tag:blogger.com,1999:blog-59113439242394885552024-02-07T12:24:29.642+00:00Palely LoiteringLaura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.comBlogger114125tag:blogger.com,1999:blog-5911343924239488555.post-42539187905001268022017-10-30T14:42:00.001+00:002017-10-30T14:42:09.087+00:00ARLG London and South East Visit to the Science Museum LibraryI had an interesting visit to the <a href="https://www.sciencemuseum.org.uk/researchers/dana-research-centre-and-library" target="_blank">Science Museum Library</a>. The collection concerns the development and history of science, engineering and medicine from the fifteenth century to the present day. The Dana Research Centre and Library is located round the back of the Science Museum itself. We were welcomed by the librarian who told us a bit about the library.<br />
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The collection consists of around 6,000 books and journals, with much more located at the Science and Technology Studies Collection stored at Wroughton. Items from this collection, which is made up of over 80,000 books and periodicals, have been collected over the past century or more. There are various collections of rare books and donated archives, including the Patrick Moore Collection, the John Milne Seismological Library, the Comben Collection of works on animal husbandry, and trade pamphlets.<br />
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We were taken into the library itself, which is small but bright and airy. The pattern on the window was inspired by the dappled effect of sunlight through trees (reminiscent of Newton's discovery of gravity when an apple fell onto his head), and old-fashioned computer cards. The Library is open to the public, but not everyone can borrow.<br />
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Finally we got to look at some of the rare books and archives in the collection, which was fascinating. My favourite was the flight plan for the Apollo 11 moon mission, signed by Neil Armstrong and Buzz Aldrin.<br />
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<br />Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-66947516650247758872017-05-02T16:54:00.000+01:002017-05-02T16:54:50.719+01:00Library visits - how useful are they?Since I started my library career several years ago, and particularly since I've been living in London, I've been on many different library visits. However, few if any of them have related to my current job as an Information Officer working with a VLE. Places I've visited over the years have included the Wallace Collection, RADA, St Paul's Cathedral, the British Library, Conway Hall, ZSL London and Shakespeare's Globe.<br />
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In fairness I'm not sure there would be any point in a visit focusing on an institution's VLE. I don't think sitting in front of a computer would make for a particularly fascinating day out, and I feel I can learn about this sort of thing from user groups, conferences and online discussions. I don't feel that I learn anything particularly related to my everyday work from these visits.<br />
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My job is focused on technology and e-learning, and that's something I enjoy and find interesting. But I have a strong interest in special libraries, involving rare collections or history or heritage, and these visits allow me to explore that. Furthermore I have visited a school library and some academic libraries, which also allow me to experience the breadth of library services and the variety of roles that are available. Library visits help me to feel part of a profession; they help reinforce there is a whole world of libraries out there and help me to see the bigger picture.<br />
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My ultimate conclusion is that, even though there is no immediate practical benefit to my visits, I get other things out of them instead. So for me they are definitely worth it.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-76514436789162866992017-04-05T17:04:00.000+01:002017-05-02T14:49:47.034+01:00ARLG London and South East Visit to the Shakespeare's Globe LibraryI signed up for an <a href="https://www.cilip.org.uk/about/special-interest-groups/academic-and-research-libraries-group" target="_blank">ALRG London and South East</a> visit to the <a href="http://www.shakespearesglobe.com/" target="_blank">Shakespeare's Globe</a> library which I was very much looking forward to, as I missed out on a visit a couple of years ago. We met in the foyer and made our way to the library by going backstage, which was exciting in itself. The Library and Archive is in a temporary building, but in the next few years a purpose-built building is due to be constructed.<br />
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The Library and Archive services are staffed by a mixture of paid staff and volunteers. There is currently no librarian as the previous post-holder has recently left, but the archive staff were very helpful in explaining what was going on. The service is used mostly by academics as well as by those involved in Globe productions. Some actors are particular regulars.<br />
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The staff members got some things out for us to look at that emphasised the level of detail and research that went into the construction of the Globe over a number of years. My favourite was the letter from Eddie Redmayne to then-Artistic Director Mark Rylance, thanking him for the opportunity of performing at Middle Temple Hall but reluctantly declining to move with the production to the Globe as he wants to go back to university and finish his degree. There are other letters, pictures and legal records from the Globe's history, as well as books about theatres in Shakespeare's time.<br />
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I was really excited to get the chance to visit the library of one of my favourite places in London. Many thanks to ARLG London and South East for organising it.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-81510267203661421562016-11-16T18:21:00.000+00:002017-02-05T18:58:16.693+00:00Copyright: ReflectionsOne of the Chartership categories I've chosen is "Copyright". Copyright is one of those things that I know is important, but which I've always found difficult. I decided that I needed to learn about copyright for the following reasons:<br />
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<li>In my current role I work with the VLE, and occasionally get emails asking us to put certain documents on the system for students to access. This is rare, because most of our courses are planned in advance and the resources decided upon well before time, but it does occasionally happen. We have a specialist copyright officer, but she isn't full time, and works in another centre, so I thought it would be a good idea to get some extra knowledge.</li>
<li>In the future it's possible that I may move on to another role where students or staff consult me about copyright issues. I want to be able to help them with confidence if this does happen.</li>
<li>In today's Internet-dominated world, where things are shared online regularly, copyright is an important topic to know about in a more general sense.</li>
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Once I'd decided to learn more about copyright, what did I do?<br />
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<li>I read the Facet Publishing book about copyright, <i>Copyright: Interpreting the
law for libraries, archives and information services</i>. I also read a textbook available to me at the university I work at, originally written for law students on the Intellectual Property module.</li>
<li>I completed a film copyright course on FutureLearn, which allowed me to look at at copyright from a different angle.</li>
<li>I also investigated a number of websites, including the <a href="https://www.gov.uk/government/organisations/intellectual-property-office" target="_blank">Intellectual Property Office</a>, a <a href="http://blogs.lse.ac.uk/impactofsocialsciences/2016/04/05/nine-things-university-administrators-and-academics-need-to-know-about-copyright/" target="_blank">blog post</a> on the LSE Impact of Social Sciences site, and assorted blog posts including <a href="https://janesecker.wordpress.com/2016/05/28/joining-up-the-dots-copyright-and-digital-literacy/" target="_blank">Joining up the dots: copyright and digital literacy</a> by Jane Secker.</li>
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How do I feel about copyright now?<br />
I feel I have a much better knowledge about copyright, what it is and what it does, the reasons for its existence and how it can apply in a university setting.<br />
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What next?<br />
I would like to be able to apply my new-found knowledge in a real setting, able to assist with queries from students and staff. I would like to chat with our copyright officer to find out more about what she does on a day-to-day basis.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-83296941441892920532016-09-10T15:08:00.000+01:002016-10-20T15:24:50.375+01:00ISG London & South East Visit to the National Theatre ArchiveRecently I got to visit the <a data-mce-href="https://www.nationaltheatre.org.uk/about-the-national-theatre/archive" href="https://www.nationaltheatre.org.uk/about-the-national-theatre/archive" style="color: #1b8be0; text-decoration: none;" target="_blank">National Theatre's Archive</a> with the <a href="http://www.cilip.org.uk/information-services-group/isg-london-south-east-section" target="_blank">ISG London & South East</a>.<br />
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The <a data-mce-href="https://www.nationaltheatre.org.uk" href="https://www.nationaltheatre.org.uk/" style="color: #1b8be0; text-decoration: none;" target="_blank">National Theatre</a> has kept archives since it was founded in 1963, but it has only had a "proper" archive since the 1990s, and the current building (the NT Studio beside the Old Vic) has only been in use since 2007. The public reading room is open five days a week, and welcomes around 2,700 researchers each year.<br />
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The Archive covers three main areas: the first is the most popular and consists of cultural archives, such as photos, press reviews, stage management reports, programmes, posters, prompt scripts and the costume bible - including, in recent years, high definition photographs of costumes so that they can be recreated later on if need be. Many of these were used during the recent 50th anniversary celebrations. Recordings have been made since 1995 (except where contract negotiations don't allow it) - Platform recordings (where an actor or other theatre practitioner is interviewed in front of an audience) have been undertaken since the late 1980s. The cultural archive is fully catalogued.<br />
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The second part is the business archive, including meeting minutes, architectural plans et al: much of this is sensitive material. This archive includes the only plans of the Olivier's drum revolve, as well as information about the founding of the theatre The third part is the external collections: the largest is the Jocelyn Herbert Collection, the archive of the acclaimed set and costume designer, consisting of around 6000 drawings, notebooks and even masks from one of her productions.<br />
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As the Archive is part of the Learning department, it can focus on being an academic resource, and not bringing in money. In any case, everything is in copyright so it cannot be commercialised. The Archive aims to support every level of learning: for those of school age, lots of plays the NT has produced are on the syllabus, and many pupils get the chance to take part in Archive Learning Days, in which they see the play and then explore the relevant resources.<br />
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The Archive works closely with the Digital Development department: an app has recently been launched with digitised archive content covering the "best" 50 plays performed at the National.
