This afternoon, I spent the last session of my shadowing programme observing the part time Assistant Customer Services Librarian at the Enquiry Desk. Although she normally works on Saturdays and Thursday mornings, the librarian has been doing some additional hours to cover the rota as, following the restructure, the FLLs are no longer required to work at the desk. One of the first things she therefore commented on was how much busier it was at the desk during the week compared to Saturdays.
Having said that, this particular slot was very quiet! However, this is probably because Wednesday afternoons are traditionally set aside for sporting activities. We therefore took the opportunity to go through some past enquiries that the librarian had kindly noted down in preparation for this session. Many of these were recurrent enquiries, such as not being able to find a particular item, wanting to know how to place a reservation, etc. However, I was surprised by how wide-ranging some of the more subject specific queries were, from Florence Nightingale to viruses.
This served as a reminder that as a librarian you never know exactly what you are going to be asked and need to be able to think on your feet. The librarian also emphasised the importance of asking subsidary questions to clarify exactly what is required as sometimes people do not ask for what they actually want. Sometimes this is because they need information regarding a particularly sensitive issue. She therefore recommended restricting questions to the subject of the enquiry rather than to the particular circumstances surrounding it.
The librarian also described one or two ocassions where the the reader has either expected her to do the research for them or has not known where to start. In these situations she suggested using the equiry as a means of educating and enabling the reader to help themselves. For instance, she asked the person interested in Florence Nightingale what exactly she wanted to find out but the reader could not be specific. Although she was thinking of writing her dissertation about Florence Nightingale she had not identified a particular focus for her research. The librarian therefore showed her how to conduct a quick search using the digital library to get a feel for some of the key texts, authors and themes to give her some research ideas.
In order to reassure the reader that support is always available, the librarian reminded her that, after conducting some initial research herself, she could make an appointment with the Subject Librarian to get further help. The librarian also pointed out the importance of knowing when you have done all you personally can to answer an enquiry and when to refer it onto someone who is better placed to assist.
As with all the sessions I spent observing the desk, I once again picked up a number of practical tips for dealing with enquiries. During this particular slot, however, I became more aware of the need to treat each enquiry with a certain degree of sensitivity and to leave each reader feeling more confident in their ability to find the information they need. I was also reminded of the importance of reassuring our readers that further help is available and of knowing when to refer the enquiry on.
Showing posts with label user_education. Show all posts
Showing posts with label user_education. Show all posts
Wednesday, 7 May 2008
Wednesday, 16 April 2008
Extended Shadowing Programme: Session Eleven - Observing a Student Appointment
Yesterday afternoon I observed an appointment between the Subject Librarian (A&L) and a second year undergraduate student who was apparently looking for a general introduction to using the library.
To clarify exactly what the student wanted from the session, the SL (A&L) started by asking her how she currently uses the library. Her library account had previously been checked and a clear circulation record seemed to suggest that she had not used the library at all. However, this initial discussion revealed that she has in fact used our digital resources, but the books she has used have either been bought or borrowed from the university where her mother studies. As the student is about to start researching her dissertation, what she actually wanted from the session was to learn more about the resources on offer. This clearly demonstrates the importance of establishing the reader's previous experience and learning objectives without making assumptions.
Having established the aim of the session, the SL (A&L) went on to give an overview of the library catalogue, My Library Account, e-books, the digital library and inter-library loans. Throughout the appointment the librarian's tone was informal and friendly which seemed to put the student at her ease and encouraged her to talk openly and ask questions. Although on the surface the appointment seemed to progress quite casually and spontaneously it soon became apparent that the librarian was actually skillfully extracting the necessary details to tailor the session to the student's particular needs.
For instance, at each step she asked the student which resources she uses and why to establish her preferred learning style. This also enabled the librarian to discover what the student already knew. In the case of the digital library, this allowed her to focus on using the advanced search facility rather than spending lots of time on the quick search option which was already familiar. As the librarian went through the various databases on offer and demonstrated how they work, she encouraged the student to think of her own search terms to keep the session meaningful and memorable. She also paused at appropriate intervals to check that the student had understood and wasn't being overloaded with too much information. This also provided an opportunity for the student to ask more questions and to go over things again.
Throughout the appointment the librarian also gave her some specific tips and advice to take away and to consolidate what she had learnt. For example, she advised starting her research by searching different databases to ascertain which are the key texts, authors and themes. This would also help her to become familiar with the way each database looks and works. As the student seemed to prefer using online resources, the librarian also stressed the importance of using quality sources rather than relying too heavily on the internet.
Towards the end of the appointment she checked whether there was anything else that the student needed that hadn't already been covered. She wanted some help with referencing and so the librarian directed her to the Guide to Harvard Referencing which is available on our website and briefly explained how Refworks can be used to compile a bibliography. As the appointment time was almost up and the librarian had not personally used Refworks to any great extent, she advised the student to look at the online guide and to make an appointment with the FLL if she needed further help. This helped to remind and reassure the student that although the session was over, the library staff can be called upon again if needed.
