two months, as I wanted to submit before beginning my new job next week (more on this in a future blog post!).

Step 1: CILIP chartership event

I found the chartership process quite easy and straightforward. I kicked things off first and foremost by attending a CILIP ‘getting started with chartership’ event in London. This event was really useful because we were able to ask experts our fiddly questions, and had the opportunity to look at different example portfolios. I also felt reassured that there were lots of other people in the same boat as I was, and I came away from the session feeling more confident about the process as a whole. I wouldn’t say the event was essential, but it was helpful.

Step 2: PKSB 

I then went away and worked on my PKSB. I was really anxious about this – it’s a horrible document that’s just far too long, with confusing terminology and lots of the points overlap anyway! Luckily I was reassured by the fact that at the chartership event, it was clarified that we only really needed to focus on 6-10 points, and that it was ok to be totally clueless about areas outside our own experience. The Excel spreadsheet version of the PKSB is infinitely more useful and manageable to use than the unwieldy PDF.

Step 3: Mentor

I found it difficult to locate a mentor outside my sector that was close to me geographically, so I decided to widen the net a little and found the lovely and helpful Alison Millis, who is based in Tunbridge Wells – about 2.5 hours away! We got in touch via email and I did visit her once, but beyond that all our communication was done via email. I found the online portfolio system really lends itself to distance mentoring as Alison was able to track changes in my portfolio and offer her comments without too much hassle. Alison helped me to put together an action plan for my chartership and was very responsive and helpful throughout.

Step 4: Professional Development activities (and gathering evidence along the way)

I am quite lucky in that my (soon to be former) workplace is excellent at providing training and CPD opportunities. Senior management gave us 2 hours a month dedicated to chartership discussions, as well as our own training budget. What I found especially useful was the opportunity to participate in the University of Reading’s FLAIR teaching scheme for new academics, which has meant that I am now an Associate Fellow of the Higher Education Academy, and feel like less of a fraud when delivering teaching and training! I didn’t really have to do a whole lot specifically for chartership – lots of the activities that I used for evidence just came from all the things that I did as part of my job.

Step 5: Putting it all together

I started writing my evaluative statement almost from the very beginning – a really useful piece of advice given to me by Alison. Having the structure outlined, organised according to the evaluative criteria and the PKSB skills I wanted to evidence, was really useful in helping me keep focused in my writing. Also, I am lucky to have had practice with reflective writing during my MA course at Sheffield – thank you Barbara! The VLE is very clunky and not the nicest to use, but I was able to figure my way around it reasonably easily, doing most of my writing in Word and copying things over to the VLE when I’d finished. I didn’t personally need any help but I’ve seen from various forum notifications that the CILIP team are very responsive and helpful, if you do encounter problems.

Anyway, it’s in the hands of the assessors now… fingers crossed!

Lovely wildflowers at the Horniman Museum

Lovely wildflowers at the Horniman Museum

Social media for teaching and learning

Earlier this week I attended a University of Reading workshop on using social media for teaching and learning. A storify summary of the day is available here.

I thought the day was very useful overall, although there were lots of things discussed (such as Padlet and Quizizz) that I would consider more ‘online tools’ than social media, really. There were lots of examples of good practice, but some of the key points that I took away were:

  • Privacy is a real issue of concern for many academics and students. Facebook offers a greater degree of ‘distance’ than Twitter (you don’t have to be ‘friends’ to be in the same group and communicate, groups can be kept private). Some academics were also concerned about potential problems arising from more informal modes of communication with their students and were worried that they might get in trouble with the university for not following established protocols. I suppose the key here is for the university to publish clearer guidelines on acceptable social media use for professional and educational purposes.
  • Cultural differences affect social media choices! Facebook isn’t big with Chinese students, for example. So this is important to bear in mind when selecting the right platform to use with your students
  • It’s better to back web-based tools rather than programs which need to be downloaded (often university machines are locked down and any new programs and updates need IT departments to get involved).
  • Lack of confidence amongst academics is a key barrier as well. I think there is such an opportunity here for us to get involved, as there is a clear demand for more training and expertise sharing! I know many librarians already run social media workshops for staff and students (Judge Business School Library, for example), and as professionals experienced in providing training on new technologies and ways of managing and navigating information, we already have many of the necessary skills.
London skyline

London looking lovely on a summer’s evening

I would like to incorporate social media into my own teaching practices but I’m not sure how well this would work, particularly given the way in which I often only see students for one or two isolated sessions throughout their academic careers, rather than having a sustained relationship with them over time. The web tools, however, are easier to apply in the sessions that I teach, and I will definitely try them out in some of the induction sessions I’m running in October!

Overall the day was a brilliant learning experience for me. I thoroughly enjoyed discussing ideas and opportunities with academics from across the university, finding out what works, and what doesn’t.

CPD25 event: Introduction to Marketing within Academic Libraries

The Weiner Library for the Study of the Holocaust and Genocide is a fascinating place – such a treasure trove of unique material, although both physically and emotionally daunting, I think. Anyway, that’s where the CPD25 event I attended last week was held, in a room that was definitely too small to accommodate the number of participants attending!

The session was two hours long and there was a lot of material covered during this time. Samantha Halford, who facilitated the session, has put together a helpful storify outlining the key points we discussed.