The Archive uses the CALM software, and it is possible to search by production, actor, or a number of other criteria. The press often use the information in obituaries.<br />
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The Archive <a data-mce-href="http://catalogue.nationaltheatre.org.uk/CalmView/Default.aspx?" href="http://catalogue.nationaltheatre.org.uk/CalmView/Default.aspx?" style="color: #1b8be0; text-decoration: none;" target="_blank">catalogue</a> can be accessed online, and you can also email queries in from the website. Resources are used in exhibitions at the NT, and on the last Friday of every month, the NT Archivist and curator offer a tour of the exhibition in the Lyttelton Lounge followed by a handling session with materials from the Archive.<br />
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It's possible to go to the Archive reading rooms to watch a recording of an NT Live or other recorded production: recent popular productions have included <em>Frankenstein</em> and <em>One Man Two Guvnors</em>. I keep meaning to book an appointment to watch <em>His Dark Materials</em> - one day I'll get around to it!
Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-48904113991242408862016-04-11T10:35:00.000+01:002016-05-09T11:19:55.163+01:00Library 2.016: Privacy in the Digital AgeRecently I registered for the online conference <a href="http://www.library20.com/privacy" target="_blank">Library 2.016: Privacy in the Digital Age</a>, the first of three scheduled this year run by <a href="http://www.library20.com/" target="_blank">Library 2.0</a>. Recordings from the conference are viewable <a href="http://www.library20.com/page/privacy-recordings" target="_blank">online</a>.<br />
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The conference looked at issues surrounding privacy and security online. It had a US focus but there was plenty that was relevant to the UK. For me, the most interesting presentations were, firstly, Jessamyn West's <i>The Digital Divide and Privacy Concerns</i>, which discussed the privacy needs and wants of "ordinary" people. She pointed out that while having lots of passwords to protect your online privacy is the ideal, in practice it's unlikely that people will be willing to do this and it's important to balance privacy with realism. I also found M. Ryan Hess's <i>Make Your Library a Privacy and Security Resource</i> interesting, with discussions of various privacy and security tools including Firefox, Ghostery, Disconnect and DuckDuckGo. On a more theoretical level, Martyn Wade's presentation on <i>The 'Right to be Forgotten' and Its Impact on Libraries and Librarians</i> was also interesting.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-82645638272820876132016-03-24T16:44:00.000+00:002016-04-14T16:00:30.663+01:00Information Services Group Visit to the Zoological Society of London Library<div class="separator" style="clear: both; text-align: center;">
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The CILIP Information Services Group recently organised a visit to the Zoological Society of London Library, which I signed up for really quickly. The Library is located near London Zoo, and we gathered in the Council Room of the ZSL headquarters to begin the visit.<br />
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ZSL is the charity behind London Zoo and Whipsnade Zoo, as well as being a research institute funded by UCL. We were told a bit about the history of ZSL, which was established by Sir Stamford Raffles and Sir Humphry Davy in 1826. Impressively, women were admitted as fellows from 1827. The Council Room is full of pictures of individuals who have made contributions to the Society, including Prince Albert, who was the President from 1851-61, Harry Johnston (who discovered the okapi and many, many other animals), and Miriam Rothschild. Famous names in the visitors' book include Elizabeth II, Emperor Hirohito, John Paul Getty and Jackie Kennedy.<br />
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The Library, which can be reached online at <a href="http://library.zsl.org/" target="_blank">library.zsl.org</a>, is located upstairs in the building and is a rich resource of books and journals about zoology and animal conservation. It is open Monday to Friday, and is open to all for reference purposes, but only Fellows of the ZSL can borrow books. We got to wander around the Library and explore for ourselves. Naturally I went straight to the penguin section:<br />
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My favourite part of the visit was getting the chance to look at some of the archives and rare books that the librarians had very kindly got out for us. They included an early "Daily Occurrences" ledger, the very first Council Minutes (with the signature of Sir Stamford Raffles), the animal record card for Winnie the bear (the original Winnie-the-Pooh), newspaper clippings concerning an escapee eagle, and a medieval tome containing pictures of all kinds of weird and wonderful creatures (some real, some imagined).<br />
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<tr><td class="tr-caption" style="text-align: center;">Daily Occurrences 1865</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Council Minutes</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Animal record card for Winnie the bear</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2c7ogaDsglYb9cwroD98oiXTBjf3ekY6Vmng9CBziHMk5whRRFTJCwmUg3Yzkg7IfIQ8YZi3KKN_iP0NF-boMDbIuE0h9dY3NtmaxxyNPfNfztL0DjC3Wk544oV9d1pG_PDuautIe7aDa/s1600/2016_0321ZooLibrary10.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2c7ogaDsglYb9cwroD98oiXTBjf3ekY6Vmng9CBziHMk5whRRFTJCwmUg3Yzkg7IfIQ8YZi3KKN_iP0NF-boMDbIuE0h9dY3NtmaxxyNPfNfztL0DjC3Wk544oV9d1pG_PDuautIe7aDa/s320/2016_0321ZooLibrary10.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Goldie the golden eagle</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWZk6vy5Owevmi2S_egsKzFZh-0hVyudBpy6zjbtItr5swFF6VnYZQGgSTG-kBKA819pQ3xrZwVszpgqF7W4VPitxN1lLDkOX7SvOj47Ng_CSUFtxtmXtHramN443cU78dn35OQwZoqQIU/s1600/2016_0321ZooLibrary11.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWZk6vy5Owevmi2S_egsKzFZh-0hVyudBpy6zjbtItr5swFF6VnYZQGgSTG-kBKA819pQ3xrZwVszpgqF7W4VPitxN1lLDkOX7SvOj47Ng_CSUFtxtmXtHramN443cU78dn35OQwZoqQIU/s320/2016_0321ZooLibrary11.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Ulyssis Aldrovandi Monstrorum historia</i></td></tr>
</tbody></table>
<br />
<br />
I really enjoyed the visit, which was fascinating.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com1tag:blogger.com,1999:blog-5911343924239488555.post-88264078250232912012016-03-17T13:35:00.000+00:002016-04-14T16:00:12.352+01:00ARLG London and South East Visit to the Conway Hall Library<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpHnPykR7hNMHsFSCyArv-vWO7S-u8WksGnyME_t04lWekJFwDxY6hv1rwL69cTXSX5LFKOjJBJs8yHNhgpmv9YiHVl5m75VXWnbrz4xr0Gpcdq6smNpvEmz9GezGriyhsHZrCk0M9DFgF/s1600/Conway_Hall_Entrance_004.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpHnPykR7hNMHsFSCyArv-vWO7S-u8WksGnyME_t04lWekJFwDxY6hv1rwL69cTXSX5LFKOjJBJs8yHNhgpmv9YiHVl5m75VXWnbrz4xr0Gpcdq6smNpvEmz9GezGriyhsHZrCk0M9DFgF/s320/Conway_Hall_Entrance_004.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Conway Hall entrance. Photo: <a href="https://commons.wikimedia.org/wiki/File:Conway_Hall_Entrance_004.JPG" target="_blank">Wikimedia Commons</a></td></tr>
</tbody></table>
<br />
I visited the <a href="http://conwayhall.org.uk/library/" target="_blank">Conway Hall Library</a> with ARLG. <a href="http://conwayhall.org.uk/" target="_blank">Conway Hall</a> is a building near Holborn, London, owned by Conway Hall Ethical Society. It was opened in 1929, named after Moncure Daniel Conway (1832-1907), an anti-slavery advocate and supporter of free thought. These days it hosts a wide variety of performances, lectures and classes.<br />
<br />
The Library contains the Ethical Society's collection, the largest and most comprehensive Humanist Research resource of its kind in the UK. Members of the Ethical Society can borrow books, and the Library is open to the public for research.<br />
<br />
The Library is beautiful, as befits a resource contained within a Grade II listed building. The resources it contains include historical texts, artworks, music, pamphlets and archives. We got the chance to look at several items from the collection, including records of previous lectures and events held within the building.<br />
<br />
As well as looking around the Library, we also got a tour of the building as a whole. The lecture hall is particularly impressive.<br />
<br />
I enjoyed the chance to look around such an interesting and unusual library.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-47683252191574399002016-03-03T16:58:00.000+00:002016-04-20T16:25:05.419+01:00#uklibchat: Mid-Career Directions - ReflectionAt the beginning of March I took part in my first ever <a href="https://uklibchat.wordpress.com/" target="_blank">#UKLibChat</a>. The theme was <a href="https://uklibchat.wordpress.com/2016/03/03/uklibchat-summary-1st-march-mid-career-directions/" target="_blank">'Mid-Career Directions'</a> and I thought it seemed quite appropriate for me. I graduated five years ago last summer, have been in my current job for five years and have recently begun Chartership, so I am clearly no longer a "new professional".<br />
<br />