As with the user education session I observed, it was useful to focus on the interaction between the librarian and the student and to analyse the underlying teaching and learning processes at work. I suspect that many students feel a little nervous about asking for help and admitting that there are things that they don't know. I was therefore particularly impressed with the skill with which the librarian used her friendly and informal style to make the student feel secure enough to open up and get what she wanted from the session. I am sure that the strategies that I observed during this appointment will certainly prove useful in my future career.
To clarify exactly what the student wanted from the session, the SL (A&L) started by asking her how she currently uses the library. Her library account had previously been checked and a clear circulation record seemed to suggest that she had not used the library at all. However, this initial discussion revealed that she has in fact used our digital resources, but the books she has used have either been bought or borrowed from the university where her mother studies. As the student is about to start researching her dissertation, what she actually wanted from the session was to learn more about the resources on offer. This clearly demonstrates the importance of establishing the reader's previous experience and learning objectives without making assumptions.
Having established the aim of the session, the SL (A&L) went on to give an overview of the library catalogue, My Library Account, e-books, the digital library and inter-library loans. Throughout the appointment the librarian's tone was informal and friendly which seemed to put the student at her ease and encouraged her to talk openly and ask questions. Although on the surface the appointment seemed to progress quite casually and spontaneously it soon became apparent that the librarian was actually skillfully extracting the necessary details to tailor the session to the student's particular needs.
For instance, at each step she asked the student which resources she uses and why to establish her preferred learning style. This also enabled the librarian to discover what the student already knew. In the case of the digital library, this allowed her to focus on using the advanced search facility rather than spending lots of time on the quick search option which was already familiar. As the librarian went through the various databases on offer and demonstrated how they work, she encouraged the student to think of her own search terms to keep the session meaningful and memorable. She also paused at appropriate intervals to check that the student had understood and wasn't being overloaded with too much information. This also provided an opportunity for the student to ask more questions and to go over things again.
Throughout the appointment the librarian also gave her some specific tips and advice to take away and to consolidate what she had learnt. For example, she advised starting her research by searching different databases to ascertain which are the key texts, authors and themes. This would also help her to become familiar with the way each database looks and works. As the student seemed to prefer using online resources, the librarian also stressed the importance of using quality sources rather than relying too heavily on the internet.
Towards the end of the appointment she checked whether there was anything else that the student needed that hadn't already been covered. She wanted some help with referencing and so the librarian directed her to the Guide to Harvard Referencing which is available on our website and briefly explained how Refworks can be used to compile a bibliography. As the appointment time was almost up and the librarian had not personally used Refworks to any great extent, she advised the student to look at the online guide and to make an appointment with the FLL if she needed further help. This helped to remind and reassure the student that although the session was over, the library staff can be called upon again if needed.
As with the user education session I observed, it was useful to focus on the interaction between the librarian and the student and to analyse the underlying teaching and learning processes at work. I suspect that many students feel a little nervous about asking for help and admitting that there are things that they don't know. I was therefore particularly impressed with the skill with which the librarian used her friendly and informal style to make the student feel secure enough to open up and get what she wanted from the session. I am sure that the strategies that I observed during this appointment will certainly prove useful in my future career.
Tuesday, 25 March 2008
Extended Shadowing Programme: Interim Review Meeting
This afternoon I met with the ALL (A&L) who has been co-ordinating my shadowing programme to discuss progress to date and whether my original aims and objectives are being met.
My main reason for participating in the programme is to gain a deeper insight into the role of the professional librarian before fully commiting to a Masters course in September. At our preliminary meeting we identified the following core activities to be included in the schedule as a means of fulfilling this goal:
Observation of the Enquiry Desk
So far I have observed four different librarians at the desk and have compared their different styles and ways of working. Although most of the enquiries have been fairly routine, I have still been able to collect a number of useful tips for working at the Enquiry Desk. As described in earlier posts, there were even a couple of ocassions where I was able to put some of these into practice to directly assist one or two of our readers. These sessions have therefore increased my confidence in dealing with routine enquiries at the Reception Desk and have equipped me with some valuable examples of best practice for use in my future career.
Assisting a User Education Session
Although I have assisted with several user education sessions in the past, I wanted to learn more about what goes into planning and delivering this type of training. I was therefore able to focus on the various factors that need to be considered such as: the type of students involved and the level of detail required (undergraduate or postgraduate? 1st, 2nd or 3rd year?); their previous experience (are they likely to have used the library before?, what resources might they already be familiar with?); the timing of the session (are they completely new students already overwhelmed with information?, have they already completed assignments and are more aware of the help they might need?).
It was also interesting to observe how the smaller group size and venue elicited a more relaxed atmosphere and a less formal style of delivery. This made it easier for me to get involved and help those students who needed further one-to-one support.
