Reflective Practice Pt 1

As I mentioned in the previous post, I’m working towards my Chartership and it’s now well underway! Allez! as we say in cycling!
I’ve just started to look at writing my reflective statement and, oh boy, this is going to be a toughie! My mentor has suggested that I look at portfolios on the VLE, but I havent quite got that far…I’m still in denial, I think!

However, as well as my blog, which is a great place to organise my thoughts (and espouse on topics that I am interested in/have a vague knowledge of/get right up my nose!) I’ve started keeping a reflective ‘diary’, in the form of some word documents in a folder. Not the best way of organising my material so I am going to do a bit of digging around to find out if there is a better way to do this! I work with a few folk who are really into Web 2.0 and, while I’m no Luddite myself (wouldn’t be doing this if I was!), they have their fingers more on the pulse than me…

This week has also seen me putting together my presentation for the CILIP Changes to Chartership event, at Edge Hill University, that I have been asked to speak at! First time I’ve been head-hunted for a particular event and I feel incredibly privileged and grateful to be doing it. I was suggested by one of our senior managers as a speaker as I initially looked at Chartering under the old regs and, for reasons unknown, never got off the ground with it. So, I’m going to speak a bit about me, why I’m doing it and the things I like/dislike about the Chartership process. My presentation is still a work in progress but, when I’ve done it, I will use it as an opportunity for reflection on how the event went. I’ll publish the presentation at that point, but it wont be surprising that there’s a little narrative running through it (guess, I dare you!).

So, reflective writing…at the minute, my writing is confined to specific instances, rather than a holistic reflection of my role/development etc…I’ve had a few ‘learning experiences’ recently and have been noting these down as instances to reflect on.

Recently I had one student, not from our Uni, being incredibly rude to me, even though I wasn’t in the wrong. When I offered to pass her on to a colleague who would tell her exactly the same thing I had, she hung up on me and didn’t call back. It’s the old library adage; users will ask many times of different staff members the same question in the hope that someone will tell them what they want to hear rather than the truth!

My learning I’ve taken from the above? I wont bother arguing the toss with someone in future who isn’t willing to listen, I will just offer to pass straight over to another colleague or to the duty manager to reinforce the message to the user!

So, off now to do some investigating into reflective organisation. I’m now going across the office to bug our resident Web 2.0 expert! Watch this space…

MOOC(h)ing around in the Library!

It’s a big thing at the minute, the MOOC. My institution hasn’t yet jumped on the bandwagon, possibly due to a number of reasons around restructuring courses and so on. However, it’s a distinct possibility in the future and it’s something that all librarians are going to be thinking about regarding how we can get involved and support delivery of MOOCs.

Of course, it’s not just going to be Academic Librarians who are affected. Anyone can sign up for a MOOC – you dont have to be at University to do them, and lots of private companies are offering them too (http://www.educause.edu/library/massive-open-online-course-mooc). So, public sector and college librarians are also going to be affected, with possibly little or no knowledge of how to support the students! However, we librarians are nothing if not helpful and there are many resources and opportunities to develop skills and knowledge to support users.

Problems arising for librarians however, abound. How do we engage and support people participating in MOOCs? How do we get ourselves into a position in our institutions to show that we can be an asset to these courses? The courses themselves present problems: in a study of learning communities and online resources within the neurological module of the BSc Physiotherapy at the University of Birmingham, one of the key issues raised was the disparity of information literacy and IT skills (Davies, Ramsay, Lindfield and Couperthwaite ‘Building learning communities: foundations for good practice’ British Journal of Educational Technology Vol 36 No 4 2005 pp615–628).

Of course, as librarians, this is where we come in with the offer of teaching these skills. But how do we do this when the students are only learning online? Cue the VLE. Host podcasts and video training on your institution’s VLE (we use Moodle). Put links to these on all of the MOOC course sites. Embed them in the teaching modules. Use webinars and get them embedded in the MOOC as part of the course. 

So. How do we progress? In my opinion, libraries, as ever, are well-placed to support this development in learning and teaching and should be promoting themselves as viable partners. It may be scary; change ever is! But we’ve proved before we can rise to the challenge (PN, development of online learning, VLE’s etc) and will do so again! Watch this space…