To prepare for the session I read Laura Woods' thought-provoking <a href="https://uklibchat.wordpress.com/2016/02/25/feature-33-mid-career-directions-a-viewpoint/" target="_blank">blog post</a> on the subject, which was really interesting. In it she talks about how her experience has helped her work out what she likes and what she doesn't like, so she knows what to focus on when selecting and applying for future jobs. It's slightly different for me as I've only had one role since graduating from my Masters (except for a few months temping) so I don't quite have the breadth of experience, but undoubtedly I've gained a lot of experience in my current role.<br />
<br />
The libchat itself has been <a href="https://storify.com/uklibchat/uklibchat-1st-march-mid-career-directions" target="_blank">Storified</a> here if you would like to look it up. I really enjoyed it and it left me with lots to think about. One of the interesting things about the chat was that no one seemed to be certain what exactly "mid-career" meant. I actually see this as a positive as to me it implies flexibility, that it can be whatever you want to make it. We discussed ways to stay motivated and relevant and how to keep up with CPD, and I left feeling more confident than when I arrived.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-85735218588987534942016-02-22T10:48:00.000+00:002016-04-14T15:48:36.466+01:0016th Annual Durham Blackboard Users' Conference<div class="MsoTitle">
<span lang="EN-US">The theme of this year’s Blackboard Users’
Conference, held on </span>7<sup>th</sup> & 8<sup>th</sup> January at Durham University Business School, was “Learning From Failure”, which was suggested by delegates from
last year’s conference. The keynote was delivered by Eric Stoller, who
addressed the issues of digital identity and failure on social media.</div>
<div class="MsoTitle">
<br /></div>
<div class="MsoTitle">
Blackboard themselves also addressed the
conference, although they called their talk “Reflections on a shared journey”
rather than examining the concept of learning from failure. They examined the
changes that the system has undergone over the years and the needs of
Blackboard today, including a resilient server, trained staff, backups and
appropriate network access. These days the system is “mission critical” and
users have higher expectations.</div>
<div class="MsoTitle">
<br /></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">A
Sessions: Is There A Place for Blackboard Collaborate in Blended Learning
Design – Matt Cornock, University of York</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US">This session looked at whether Blackboard
Collaborate could be useful in blended learning – learning that mixes face to
face and distance learning. It covered the issues that can be experienced with
Blackboard Collaborate including loss of sound quality, connection reliability,
issues with the launcher and whiteboard interaction. MC discussed a case study
in which students on a creative writing programme used Collaborate to try and
replicate the face to face environment. It was found that this didn’t work as
the online environment could not facilitate the spontaneity and natural
atmosphere of a face to face environment. Also, remote students by this time
had already formed their own social groups for mutual support so they did not
need to approach these sessions in the same way.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">However, Collaborate has been proved to be
useful for such functions as library tutorials and support, as well as group
work, some individual tuition, teleconferencing and careers workshops.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">B
Sessions: Designing A Pre-Induction Course: Mistakes, Issues and Success –
Steve Dawes, Regent’s University London</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US">This session examined the issues faced by
staff at Regent’s University London when designing a pre-induction course for
students. The course was designed to streamline the induction process for
students which can often be daunting.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">The course was designed to be a simple
student-centric platform with a single login so that all students could access
it even if they did not yet have their own personal login details. It focused
on the key information that students would need when arriving at university,
including information about accommodation, visas and study skills. The students
were not taught how to use Blackboard – it was hoped that they would be able to
pick it up through completing this simple course.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">The homepage was designed to resemble the
University website so that students grew familiar with the structure of the
website. There was only one course link to click on to get to the information
they needed. There was an element of interactivity: e.g. a checklist entitled
“Are You Ready?” consisting of a series of yes or no questions checking if
students had everything they would need. There was also an interactive map of
the campus.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">987 of the trial students completed the
final survey. The most popular elements were the introduction and the “Are You
Ready?” questionnaire. In general there was a good student uptake with positive
feedback, and a reduction in emails to student support. This was done for the
Jan rollout and will be improved for the September cohort.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">Future potential improvements include polls,
Collaborate sessions, media content and group inductions.<br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">C
Sessions: Growing Pains: Preparing For A Teenage VLE – Andy White, University
of Cumbria</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US">This session charted the University of Cumbria’s
use of Blackboard as their VLE platform since 2003. At the time, study was
mostly campus based but videos would be filmed and posted out to distance
learners. Students also had to send paper-based submissions through the post.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Over time there was a move to integrate Bb
usernames and passwords with University ones, and they got the licensed mobile
site in 2012. In 2014, Bb was listed by the University as “mission critical”
for disaster recovery.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">This year it was decided that every
programme should have a presence on Blackboard. A benchmarking exercise was
introduced in order to check whether courses were active, if they contained any
broken links, or had any hidden content. An annual review is now planned to
ensure that high standards are maintained.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">D
Sessions: Working With Students as Partners to Help You Identify and Learn from
Your Mistakes: Developing a Pre-Arrival Study Skills Course for all
Undergraduates – Sam Nolan, Eleanor Loughlin, Malcolm Murray, Elaine Tan and
Jacquie Scollen, Durham University</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US">After it was suggested that students wanted
more contact before arriving at university, it was decided at Durham that a
pre-arrival study skills course should be developed. A short 2-week course was
trialled last summer, covering topics such as preparing for academic study,
independent learning and digital literacy. A videographer was employed to film
staff and current students talking about relevant topics. Other areas such as
library services were also explored. The course will be rolled out to all
students in the next academic year.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">The course contains information about
coming to Durham, preparing for arrival and transitioning to independent
learning. It also contains information
about classes and reading materials, as well as support services such as
library services. To date, the course has received 103, 576 views. Student
feedback suggests that those using the course feel more prepared for their
arrival at Durham.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">The presentation explored mistakes the
staff felt they had made and the steps they plan to take to rectify these. For
instance, they felt that they should have involved students as consultants from
the start of the project, and made risk management a priority earlier on.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">E
Sessions: The SPECTRE of Blackboard Design – James Leahy, Regent’s University
London</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US">This session looked at the syndrome of “Persistent
Empty Courses” at Regent’s University – the problem of lecturers not making
good use of Blackboard courses to enhance learning even though the offline
course was excellent. In this example, the presenter added banners, logos and
videos to the course to demonstrate the potential of online materials.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">F
Sessions: Establishing High Stakes Computer-Based Testing through Blackboard As
A Supported Service: An Institutional Perspective On Key Challenges and Lessons
Learned – Richard Walker and Andy Parkinson, University of York</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US">This session looked at the growing use of
VLEs for formal assessment and explored the ways in which staff at the University
of York have coped with the challenges of implementing this. Exams on the VLE
must be intuitive, flawless and fit for purpose, with a dedicated
infrastructure and automated marking.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">Staff were aware of possible issues that
could arise, including loss of student data and multiple workstation failure.