Visit from Graduate Trainees
When I first considered applying to Library School, I was worried not having followed a graduate traineeship might put me at a disadvantage to those who have. Talking to the trainees, however, I was soon reassured that I have had an equivalent, if not a richer experience working as a Library Assistant.
Comparing our roles it was apparent that most of our daily tasks, such as shelving and reception duties, are much the same. Although some of the trainees have been given additional para-professional tasks such as basic cataloguing and classification, my involvement in the Inter-library Loans Team and special projects, such as the stock edit, have given me a similar insight into professional tasks. Also, although the trainees participate in a programme of group training sessions and visits to other libraries, the Library's own Learning Hour programme and summer visits to other libraries have given me similar opportunities to learn more about libraries and librarianship in general.
I was equally reassured to learn that, although they were mostly recent graduates, many of the trainees shared my apprehensions about returning to study and my worries about finding a professinal post in the future. Through talking to other people with similar aspirations and concerns I was therefore able to re-evaluate the value of my experience and to rationalise some of my fears and insecurities about returning to study as a mature student.
Academic Liaison - Attending the Arts, Letters and Social Sciences Faculty Board Meeting and Course Validations
After shadowing the ALL (A&L) in the summer (see my Summer Shadowing Report), I was keen to learn more about what the role involves in practice. It was therefore suggested that I observe a Faculty Board Meeting which would also allow me to see the course validation process in action.
As mentioned in my earlier post, I was particularly interested in the comments made by the student representatives as these helped to explain some of the negative, even aggressive behaviour we frequently encounter in the library. The students aired their frustrations with issues such as IT network outages, changes to student e-mail and teething problems resulting from the restructure of the Student Information Centres. This seemed to suggest that tensions don't necessarily originate from within the library itself but from an accumulation of perceived failiures with our university's systems and procedures generally. These perceptions also seem to stem from the increasingly high expectations which are bred by increasingly expensive tuition fees.
The discussions surrounding these issues also suggested that frustrations can occur when students have not fully understood what is expected of them. This is a common problem especially when it comes to library fines. Often our readers feel aggrieved when we explain that the fines stand because it is their responsibility to check their library accounts regularly and renew their loans online. As one of the academic staff suggested, perhaps this highlights a need for our university as a whole to do more to make our informal expectations of students more explicit.
The other aspect of the meeting which drew my attention was the consideration of proposed new academic pathways as part of the course validation process. As discussed in my earlier post, I was surprised that some academic staff proposing these new courses feel able to judge the extent of their impact on the library's resources without actually consulting the ALLs. I think this highlights a need to raise the profile of the library and the value of the services that we provide which unfortunately seems to be generally true of all libraries.
Remaining schedule
The second half of my shadowing programme will cover the other areas that were identified as being core to the profressional librarian's role. These include sessions on cataloguing, ordering and collection development as well as more sessions observing the Enquiry Desk. I also plan to accompany the ALL (A&L) to the cross-site Staff Learning and Development Group meeting but as this requires additional time to travel to another site, it may not be possible if any other Library Assistants are absent on that day. If this is the case then the time will be given to additional sessions observing the Enquiry Desk and possibly observing a one-to-one appointment between a Subject Librarian and a student.
Another factor which may disrupt the planned schedule is the current restructure of library staff which initially comes into effect on 1 April. This means that most of the ALLs will become Faculty Liaison Librarians (FLLs) with cross-site responsibility for their respective subject areas. The ALL (A&L) is likely to become the Staff Learning and Development Manager which means that, like the FLLs, she will no longer be staffing the Enquiry Desk. As my final shadowing session was planned to be with the ALL (A&L) this is therefore likely to have to be changed.
Conclusions
So far the shadowing programme has certainly met and, in some respects exceeded, my expectations. I had anticipated that my involvement in the various activities would be purely as an observer but was delighted to be given the opportunity to get actively involved where appropriate. This hands-on experience combined with the enthusiasm and encouragement of those people I have shadowed has certainly boosted my confidence and helped to confirm that librarianship is the career for me.
My main reason for participating in the programme is to gain a deeper insight into the role of the professional librarian before fully commiting to a Masters course in September. At our preliminary meeting we identified the following core activities to be included in the schedule as a means of fulfilling this goal:
Observation of the Enquiry Desk
So far I have observed four different librarians at the desk and have compared their different styles and ways of working. Although most of the enquiries have been fairly routine, I have still been able to collect a number of useful tips for working at the Enquiry Desk. As described in earlier posts, there were even a couple of ocassions where I was able to put some of these into practice to directly assist one or two of our readers. These sessions have therefore increased my confidence in dealing with routine enquiries at the Reception Desk and have equipped me with some valuable examples of best practice for use in my future career.
Assisting a User Education Session
Although I have assisted with several user education sessions in the past, I wanted to learn more about what goes into planning and delivering this type of training. I was therefore able to focus on the various factors that need to be considered such as: the type of students involved and the level of detail required (undergraduate or postgraduate? 1st, 2nd or 3rd year?); their previous experience (are they likely to have used the library before?, what resources might they already be familiar with?); the timing of the session (are they completely new students already overwhelmed with information?, have they already completed assignments and are more aware of the help they might need?).