We began with an icebreaker activity in which we were asked to match celebrities to the brands/products that they endorsed. There were some really obscure ones there, which sort of undermined the point that ‘we subconsciously absorb marketing information all the time’ because clearly in these cases… we hadn’t! It was fun, however, and it’s certainly a useful activity to bear in mind if ever I run a session on marketing…

We then ran through a quick overview of what marketing actually is (building relationships with users), and what it isn’t (just promotion, advertising, or branding). I feel like I already have a good grounding in this area thanks to a session on this topic during my MA in Librarianship at Sheffield. However, it was good to go over the basics; remembering to focus on the reasons why you are running a particular marketing activity was my main takeaway point from this first half of the session. Ned Potter’s book was also plugged during the session; I’ve found it a really useful and accessible introduction to library marketing and would highly recommend it for anyone interested in this topic.

Mam Tor, in Yorkshire

Mam Tor, in Yorkshire

There was then an interesting group activity in which we discussed the different ways in which we would target different user groups within our libraries. This has been echoed somewhat with a session I’ve just had today at my EDMAP1 teaching day, on how ‘minorities’ are now the ‘majority’ of our users, and how we need to think about the ways in which we communicate with and cater to the unique needs of our heterogeneous user base.

The most useful part of the session was, for me, Jacqui Gaul’s top 7 tips for marketing in academic libraries. These were really practical:

  1. work with a marketing department if you have one
  2. create a visual identity for your service
  3. use a planner to map out your activities throughout the year
  4. always remember what the purpose is underlying your marketing initiatives and keep this at the forefront at all times – don’t just do something because it seems like a good idea!
  5. highlight benefits, not features
  6. think like a user
  7. use ‘AIDCA’ to underpin your messages

Looking at my own current practice at my organisation I can see that there is plenty that we can do to improve the ways in which we build relationships with our users. To some extent I do feel limited because I am in a junior role within my organisation with few opportunities to really make any decisions; however, I still think within my own departments I certainly will be able to put some of the tips explored into practice.

I think that over the next few months, I will use these marketing tips to try and improve my relationship with the MLES department, which as I mentioned awhile ago is one of those that I have had little engagement with (in terms of with the student body; the staff are great!). I will particularly work on the planner idea, trying to match my communications with students so that they are timely and in sync with what’s going on in their academic lives. I will also try to improve the email communications that I send out to them by highlighting benefits and using AIDCA, while putting on a ‘user’ hat to ensure that any confusing terminology or presumed knowledge is left out.

Here’s hoping this will help increase the number of enquiries/interactions I have with students – one of the few KPIs that I have at my disposal!

New year!

Looking back at my first full term as a professional librarian, I can confidently say that I have achieved quite a lot! I’m really enjoying my current role and have really felt challenged and inspired. My personal highlights have been: the Celebrating Success award from the Head of one of my departments, and becoming used to delivering teaching sessions. Also, it’s always so nice to receive positive feedback and thanks from library users I have helped, that’s what drew me to librarianship in the first place!

YiWen's MA Librarianship certificate

My MA certificate!

My MA certificate just arrived in the post a few days ago! I have seen other librarians debate the value of a postgraduate qualification in librarianship and I have to say that I think my degree has been really useful in helping to prepare me for the responsibilities of my current role. When filling out the PKSB for Chartership, I was also struck by how many aspects were covered during the Librarianship course. I would highly recommend the MA at Sheffield – I had a great experience there.

I’m meeting my Chartership mentor this week for the first time. One of my big resolutions for this year is to get the chartership portfolio submitted by December! I know this is quite a tough ask but I think I can do it. I’d rather get it done sooner rather than later and am strongly motivated by deadlines, which helps.

Other exciting activities in the next few months include an observed teaching session for the Academic Practice Programme at work, which is nervewracking, and continuing my work with trying to engage with students at the MLES department. My resolutions are to pass the EDMAP1 module for this APP programme with distinction, and also to increase the number of enquiries I receive from MLES students.

In non-library related news, I’ve also resolved to run a half-marathon in under two hours, and practice cello once a week. I’ve signed up for the Reading Half Marathon, which is in 8 weeks, so training has really been ramped up for that recently!

It’s going to be a busy and exciting year.

Third month as a trainee liaison librarian!

Well, it’s been a month of highs and lows!

I’ll start with the lows, then. I mentioned in my last blog post that I would be running three teaching sessions for students at the Modern Languages department. Because I was nervous about this, and wanted to make a good impression on the students, who I’d previously had little contact with, I spent quite a lot of time preparing for these teaching sessions. However, I unfortunately only had two students attend these sessions – in total. Needless to say it was a big disappointment! However, feedback from other sessions during Enhancement Week (a new thing at Reading) showed that attendance was poor overall. Next time, I won’t get my hopes up so high… and I’ll definitely do more to market my sessions beforehand!

Given this pretty abysmal showing during Enhancement Week, then, I was really surprised to receive a Celebrating Success award from the Head of the MLES department! Staff at the department have been pleased with the work that I have done for them in terms of supporting their teaching and research. I have to work harder to prove the value of the Library to the department’s students, though – have yet to receive a single enquiry from them! I’m still brainstorming ways to promote the value of my services as a liaison librarian to these students, and would eagerly welcome any suggestions.

Other things that I’ve been up to: figuring out how I can best support the learning and research of a visually impaired student, doing more teaching (a mixture of large groups, small groups, and one-to-one), and finally, getting started with Chartership. I’ve paid over my £50 and am now looking for a mentor. I’ve also signed up for the Academic Practice Programme here at Reading and that starts in a few weeks. So let’s see how it all goes!