They took steps to minimize this, including creating separate exam accounts for
students.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">Some of the issues encountered included
students being sent to the wrong rooms, and ongoing challenges with
timetabling. One issue involved the randomization of questions – some students
were shown the harder, essay-style questions first while others were given
multiple-choice questions – this could be seen as unfair, so the issue was
later rectified.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">G
Sessions: How I Have So Far Failed To Create A Fully Accessible VLE – Al
Holloway, University of Northampton</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US">Al Holloway’s presentation explored how he
has tried to create a fully accessible VLE, but this has been difficult without
the wholehearted support of all staff. Accessibility issues include Blackboard
themes and layouts, video content, recorded lectures, documents and content
authoring, and different browsers. Some
staff responded to his requests to look at making their material more
accessible, but others made less of an effort. He emphasized the importance of
gaining support from key stakeholders, and suggests implementing a method to
audit accessibility.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div style="border-bottom: solid #595959 1.0pt; border: none; mso-border-bottom-alt: solid #595959 .5pt; mso-border-bottom-themecolor: text1; mso-border-bottom-themecolor: text1; mso-border-bottom-themetint: 166; mso-border-bottom-themetint: 166; mso-element: para-border-div; padding: 0cm 0cm 1.0pt 0cm;">
<h4 style="margin-left: 0cm; mso-list: none; text-indent: 0cm;">
<span lang="EN-US">H
Sessions: Electronic Submission on Large and Complex Courses – Chris Boon, City
College Norwich</span></h4>
</div>
<br />
<div class="MsoNormal">
<span lang="EN-US">This course looked at ways to manage the
Grade Centre in Blackboard given the widespread use of electronic submission.
These methods including splitting the class into groups, creating categories,
and using Smart Views.</span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">I found the conference really useful, and it was good to meet other people who work with VLEs. I picked up some useful pointers and learned a good deal.</span></div>
Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-86510170332583459472016-01-15T17:37:00.000+00:002016-04-14T15:11:58.714+01:00Chartership - the Professional Knowledge and Skills BaseTowards the end of last year I finally took the plunge and registered for Chartership. I found a mentor and began to make plans. After many years of procrastinating, I was finally about to begin the process.<br />
<br />
My first task was to go through the PKSB (Professional Knowledge and Skills Base) and pick out areas I thought I might like to develop. The PKSB looks really daunting at first, but remember, you aren't expected to do everything! I found blog posts about the process by <a href="https://woodsiegirl.wordpress.com/2015/08/20/chartership-pksb/" target="_blank">WoodsieGirl</a> and <a href="http://stevecarlton.co.uk/chartership/the-first-post-ive-done-about-chartership/" target="_blank">Steve Carlton</a>, which were really useful in helping me work out exactly what I needed to do.<br />
<br />
I began by going through the entire PKSB and giving myself a score for each area, as well as a score for my ideal skill level. I ended up with roughly three categories: areas in which I feel my skills are up to scratch; areas in which I don't have much expertise but which are not immediately relevant to my role and projected career path; and areas which <i>are</i> relevant but which are in need of improvement. This last category is certainly the most important in terms of Chartership.<br />
<br />
<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; margin-left: -.25pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184; width: 548px;">
<tbody>
<tr style="height: 15.0pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td nowrap="" style="background: #595959; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="color: white; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;">Area
of PKSB<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 1;">
<td nowrap="" style="background: #00B0F0; border-top: none; border: solid #00B0F0 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #00B0F0 .5pt; mso-border-left-alt: solid #00B0F0 .5pt; mso-border-right-alt: solid #00B0F0 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="color: white; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;">3. Using and exploiting knowledge and
information<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 2;">
<td nowrap="" style="background: white; border-top: none; border: solid #00B0F0 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #00B0F0 .5pt; mso-border-left-alt: solid #00B0F0 .5pt; mso-border-right-alt: solid #00B0F0 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
3.3 Information retrieval<o:p></o:p></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 3;">
<td nowrap="" style="background: #00B0F0; border-top: none; border: solid #00B0F0 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #00B0F0 .5pt; mso-border-left-alt: solid #00B0F0 .5pt; mso-border-right-alt: solid #00B0F0 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="color: white; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;">5. Information Governance and
Compliance<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 4;">
<td nowrap="" style="background: white; border-top: none; border: solid #00B0F0 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #00B0F0 .5pt; mso-border-left-alt: solid #00B0F0 .5pt; mso-border-right-alt: solid #00B0F0 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
5.3 Copyright, intellectual property
and licensing<o:p></o:p></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 5;">
<td nowrap="" style="background: #00B0F0; border-top: none; border: solid #00B0F0 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #00B0F0 .5pt; mso-border-left-alt: solid #00B0F0 .5pt; mso-border-right-alt: solid #00B0F0 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="color: white; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;">8. Literacies and Learning<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 6;">
<td nowrap="" style="background: white; border-top: none; border: solid #00B0F0 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #00B0F0 .5pt; mso-border-left-alt: solid #00B0F0 .5pt; mso-border-right-alt: solid #00B0F0 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
8.6 Teaching and training skills<o:p></o:p></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 7;">
<td nowrap="" style="background: white; border-bottom: none; border-left: solid #00B0F0 1.0pt; border-right: solid #00B0F0 1.0pt; border-top: none; height: 15.0pt; mso-border-left-alt: solid #00B0F0 .5pt; mso-border-right-alt: solid #00B0F0 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
8.8 Virtual learning environments<o:p></o:p></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 8;">
<td nowrap="" style="background: #33CC33; border-top: none; border: solid #33CC33 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #33CC33 .5pt; mso-border-left-alt: solid #33CC33 .5pt; mso-border-right-alt: solid #33CC33 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="color: white; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;">11. Customer Focus, Service Design
and Marketing<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 9;">
<td nowrap="" style="background: white; border-top: none; border: solid #33CC33 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #33CC33 .5pt; mso-border-left-alt: solid #33CC33 .5pt; mso-border-right-alt: solid #33CC33 .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
11.4 Service innovation, development
and design<o:p></o:p></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 10;">
<td nowrap="" style="background: #16365C; border-top: none; border: solid #16365C 1.0pt; height: 15.0pt; mso-border-alt: solid #16365C .5pt; mso-border-top-alt: solid #16365C .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<b><span style="color: white; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-hansi-font-family: Calibri;">Other PKSB elements<o:p></o:p></span></b></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 11;">