It was also interesting to observe how the smaller group size and venue elicited a more relaxed atmosphere and a less formal style of delivery. This made it easier for me to get involved and help those students who needed further one-to-one support.
Visit from Graduate Trainees
When I first considered applying to Library School, I was worried not having followed a graduate traineeship might put me at a disadvantage to those who have. Talking to the trainees, however, I was soon reassured that I have had an equivalent, if not a richer experience working as a Library Assistant.
Comparing our roles it was apparent that most of our daily tasks, such as shelving and reception duties, are much the same. Although some of the trainees have been given additional para-professional tasks such as basic cataloguing and classification, my involvement in the Inter-library Loans Team and special projects, such as the stock edit, have given me a similar insight into professional tasks. Also, although the trainees participate in a programme of group training sessions and visits to other libraries, the Library's own Learning Hour programme and summer visits to other libraries have given me similar opportunities to learn more about libraries and librarianship in general.
I was equally reassured to learn that, although they were mostly recent graduates, many of the trainees shared my apprehensions about returning to study and my worries about finding a professinal post in the future. Through talking to other people with similar aspirations and concerns I was therefore able to re-evaluate the value of my experience and to rationalise some of my fears and insecurities about returning to study as a mature student.
Academic Liaison - Attending the Arts, Letters and Social Sciences Faculty Board Meeting and Course Validations
After shadowing the ALL (A&L) in the summer (see my Summer Shadowing Report), I was keen to learn more about what the role involves in practice. It was therefore suggested that I observe a Faculty Board Meeting which would also allow me to see the course validation process in action.
As mentioned in my earlier post, I was particularly interested in the comments made by the student representatives as these helped to explain some of the negative, even aggressive behaviour we frequently encounter in the library. The students aired their frustrations with issues such as IT network outages, changes to student e-mail and teething problems resulting from the restructure of the Student Information Centres. This seemed to suggest that tensions don't necessarily originate from within the library itself but from an accumulation of perceived failiures with our university's systems and procedures generally. These perceptions also seem to stem from the increasingly high expectations which are bred by increasingly expensive tuition fees.
The discussions surrounding these issues also suggested that frustrations can occur when students have not fully understood what is expected of them. This is a common problem especially when it comes to library fines. Often our readers feel aggrieved when we explain that the fines stand because it is their responsibility to check their library accounts regularly and renew their loans online. As one of the academic staff suggested, perhaps this highlights a need for our university as a whole to do more to make our informal expectations of students more explicit.
The other aspect of the meeting which drew my attention was the consideration of proposed new academic pathways as part of the course validation process. As discussed in my earlier post, I was surprised that some academic staff proposing these new courses feel able to judge the extent of their impact on the library's resources without actually consulting the ALLs. I think this highlights a need to raise the profile of the library and the value of the services that we provide which unfortunately seems to be generally true of all libraries.
Remaining schedule
The second half of my shadowing programme will cover the other areas that were identified as being core to the profressional librarian's role. These include sessions on cataloguing, ordering and collection development as well as more sessions observing the Enquiry Desk. I also plan to accompany the ALL (A&L) to the cross-site Staff Learning and Development Group meeting but as this requires additional time to travel to another site, it may not be possible if any other Library Assistants are absent on that day. If this is the case then the time will be given to additional sessions observing the Enquiry Desk and possibly observing a one-to-one appointment between a Subject Librarian and a student.
Another factor which may disrupt the planned schedule is the current restructure of library staff which initially comes into effect on 1 April. This means that most of the ALLs will become Faculty Liaison Librarians (FLLs) with cross-site responsibility for their respective subject areas. The ALL (A&L) is likely to become the Staff Learning and Development Manager which means that, like the FLLs, she will no longer be staffing the Enquiry Desk. As my final shadowing session was planned to be with the ALL (A&L) this is therefore likely to have to be changed.
Conclusions
So far the shadowing programme has certainly met and, in some respects exceeded, my expectations. I had anticipated that my involvement in the various activities would be purely as an observer but was delighted to be given the opportunity to get actively involved where appropriate. This hands-on experience combined with the enthusiasm and encouragement of those people I have shadowed has certainly boosted my confidence and helped to confirm that librarianship is the career for me.
Tuesday, 11 March 2008
Extended Shadowing Programme: Session Seven - Observing the Enquiry Desk
This morning I observed the Reader Services Librarian and the Subject Librarian (Arts, Law and Social Sciences) at the Enquiry Desk. I was due to observe the Subject Librarian (Health and Business) but unfortunately she was called away to another meeting.
Online enquiries
The online enquiries are checked by whoever is on duty at the desk at 09:00 and 17:00 each day. Many of the e-mails received relate to fine/account queries, problems with the library facilities or other reader services issues. The Reader Services Librarian therefore tries to check the inbox at quiet intervals throughout the day to pick up any issues before they are referred to her.
One of today's messages was from an oversees student who was trying to access an item that had been included on her reading list. The Library Catalogue and Digital Library were checked to find that it is only available in hard copy. An e-mail was sent to the reader to explain that the enquiry would therefore be referred to the appropriate Subject Librarian as it may be possible to have the relevant sections digitised and made available electronically. Although the Subject Team request copies of reading lists from the course tutors to allow them to check them and ensure that the appropriate resources are readily available, not all of them do so. Unfortunately, this frequently results in students coming to the Enquiry Desk for help to find items, either because we don't have them in stock or because the details on the reading lists are inaccurate.
Hands-on experience
During the slot with the Subject Librarian (ALSS) a reader came to the Desk as she was having some problems submitting an inter-library loan request using the OPAC. As a member of the inter-library loans team this presented an ideal opportunity to gain more hands-on experience at the Desk. The reader had received an error message to say that she was over her inter-library loan limit. There is currently no limit to the number of requests a student can submit and I was able to explain that in the past this message has been prompted because the need by date has been entered in the wrong format, i.e. DD/MM/YY instead of DD/MM/YYYY. As the student couldn't remember which format she used I took her through the whole process of submitting a request step by step to ensure that she hadn't input any other details incorrectly. It gave me a real sense of satisfaction to be able to resolve the reader's query and to hopefully leave her more confident in her ability to use the library.
User education and best practice
Like all the librarians I have observed to date, the Subject Librarian (ALSS) uses every available opportunity to educate our readers so that they can use the library independently. For instance, if a student says that they can't find a book she asks them for the shelf location to ascertain whether or not they have checked the Library Catalogue. If they haven't she will take them to the OPAC and tell them how to search the catalogue but will ask them to do the searching themselves. She then takes them over to the shelves, points out the shelf-end labels and helps them to find the item they are looking for. If the reader has already searched the catalogue for a book and has searched the shelf themselves, the Subject Librarian (ALSS) will check the full catalogue record to see how many pages it has. This gives an indication as to how big the book is likely to be. If it is a very slim volume, she therefore knows to check that it isn't hidden between two larger books or hasn't been pushed to the back of the shelf.
At all my sessions at the Enquiry Desk it has been extremely useful to pick up best practice tips such as these. During the remaining observation sessions I hope to pick up others that will help in my future career and to gain more hands-on experience.
Online enquiries
The online enquiries are checked by whoever is on duty at the desk at 09:00 and 17:00 each day. Many of the e-mails received relate to fine/account queries, problems with the library facilities or other reader services issues. The Reader Services Librarian therefore tries to check the inbox at quiet intervals throughout the day to pick up any issues before they are referred to her.
One of today's messages was from an oversees student who was trying to access an item that had been included on her reading list. The Library Catalogue and Digital Library were checked to find that it is only available in hard copy. An e-mail was sent to the reader to explain that the enquiry would therefore be referred to the appropriate Subject Librarian as it may be possible to have the relevant sections digitised and made available electronically. Although the Subject Team request copies of reading lists from the course tutors to allow them to check them and ensure that the appropriate resources are readily available, not all of them do so. Unfortunately, this frequently results in students coming to the Enquiry Desk for help to find items, either because we don't have them in stock or because the details on the reading lists are inaccurate.
Hands-on experience
During the slot with the Subject Librarian (ALSS) a reader came to the Desk as she was having some problems submitting an inter-library loan request using the OPAC. As a member of the inter-library loans team this presented an ideal opportunity to gain more hands-on experience at the Desk. The reader had received an error message to say that she was over her inter-library loan limit. There is currently no limit to the number of requests a student can submit and I was able to explain that in the past this message has been prompted because the need by date has been entered in the wrong format, i.e. DD/MM/YY instead of DD/MM/YYYY. As the student couldn't remember which format she used I took her through the whole process of submitting a request step by step to ensure that she hadn't input any other details incorrectly. It gave me a real sense of satisfaction to be able to resolve the reader's query and to hopefully leave her more confident in her ability to use the library.
User education and best practice
Like all the librarians I have observed to date, the Subject Librarian (ALSS) uses every available opportunity to educate our readers so that they can use the library independently. For instance, if a student says that they can't find a book she asks them for the shelf location to ascertain whether or not they have checked the Library Catalogue. If they haven't she will take them to the OPAC and tell them how to search the catalogue but will ask them to do the searching themselves. She then takes them over to the shelves, points out the shelf-end labels and helps them to find the item they are looking for. If the reader has already searched the catalogue for a book and has searched the shelf themselves, the Subject Librarian (ALSS) will check the full catalogue record to see how many pages it has. This gives an indication as to how big the book is likely to be. If it is a very slim volume, she therefore knows to check that it isn't hidden between two larger books or hasn't been pushed to the back of the shelf.