<td nowrap="" style="border-bottom: solid #16365C 1.0pt; border-left: solid #16365C 1.0pt; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid #16365C .5pt; mso-border-left-alt: solid #16365C .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
Ethics and Values<o:p></o:p></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 12;">
<td nowrap="" style="border-top: none; border: solid #16365C 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #16365C .5pt; mso-border-left-alt: solid #16365C .5pt; mso-border-right-alt: solid #16365C .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
Wider Library, Information and
Knowledge Sector Context<o:p></o:p></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 13; mso-yfti-lastrow: yes;">
<td nowrap="" style="border-top: none; border: solid #16365C 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid #16365C .5pt; mso-border-left-alt: solid #16365C .5pt; mso-border-right-alt: solid #16365C .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 411.0pt;" valign="bottom" width="548"><div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
Wider Organisation and Environmental
Context<o:p></o:p></div>
</td>
</tr>
</tbody></table>
<br />
<div>
After some thought I settled on the categories above. I discussed them with my mentor to make sure I was on the right lines. I wanted to make sure I chose a variety of skills and knowledge areas from different areas, with a good mix of concrete skills and general awareness.</div>
<div>
<br /></div>
<div>
I already have some ideas of how I'm going to develop my skills, and I have made a plan of sorts - it's just a matter of sticking to it! One of my objectives was to attend the 2016 Blackboard Users' Conference in Durham, and I did that at the beginning of January, so I can tick something off my list. I've also completed a MOOC about literature searching. Next up is a write-up of the conference, after which I need to tackle some reflective pieces.</div>
<div>
<br /></div>
<div>
My tips for the initial PKSB assessment are as follows:<br />
<br />
<ul>
<li>Try not to get overwhelmed: remember, you don't need to aim for a 4 in everything - you only need to select up to 10 areas.</li>
<li>Ask for advice, or at least, try and and find out how others coped with the assessment: as I mentioned, I found the blog posts mentioned above very informative.</li>
<li>Discuss it with your mentor: either before, during or after your self-assessment. They can help reassure you that you are on the right lines.</li>
<li>Don't worry about getting your initial scores completely right - they are just estimates and you will not be tested on them.</li>
</ul>
<div>
Now to put my plan into practice...</div>
</div>
Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-44406493573373671442015-12-16T22:11:00.000+00:002016-04-14T15:47:32.535+01:00The Wiener Library<div style="color: #333333; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.5px; margin-bottom: 23px;">
Although I've worked close to<a data-mce-href="http://www.wienerlibrary.co.uk/" href="http://www.wienerlibrary.co.uk/" style="color: #990000; text-decoration: none;" target="_blank"> The Wiener Library for the Study of the Holocaust and Genocide</a> for several years now, I'd never actually visited. It wasn't until a colleague told me about the weekly library tours, which take place every Tuesday lunchtime, that I thought to visit. We ended up making it a bit of a work thing: three of us went one lunchtime, to be followed by the other two a week later.</div>
<div style="color: #333333; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.5px; margin-bottom: 23px;">
The Library, formed in 1933 by Alfred Wiener, is Britain's Holocaust library and the oldest collection of its kind in the world. It holds over one million items, including illustrated and rare books, press cuttings, photographs and eyewitness testimonies.</div>
<div style="color: #333333; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.5px; margin-bottom: 23px;">
Our tour included the main Library reading room, with considerable collections available on open access for the use of readers. Items stored elsewhere in the building, including photographs and fragile items, can be requested. Members of the public can use the Library, open on weekdays, free of charge, though first-time visitors do need to bring some ID. You need to become a member if you want to borrow books.</div>
<div style="color: #333333; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.5px; margin-bottom: 23px;">
We were taken downstairs to view the stacks, and were able to see several fascinating items which our guide brought out to show us. One was a Nazi colouring book and another was a book of photographs of Hitler and assorted small children: both were bizarre and rather chilling. There were also some documents relating to Jewish refugees who came to the UK.</div>
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The Library runs a programme of temporary exhibitions on the ground floor. The current exhibition is <em><a data-mce-href="http://www.wienerlibrary.co.uk/RememberingtheArmenianGenocide" href="http://www.wienerlibrary.co.uk/RememberingtheArmenianGenocide" style="color: #990000; text-decoration: none;" target="_blank">Fragments of a Lost Homeland: Remembering the Armenian Genocide</a></em> which is on until 25 February. This exhibition focuses on one particular family around 1915 who recorded their experiences before, during and after the genocide in letters, diaries and photographs.</div>
<div style="color: #333333; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 19.5px; margin-bottom: 23px;">
The Wiener Library is well worth a visit, even if you don't need to use the research facilities. Tours run on Tuesdays at 1pm, and you can visit the temporary exhibitions during regular opening hours.</div>
Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-87804793861481546572015-12-07T15:11:00.000+00:002016-04-14T16:00:12.345+01:00ARLG Southern British Library TourRecently I went on a visit to the <a href="http://www.bl.uk/" target="_blank">British Library</a> organised by <a href="http://www.cilip.org.uk/academic-research-libraries-group/southern-division-academic-research-libraries-group-committee" target="_blank">ARLG Southern</a>. The visit comprised a library tour, which really interested me because although I have visited the BL several times, it's always been as a visitor to the exhibitions: I'm not a member and I've never been in the reading rooms or behind the scenes.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl-U4i0mW618KSXLYS_fAWfoet4SZAxKuE8DOx8_FMAxYfoRoEJjQXzIqXU7QpGGtv-VyJoKe_Iaun1RGnEpK0BgOOf4U9lNZBQQXcVw3ci8mnSj9aqSlC_6IA3E_u2O8mUJFvDRdsz8Ux/s1600/British_library_london.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="215" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl-U4i0mW618KSXLYS_fAWfoet4SZAxKuE8DOx8_FMAxYfoRoEJjQXzIqXU7QpGGtv-VyJoKe_Iaun1RGnEpK0BgOOf4U9lNZBQQXcVw3ci8mnSj9aqSlC_6IA3E_u2O8mUJFvDRdsz8Ux/s320/British_library_london.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The British Library Piazza. Source: Jack1956 on <a href="https://en.wikipedia.org/wiki/British_Library" target="_blank">Wikipedia</a></td></tr>
</tbody></table>
The British Library, which is a relatively new institution that only came into being during the second half of the twentieth century, is the national library of the UK and the largest library in the world in terms of items catalogued. The building holds around 170 million items from numerous countries and in every language in the world. Information is held in multiple formats: print books and ebooks, manuscripts, journals, newspapers, magazines, audiovisual recordings, playscripts, patents, databases, maps, prints and drawings. The collections include around 14 million books, and the Library holds ancient historical items dating back as far as 2000 BC.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGS2R4PZwzsU8hp3e_zUA7cn5MOm_3Tjt-gW0Dhyphenhyphen2O22NH3d-mKz4FWpTa7izUkLRXt-VmEVTdM-Pk7aa-l4C3vk6_CGh8KWSl13kmjFnf-M65VYkyZkoQCQMj-cP-PIs9nSrKVTy0e4Rk/s1600/2015_1203BL03.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGS2R4PZwzsU8hp3e_zUA7cn5MOm_3Tjt-gW0Dhyphenhyphen2O22NH3d-mKz4FWpTa7izUkLRXt-VmEVTdM-Pk7aa-l4C3vk6_CGh8KWSl13kmjFnf-M65VYkyZkoQCQMj-cP-PIs9nSrKVTy0e4Rk/s320/2015_1203BL03.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">British Library Foyer</td></tr>