At all my sessions at the Enquiry Desk it has been extremely useful to pick up best practice tips such as these. During the remaining observation sessions I hope to pick up others that will help in my future career and to gain more hands-on experience.
Friday, 7 March 2008
Extended Shadowing Programme: Session Six - Observing the Enquiry Desk
Yesterday lunchtime I observed the Academic Liaison Librarian, Arts, Law and Social Sciences (ALL (ALSS)) at the Enquiry Desk for two hours. As the first hour was very quiet I took the opportunity to ask her about her previous career in Public and Further Education libraries. Having only worked in one library, and not having any fixed ideas about which sector I would like to work in, this discussion gave me a useful glimpse into other areas of the profession.
Customer care
We also spent some time discussing how she prefers to work at the Desk and deals with waiting customers. Like the ALL (A&L), the ALL (ALSS) tries to acknowledge anyone who is waiting and will use her judgement whether to ask the reader she is engaged with if she can deal with waiting customers she suspects can be dealt with quickly. If an enquiry is particularly complex, she tends to ignore the telephone but if she has just finished dealing with someone, she will answer the phone before moving onto the next person. The ALL (ALSS) also makes a concerted effort to educate readers so that they don't become dependent on library staff and gain the confidence to use the library independently. For instance, our students often don't realise that they can request items from our other sites. The ALL (ALSS) therefore tries to make sure that readers are aware of this and shows them exactly how to place a reservation.
Difficulties and recurrent issues
It was also interesting to compare common and particularly difficult issues that arise at both the Reception and Enquiry Desks. As our university has a high percentage of international students, issues frequently arise due to language barriers. Although it is sometimes embarrassing to ask someone to repeat themselves several times, it is important not to assume that you have understood or to guess what the reader is asking for. The ALL (ALSS) also explained that libraries on the continent are often organised quite differently and tend to put less emphasis on self-service and user education. This can lead to different expectations of library staff and perceptions of unhelpfulness, particularly for those working at the Enquiry Desk.
Other common problems relate to fine disputes and readers' behaviour, particularly with talking and eating in inappropriate areas of the library. In some respects it was a relief to know that even experienced and senior members of staff find these situations awkward and difficult to deal with. It was also reassuring, although also slightly depressing, to know that the often discourteous and disrespectful attitudes of some of our readers are not reserved exclusively for the Library Assistants!
What was perhaps more depressing than this was an act of vandalism that was brought to our attention by one of our Ophthalmology students. A whole chapter had been deliberately cut out of a brand new book. Like many of the Ophthalmology titles, this was a particularly expensive book which now leaves the Subject Librarian with the dilemma of whether to make all copies counter issue only, which will cause inconvenience to innocent students.
So far, my observations of the Enquiry Desk have shown me the positive aspects of the librarian's role and the rewards of helping readers to resolve their queries and to make the most out of using the library. This session made me think about the less favourable aspects of the role and some of the difficult issues that I am likely to face if I am to pursue a professional career in library work. I do, however, think it is important to reflect on this and to honestly consider whether I am prepared to endure the downsides of the profession. I am happy to say that, on balance, the rewards still appear to outweigh the negatives and I haven't been deterred from pursuing my goal of becoming a professional librarian.
Customer care
We also spent some time discussing how she prefers to work at the Desk and deals with waiting customers. Like the ALL (A&L), the ALL (ALSS) tries to acknowledge anyone who is waiting and will use her judgement whether to ask the reader she is engaged with if she can deal with waiting customers she suspects can be dealt with quickly. If an enquiry is particularly complex, she tends to ignore the telephone but if she has just finished dealing with someone, she will answer the phone before moving onto the next person. The ALL (ALSS) also makes a concerted effort to educate readers so that they don't become dependent on library staff and gain the confidence to use the library independently. For instance, our students often don't realise that they can request items from our other sites. The ALL (ALSS) therefore tries to make sure that readers are aware of this and shows them exactly how to place a reservation.
Difficulties and recurrent issues
It was also interesting to compare common and particularly difficult issues that arise at both the Reception and Enquiry Desks. As our university has a high percentage of international students, issues frequently arise due to language barriers. Although it is sometimes embarrassing to ask someone to repeat themselves several times, it is important not to assume that you have understood or to guess what the reader is asking for. The ALL (ALSS) also explained that libraries on the continent are often organised quite differently and tend to put less emphasis on self-service and user education. This can lead to different expectations of library staff and perceptions of unhelpfulness, particularly for those working at the Enquiry Desk.
Other common problems relate to fine disputes and readers' behaviour, particularly with talking and eating in inappropriate areas of the library. In some respects it was a relief to know that even experienced and senior members of staff find these situations awkward and difficult to deal with. It was also reassuring, although also slightly depressing, to know that the often discourteous and disrespectful attitudes of some of our readers are not reserved exclusively for the Library Assistants!
What was perhaps more depressing than this was an act of vandalism that was brought to our attention by one of our Ophthalmology students. A whole chapter had been deliberately cut out of a brand new book. Like many of the Ophthalmology titles, this was a particularly expensive book which now leaves the Subject Librarian with the dilemma of whether to make all copies counter issue only, which will cause inconvenience to innocent students.