</tbody></table>
The Library is a Legal Deposit Library (the others are the Bodleian at Oxford, the University Library at Cambridge, the Trinity College Library in Dublin and the National Libraries of Scotland and Wales), meaning that it receives a copy of each book produced in the United Kingdom and Ireland, including several overseas books distributed in the UK.<br />
<br />
Our tour, which was delivered by a very knowledgeable and entertaining guide, began in the foyer where we learned about the library's beginnings. The BL originally started out at the British Museum: the famous Round Reading Room is where famous people including Marx used to study. The British Library Act of 1972 enabled the BL to be established in 1973, although materials were dispersed around London and around the country for several years. When deciding upon a location for the eventual library site, there wasn't much choice available: it would have to be within walking distance of the British Museum in Bloomsbury, so that the rarest and most valuable books could be carried there by hand, as they were not permitted to be transported on vehicles. Eventually the site at Euston Road was decided upon: located next to St Pancras Station, it used to be a goods yard.<br />
<br />
The Library was designed by Colin St John Wilson, and the building has met with a mixed reception (apparently Prince Charles hates it, but the Queen is a fan). Looked at from the right angle, it resembles a ship. It was made a Grade I listed building earlier this year, so it is now recognised as a landmark of design: however it is not without its problems. Wilson spent so much of the Library budget on expensive marble, containing fossils, to be laid outside on the piazza (meaning that it is extremely slippery in the rain) that there wasn't enough left for decent shelving, resulting in some collapses as the second-hand shelves couldn't bear the huge weight of the books.<br />
<br />
It is impressive, however, that most of the books are stored underground: the stacks run several storeys beneath the ground, stopped only by the tube that is even further down. The Fleet River also runs nearby, so that the lowest floor does flood on occasion.<br />
<br />
From the foyer we were taken to the Members' Area in which you can register to become a member of the Library. Anyone can register so long as they have the appropriate ID: you don't have to be an academic. Near here, there is a book handling system which delivers books users have ordered to the surface by means of a conveyor belt. Staff collect book requests, remove them from the shelves and send them up to the Library.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdJDolDW2-o5LUJ1yf2k-aJ7FRGUAtsWyRlrR-jLt2KZAnK8q-NWSUvIWuXWDbLozVruCkYsZqZbul6qBAlS8mKZCaFwB9mNMEybdcIeDVZ_qHIa4DfIDZ-I6fjTGVOMIbvLHkyewHeQSW/s1600/2015_1203BL01.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdJDolDW2-o5LUJ1yf2k-aJ7FRGUAtsWyRlrR-jLt2KZAnK8q-NWSUvIWuXWDbLozVruCkYsZqZbul6qBAlS8mKZCaFwB9mNMEybdcIeDVZ_qHIa4DfIDZ-I6fjTGVOMIbvLHkyewHeQSW/s320/2015_1203BL01.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The book handling system</td></tr>
</tbody></table>
We went upstairs and were able to get a brilliant view of the King's Library, made up of 65,000 printed volumes and numerous pamphlets, manuscripts and maps collected by George III between 1763 and 1820. The glass tower was inspired by a similar structure in the Beinecke Library in New Haven, Connecticut.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirr3w8p7GyS2dw8-H_Ap0bzEfuiTZUl5KNiPjOtb0jdrgyIyHDjvGIbGj7R1zOqTduWKv7Ce_oCdlJcIXM2Ffk99LWR9xvWBPhOULZtxHKcVPns8emPlgEoXfmTHeci4Bq_7_VBC4EQLk9/s1600/2015_1203BL02.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirr3w8p7GyS2dw8-H_Ap0bzEfuiTZUl5KNiPjOtb0jdrgyIyHDjvGIbGj7R1zOqTduWKv7Ce_oCdlJcIXM2Ffk99LWR9xvWBPhOULZtxHKcVPns8emPlgEoXfmTHeci4Bq_7_VBC4EQLk9/s320/2015_1203BL02.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The King's Library</td></tr>
</tbody></table>
From the old to the new: our next stop was the news room where readers can view newspapers and watch a live news feed. We explored the Library considerably, taking a look at the many busy - but extremely quiet - reading rooms.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5ut_7zLu0-EwgYscThxBIXJ9v1DV08IyKdqWHff5_b6FNWDKUIP4Tjf-u0Sw57AqEF-L3RqEFd0skkLiz68iDglLJspk7n0oySBTIr2w4E-Aj90Ln0a_Z68wDR7qSos8MynWXsczq4-wp/s1600/2015_1203BL04.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5ut_7zLu0-EwgYscThxBIXJ9v1DV08IyKdqWHff5_b6FNWDKUIP4Tjf-u0Sw57AqEF-L3RqEFd0skkLiz68iDglLJspk7n0oySBTIr2w4E-Aj90Ln0a_Z68wDR7qSos8MynWXsczq4-wp/s320/2015_1203BL04.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Reading Room</td></tr>
</tbody></table>
Before leaving, we had a quick look at a Library video in one of the quietest corners of the building - left "unfinished" to show off the brickwork.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGxLHDTSYP9jEepN0sRfB64CycZoaRmYDrO54O7iLhyphenhyphenvNcxWFsTz-B4F_bdVxZ_LIvpf69qispy9_q2vO-epc3wG_m4-cLN9cWZBvUEdFSSYatdtkzjpDUE2h-vVRD7DcwaEoeNxvn7fGr/s1600/2015_1203BL06.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGxLHDTSYP9jEepN0sRfB64CycZoaRmYDrO54O7iLhyphenhyphenvNcxWFsTz-B4F_bdVxZ_LIvpf69qispy9_q2vO-epc3wG_m4-cLN9cWZBvUEdFSSYatdtkzjpDUE2h-vVRD7DcwaEoeNxvn7fGr/s320/2015_1203BL06.jpg" width="320" /></a></div>
<br />
I really loved my tour: I learned a great deal about the British Library that I hadn't known before. Public tours are available and I do recommend signing up.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-27976241779361281942015-11-20T16:23:00.000+00:002016-04-14T15:47:32.519+01:00CILIP in Surrey Visit to St Paul's Cathedral LibraryOn Tuesday I took the afternoon off work to attend a CILIP in Surrey visit to the Library at St Paul's Cathedral. I actually looked at cathedral libraries and archives for my Masters dissertation, so I was really excited at getting the chance to see one. We were shown around by the Librarian, who took us up to the Triforium level behind the South West Tower, where the Library is located.<br />
<br />
The original Library was destroyed in the Great Fire of 1666: though it was not housed in the Cathedral itself, it was located nearby, and fell victim to the blaze. A few manuscripts were saved, however, and were taken to the new Library, which now contains over 30,000 items. The Library is located in a room designed by Sir Christopher Wren, and the wall carvings make reference to the ecclesiastical subject of the tomes contained within. The Library's collections, which relate to Wren, the building of the new St Paul's, the history of the Church and the Church in the city, can be used by anyone who needs to make use of them.<br />
<br />
In some ways the visit was more of a behind-the-scenes tour, as we got to see parts of St Paul's hidden from the average visitor, including the gallery at the back used for TV cameras during special events, the collection of historic fonts, and the large model of one particular design for St Paul's. It was fascinating to be able to learn about this unique library and the space in which it is housed.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-32987020753094596532015-11-17T10:25:00.001+00:002016-04-14T16:00:12.328+01:00ARLG London Visit to the RADA LibraryI signed up to the ARLG visit to the RADA Library as I love the theatre, and thought it would be very interesting to have the chance to explore the library of one of the most famous actor training grounds. The Library is located at 18 Chenies Street, London, WC1E 7PA, very near in fact to the CILIP headquarters. It was established in 1904, initially via donation, including some from Bernard Shaw. In 1995 the Library was moved to this purpose-built space. In recent years, a cataloguing programme has ensured that all essential stock is now catalogued.<br />
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The Library has over 40,000 items including more than 12,000 plays, which form the core of the Library's service and are sorted, in A-Z order by author, on shelves in the middle of the space. Other books relating to particular authors, such as biographies, are shelved with works by that author, while other supporting material such as history and acting/directing manuals are shelved separately. The Library also has a selection of DVDs and videos, a music collection and links to digital resources including Drama Online, Digital Theatre and the RADA Accents Archive.<br />
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We were given a talk by the Library Manager, James Thornton. He explained that the Library is for the use of staff and students, with full-time students able to borrow up to 8 items at once. Books must be returned or renewed within 4 weeks. The Library is open six days out of seven during term time, including some late evenings. A cash deposit is required from students before they are able to borrow, which I thought quite surprising. External researchers are discouraged, as the resources are there primarily to support RADA students: they can use them if needed but are charged £10 per day.<br />
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After a look around the Library, we were shown some of the archives: RADA has registers of all students dating back to its founding, and we were able to see some of these including the entry for John Gielgud. It's exciting to think how many well-known actors have passed through RADA's - and the Library's - doors.<br />
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Thanks to RADA and ARLG for a fascinating visit.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-90052631357922194102015-09-28T17:40:00.000+01:002016-02-02T14:39:28.976+00:00Registering for ChartershipIt seems fitting that I mark my 100th post on this blog with the announcement that, after months of thinking about it, I've finally registered for Chartership. I've found a mentor, attended a Professional Registration Workshop at CILIP, and paid my fee. I had my first telephone meeting with my mentor this morning: she seems lovely and I'm confident that we will have a good working relationship.<br />
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My first task is to complete the PKSB before our next meeting at the end of October. I'll write another post then on how I found the process.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-77578474808516271652015-07-14T12:35:00.001+01:002016-04-14T16:00:12.341+01:00ARLG London and South East Visit to the Wallace Collection Library and ArchiveEarlier this week I was fortunate enough to participate in a visit to the <a href="http://www.wallacecollection.org/" target="_blank">Wallace Collection</a> Library and Archive, organised by <a href="http://www.cilip.org.uk/about/special-interest-groups/academic-and-research-libraries-group">ARLG London and South East</a>. The Wallace Collection is located within Hertford House, near Oxford Street in London, and is an impressive collection of paintings (particularly 18th century French work), furniture, porcelain and arms and armour. It grew from the private collections of the first four Marquesses of Hertford, and was bequeathed to the nation by Lady Wallace (widow of Sir Richard Wallace, son of the fourth Marquess) in 1897.<br />
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The Library began as a research library for curatorial staff, though it is now open to the public by appointment. It contains around 20,000 books, periodicals and exhibition catalogues relating to the artworks in the collection, as well as the De Walden collection of rare fencing books, which it holds on long-term loan. The Archive has files relating to the history of the collection and related material. Both the Library and Archive employed professional staff only comparatively recently.
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We were taken on a tour of the Library, which is more complicated than it sounds: the "proper" library is in the basement, but there are other rare books in a cabinet within the museum, and more on the top floor within staff offices. Like many libraries there is a problem with lack of space, and staff also have to face challenges from members of curatorial staff, who like to have "their" books with them. Like many museums, the Library is not always seen as a priority - museum concerns take centre stage. However, despite this the Library is doing well, with the collection almost fully catalogued. I really enjoyed this fascinating visit.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-37465983111097168292015-05-25T20:54:00.000+01:002016-04-14T15:47:32.532+01:00CILIP South East Visit to the Inner Temple LibraryI visited the <a href="http://www.innertemplelibrary.org.uk/" target="_blank">Inner Temple Library</a> with <a href="http://www.cilip.org.uk/about/branches/south-east-member-network" target="_blank">CILIP South East</a>. The Inner Temple is one of the four Inns of Court, the others being Middle Temple, Gray's Inn and Lincoln's Inn. The Inns are unincorporated associations which have existed since the 14th century, and majorly contribute to the recruitment, training and professional life of barristers. They hold the exclusive rights to call candidates to the bar of England and Wales.<br />
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The Library is mainly used by practising barristers, though it is occasionally used by students. It is used by members of all four Inns of Court: each Inn's library specialises in a different kind of law so that the books are not duplicated, a sensible arrangement. The Library itself is very attractive, a calm, quiet place in which to work.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-45769764458069613192015-05-04T10:37:00.000+01:002016-04-14T15:58:24.909+01:00London Blackboard User Group Meeting 24/04/2015I attended my third Blackboard User Group (#LondonBUG) meeting at Bucks New University in Uxbridge on Friday. The theme was “Mobile and Multimedia” and the afternoon contained several interesting talks.<br />
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<b>iPads to Staff Initiative (Steve Hoole, Bucks New University)</b><br />
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Steve spoke about the “Take a Tablet” project at the University, which trained staff to use iPads and provided an iPad to each member of FT academic staff (other staff are able to borrow an iPad from the pools at the Uxbridge and High Wycombe campuses).<br />
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Why was this done? Staff wanted to improve the quality and turnaround time of staff-student feedback, as well as increasing digital literacy – changing the disparity between staff and student abilities and knowledge. They also wanted to explore new ways of teaching, and increase the wellbeing of staff and their ability to manage their time: staff were also able to use their tablets for personal reasons.<br />
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Staff faced battles with IT over which tablets to have. IT wanted them to have Microsoft Surface tablets but Turnitin does not work on these – in addition iPad is a cooler brand and staff thought more people would be encouraged to come to the sessions if iPads were used. To be as inclusive as possible, all full-time staff were included in the scheme. Equipment issued included the 16GB WiFi enabled iPad Air and a connector for the light projector.<br />
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The aims of the training were to inspire, transform and encourage creativity. It was aimed at the lowest common denominator. The training was divided into two three-hour sessions. The first looked at how to use the iPad, connect WiFi, use email and use the calendar. It also explored the Turnitin app. The second session covered the Bb Collaborate & Learn app, as well as other apps which could be useful for teaching, such as Twitter. Staff found that as the sessions went on, the content expanded as users developed more knowledge and understanding of the iPads. The equipment was not given out until the second session, to ensure that participants returned to the training.<br />
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All tutors were added to a Bb module containing information about new and existing apps. Tutors were encouraged to “show and tell” to disseminate good practice.