So far, my observations of the Enquiry Desk have shown me the positive aspects of the librarian's role and the rewards of helping readers to resolve their queries and to make the most out of using the library. This session made me think about the less favourable aspects of the role and some of the difficult issues that I am likely to face if I am to pursue a professional career in library work. I do, however, think it is important to reflect on this and to honestly consider whether I am prepared to endure the downsides of the profession. I am happy to say that, on balance, the rewards still appear to outweigh the negatives and I haven't been deterred from pursuing my goal of becoming a professional librarian.
Wednesday, 20 February 2008
Extended Shadowing Programme: Sessions Two and Three - User Education Session for Film Studies Students and Visit from Graduate Trainees
Yesterday afternoon, my shadowing slot was split into sessions. The first was spent assisting the Subject Librarian (Arts & Letters) in a user education session showing first year Film Studies students how to make the best use of the Library Catalogue and the Digital Library. For the second session I joined the ALL (Arts & Letters) and a group of Graduate Library Trainees for an overview of our library's website and digital resources and an informal discussion over refreshments.
User Education Session with First Year Film Studies Students
This session was included in my shadowing programme to fulfil my objective of learning more about the librarian's role in preparing and delivering user education sessions. I have assisted in several of these before for both undergraduate and graduate students, lead by various members of the Subject Team. This involved setting up the PCs with guest logins, passing round handouts, helping anyone who is having problems keeping up get back to the correct screen, answering basic queries and helping to close down the PCs and tidy up the room afterwards.
The content covered in this particular session was very similar to the others including: basic and advanced searches using the Library Catalogue; using e-books; accessing My Library Account online to renew books, make reservations and book study rooms; conducting quick searches and subject searches using the Digital Library; looking at useful websites. The librarian also talked about using different search terms to broaden or narrow searches and trying alternative search terms, e.g. cinema instead of film. She also warned the students that while popular sources such as the Internet Movie Database (IMDb) where fine for gaining an overview of a film and checking castlists, etc. they should not be relied on too heavily. Instead, they should be ensuring that they use good quality, authoritative sources such as academic journals and broadsheet newspapers as well as books in order to gain good grades.
Although this session was essentially the same as the others I have assisted with in the past, in some respects it was also quite different. Previous sessions have mostly been held in a larger room with between 15 and 25 students whereas this one was held in a much smaller room with only around 13 students. This gave it a more intimate feel which was also reflected in the librarian's slightly less formal style of delivery. Compared to the larger groups, this seemed to make the students more attentive and engaged with the session with fewer people surfing the net and checking their e-mails instead of following the demonstrations. The timing of the session was also slightly unusual. Given the content it would appear logical to run this session, as the others have been, either at the beginning of the academic year or in preparation for a particular assignment. However, these students had already completed their first essays. The ALL and Subject Librarian involved in designing the session explained that waiting until the students had completed an assignment without this training might allow them to better appreciate the relevance of what they were being taught and to identify those aspects of their information searching they find more problematic.
Although my role in this session was the same as it has been in others, I was much more focussed on analysing why and how it had been put together and delivered in a particular way. The intimacy of the surroundings also gave me the confidence to be more hands on in helping the students, particularly one girl who after the session asked me to help her conduct a subject search using the Digital Library. This helped me to put myself in the audience's shoes and to think about what their expectations might be and whether the design of the session had been effective in meeting those needs. It also allowed me to imagine myself in the librarian's role and to appreciate more fully that as an information professional I will need to develop a number of new and different skills sets, not least presentation and teaching skills. Rather than finding this daunting, it leaves me with a sense of excitement as the satisfaction of teaching and the potential variety of the librarian's role are the things that first attracted me to the profession.
Visit from the Graduate Library Trainees
Immediately after the user education session, I joined the group of about six visitors who are currently participating in a Graduate Library Trainee scheme at Cambridge University. They had already been given a tour of the library by the ALL (Arts & Letters) who was now showing them the website and digital resources available to our staff and students. They seemed particularly impressed by this as their own college libraries are still very traditional with the provision of electronic resources remaining the responsibility the main Cambridge Univeristy Library at West Road. Afterwards we went to the staff room with other members of library staff to chat over refreshments.
I initially felt a little initimidated by the Graduate Trainees as they were all working in some of the most prestigious university college libraries and were all young recent graduates who appeared much more confident and articulate than me! However, having recently been accepted on the MA Information Services Management course at London Metropolitan University, I was determined to find out if any of them had applied for the same course and whether they shared some of my apprehensions about returning to study. Most of them had applied and been accepted on the course at UCL or courses elsewhere so I was a little disappointed that I hadn't found any potential college buddies amongst the group. However, I was reassured that I wasn't alone in my anxieties about funding the course and the uncertainty of finding a job at the end of it.
I was also keen to find out how their experiences as Graduate Trainees compared with mine working as a Library Assistant. Many of them had been given specific projects to do, had participated in trips to other libraries and had attended regular training sessions together as well as working as library assistants. This helped to confirm my belief that although I have not undertaken a formal Graduate Traineeship, through my role working at the library, attending the library's regular Learning Hour sessions, participating in visits to other libraries, undertaking the shadowing programme and making the most of opportunities to get involved in special projects, I have had an equivalent experience. Meeting the Graduate Trainnees has therefore made me appreciate the value of my experience in this and previous roles and made me feel more confident about returning to study as a mature student.
User Education Session with First Year Film Studies Students
This session was included in my shadowing programme to fulfil my objective of learning more about the librarian's role in preparing and delivering user education sessions. I have assisted in several of these before for both undergraduate and graduate students, lead by various members of the Subject Team. This involved setting up the PCs with guest logins, passing round handouts, helping anyone who is having problems keeping up get back to the correct screen, answering basic queries and helping to close down the PCs and tidy up the room afterwards.
The content covered in this particular session was very similar to the others including: basic and advanced searches using the Library Catalogue; using e-books; accessing My Library Account online to renew books, make reservations and book study rooms; conducting quick searches and subject searches using the Digital Library; looking at useful websites. The librarian also talked about using different search terms to broaden or narrow searches and trying alternative search terms, e.g. cinema instead of film. She also warned the students that while popular sources such as the Internet Movie Database (IMDb) where fine for gaining an overview of a film and checking castlists, etc. they should not be relied on too heavily. Instead, they should be ensuring that they use good quality, authoritative sources such as academic journals and broadsheet newspapers as well as books in order to gain good grades.
Although this session was essentially the same as the others I have assisted with in the past, in some respects it was also quite different. Previous sessions have mostly been held in a larger room with between 15 and 25 students whereas this one was held in a much smaller room with only around 13 students. This gave it a more intimate feel which was also reflected in the librarian's slightly less formal style of delivery. Compared to the larger groups, this seemed to make the students more attentive and engaged with the session with fewer people surfing the net and checking their e-mails instead of following the demonstrations. The timing of the session was also slightly unusual. Given the content it would appear logical to run this session, as the others have been, either at the beginning of the academic year or in preparation for a particular assignment. However, these students had already completed their first essays. The ALL and Subject Librarian involved in designing the session explained that waiting until the students had completed an assignment without this training might allow them to better appreciate the relevance of what they were being taught and to identify those aspects of their information searching they find more problematic.
Although my role in this session was the same as it has been in others, I was much more focussed on analysing why and how it had been put together and delivered in a particular way. The intimacy of the surroundings also gave me the confidence to be more hands on in helping the students, particularly one girl who after the session asked me to help her conduct a subject search using the Digital Library. This helped me to put myself in the audience's shoes and to think about what their expectations might be and whether the design of the session had been effective in meeting those needs. It also allowed me to imagine myself in the librarian's role and to appreciate more fully that as an information professional I will need to develop a number of new and different skills sets, not least presentation and teaching skills. Rather than finding this daunting, it leaves me with a sense of excitement as the satisfaction of teaching and the potential variety of the librarian's role are the things that first attracted me to the profession.
Visit from the Graduate Library Trainees
Immediately after the user education session, I joined the group of about six visitors who are currently participating in a Graduate Library Trainee scheme at Cambridge University. They had already been given a tour of the library by the ALL (Arts & Letters) who was now showing them the website and digital resources available to our staff and students. They seemed particularly impressed by this as their own college libraries are still very traditional with the provision of electronic resources remaining the responsibility the main Cambridge Univeristy Library at West Road. Afterwards we went to the staff room with other members of library staff to chat over refreshments.
I initially felt a little initimidated by the Graduate Trainees as they were all working in some of the most prestigious university college libraries and were all young recent graduates who appeared much more confident and articulate than me! However, having recently been accepted on the MA Information Services Management course at London Metropolitan University, I was determined to find out if any of them had applied for the same course and whether they shared some of my apprehensions about returning to study. Most of them had applied and been accepted on the course at UCL or courses elsewhere so I was a little disappointed that I hadn't found any potential college buddies amongst the group. However, I was reassured that I wasn't alone in my anxieties about funding the course and the uncertainty of finding a job at the end of it.
I was also keen to find out how their experiences as Graduate Trainees compared with mine working as a Library Assistant. Many of them had been given specific projects to do, had participated in trips to other libraries and had attended regular training sessions together as well as working as library assistants. This helped to confirm my belief that although I have not undertaken a formal Graduate Traineeship, through my role working at the library, attending the library's regular Learning Hour sessions, participating in visits to other libraries, undertaking the shadowing programme and making the most of opportunities to get involved in special projects, I have had an equivalent experience. Meeting the Graduate Trainnees has therefore made me appreciate the value of my experience in this and previous roles and made me feel more confident about returning to study as a mature student.
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