The Issues – There were initial problems with MAC IDs and Apple IDs, as well as issues with staff not following instructions. In addition there are ongoing costs and issues with getting the iPad back when a staff member leaves the university. However, over time most of the problems have been or will be ironed out.<br />
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Future plans include building on the iPad technology and establishing WiFi zones in IT. There are also plans to explore Swivls and lecture capture technology as well as develop a “Bucks Store” – an app store containing potentially useful apps.<br />
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<b>Large scale multi-media based assessments (Manuel Frutos-Perez, University of the West of England)</b><br />
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Manuel talked about the issues arising with getting 900 students to produce video assets as assessment tasks, along with a reflective piece, in only one week. Students spend most of their time out of class and are only taught intensively, conference-style, for a week or two; most have no technical background. Any assessment has to focus on skills development.<br />
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The project involved creating videos, and the students would be assessed not on their performance, but on their reflection. It was hoped that the students would actively participate and learn about different perspectives. The project has proven to be manageable, sustainable and academically challenging.<br />
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<b>Video assignments via Blackboard and Helix (James Leahy, Regent's University London)</b><br />
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James spoke about a scheme allowing students to submit video assignments via Blackboard. This has proven largely successful, so long as the students follow the steps correctly, and the scheme has allowed files to be shared with external examiners. However, there have been a few technical issues with some students not understanding the process, and the file size of some assignments, which can take a while to upload.<br />
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<b>Top 3 updates from the Blackboard Teaching and Learning Conference (Anne Cross, Blackboard)</b><br />
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The key themes from the conference were: embedding libraries, anon assignments, the flipped classroom, Digital Olympics, tabs and accessibility. There was lots of interest in core features that not everyone has implemented.<br />
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<b>Blackboard Collaborate Latest Updates (Alex Ball, Blackboard)</b><br />
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Alex demonstrated the latest version of Collaborate, which appears fairly intuitive.<br />
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<b>Blackboard Enhancement Requests (Workshop session facilitated by Chris Boon, City College Norwich and Danny Ball, Canterbury Christ Church University)</b><br />
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The top-voted choices for enhancement requests were looked at and discussed. It was decided that many “enhancement requests” were actually bug fixes:<br />
• Issue with uploading assignments – special character in filename means that tutors cannot download<br />
• Tighter control of grade centre<br />
• Retention centre does not register/log mobile users<br />
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These items were set aside to be submitted separately.
The following Enhancement Requests were submitted: the ability to extend or amend assignment due dates for individual students or groups; the ability to drag and drop items into folders; the possibility of using sign-ups to allow students to choose time slots for tutorials.<br />
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Overall, I found the meeting to be useful and informative.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-90434295424030346022015-04-27T12:51:00.000+01:002016-04-14T16:00:02.512+01:00LIHG Visit to The Caird Archive and Library at the National Maritime Museum<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgELoJmm8iPdvtV5RLZafudkG-curZ1kpChfsZPNyDgOzrLh02Uh75IL9I3IOhoojkzWfpOAobY1kO0BnfAPc8pQ_bepF7to6lbz0irJ2RjsKvkeNkdENC9kPW_d311gugLDXCRInwVpxDL/s1600/2015_0417NMM01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgELoJmm8iPdvtV5RLZafudkG-curZ1kpChfsZPNyDgOzrLh02Uh75IL9I3IOhoojkzWfpOAobY1kO0BnfAPc8pQ_bepF7to6lbz0irJ2RjsKvkeNkdENC9kPW_d311gugLDXCRInwVpxDL/s320/2015_0417NMM01.jpg" width="320" /></a></div>
<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;"><br /></span><span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;">I signed up for a <a href="http://www.cilip.org.uk/about/special-interest-groups/library-and-information-history-group" target="_blank">CILIP Library and Information History Group</a> visit to the Caird Library at the <a href="http://www.rmg.co.uk/national-maritime-museum" target="_blank">National Maritime Museum</a>. The Library is a research library that specialises in maritime history, and holds the most extensive maritime archive in the world. The visit included a talk on the Library and its collections as well as a tour of the reading room and archives.</span><br />
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<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;"><b>Introduction</b></span><br />
<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;">We were met at the front desk and taken to the seminar room where Gareth Bellis, the Library Manager, told us about the history of the Library. From 1937 until 2011 the Library was organised under one design, and was opened to the public in 1980. In 2011 a new library opened as part of the museum extension, including an open space as well as archive stores. The new library allows up to 46 readers, as opposed to 16, to work in the building.</span><br />
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<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;"><b>The Collection</b></span><br />
<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;">The collection is made up of many and varied items: manuscripts and original documents, including personal papers; admiralty records and business collections (such as the archive collections of P&O); Board of Trade deposits (e.g. Masters certificates); and atlases, maps and charts. The Library also holds printed materials including rare books dating back to the fifteenth century and modern books bought by the museum to assist research. Periodicals, ephemera and eresources complete the rich collection.</span><br />
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<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;"><b>Facts and figures</b></span><br />
<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;">We learned some interesting facts and figures: the Library has 12km of shelving, 60% of the materials are stored in the Sammy Ofer wing at the NMM and 40% are stored off-site. The Library receives approximately 5000 visitors a year, of which around 50% are academic, and 40% are interested in family history or general history. Around 200 written enquiries and 120 phone enquiries are received each month. The NMM has three catalogues in all, one for the archives, one for museum collections including maps and charts, and one for the library itself.</span><br />
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<span style="color: #222222; font-family: "helvetica" , "arial" , sans-serif;"><span style="background-color: white; line-height: 25.2000007629395px;"><b>Treasures</b></span></span><br />
<span style="color: #222222; font-family: "helvetica" , "arial" , sans-serif;"><span style="background-color: white; line-height: 25.2000007629395px;">My favourite part of the visit was when we got to inspect some of the treasures held by the Library. The NMM's links with the Royal Observatory are demonstrated by John Flamsteed's <i>Historia Celestus</i>, a "corrupt catalogue" published too early by Halley and Newton. Another interesting item was an edition of William Buchan's <i>Domestic Medicine</i>, which belonged to the <i>HMS Bounty</i> and ended up with the mutineers on Pitcairn Island.</span></span><br />
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<span style="color: #222222; font-family: "helvetica" , "arial" , sans-serif;"><span style="background-color: white; line-height: 25.2000007629395px;">An account of the loss of the <i>Royal George</i> at Spithead in 1782, as well as a lieutenants log and some memorial books made of wood from the wreck, were present, as well as a letter from Lord Nelson to Emma Hamilton written on board the <i>HMS Victory</i> on 24 August, 1803. A crew agreement from the <i>Cutty Sark</i> and Board of Trade certificates for Edward John Smith, later of the <i>Titanic</i>, were also present. My favourite item of all, though, was a book by Peter Halkett from 1848 describing the author's <a href="https://en.wikipedia.org/wiki/Halkett_boat" target="_blank">rather bizarre invention of a boat-cloak</a>, or cloak-boat. As the name suggests, this oddity was designed to be worn as a cloak and deployed as a boat should an emergency arise requiring this.</span></span><br />
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<span style="background-color: white; color: #222222; font-family: "helvetica" , "arial" , sans-serif; line-height: 25.2000007629395px;">Overall a really interesting visit - thanks to all involved.</span>Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-51918988261443344082015-02-21T15:32:00.000+00:002016-04-14T16:30:17.047+01:00Four years in my jobI've been in my job for four years now - where does the time go?!Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-76838182520263119652015-01-02T13:48:00.000+00:002015-08-12T16:00:33.355+01:002015 ResolutionsI'm hoping to be more successful with my resolutions for 2015 than I was for 2014. To this end, I have made only one resolution - to register for Chartership.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-59138293629337299912014-12-29T13:47:00.000+00:002015-08-12T16:00:33.350+01:002014 Resolutions - how did I do?A recap: last year I made the following resolutions -<br />
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<ul>
<li>Register for Chartership</li>
<li>Get involved in something else professionally</li>
<li>Get more sleep</li>
</ul>
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To cut a long story short, I failed on pretty much all of these. Oh well. Hoping next year is more successful!Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-87903553158049615492014-07-07T17:20:00.000+01:002016-04-14T16:00:12.349+01:00ARLG London and South East Visit to the Royal Library at Windsor Castle<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif;">On Thursday June 26th I took part in an enjoyable afternoon visit to the Royal Library at <a href="http://www.royalcollection.org.uk/visit/windsorcastle" target="_blank">Windsor Castle</a>, organised by </span><span style="background-color: white; color: #222222; font-family: "arial" , sans-serif;"><a href="http://www.cilip.org.uk/about/special-interest-groups/academic-and-research-libraries-group" target="_blank">ARLG-LASE</a>. I took the day off work and spent the morning exploring the Castle itself, before meeting the others at the Visitors' Centre in the afternoon, to be escorted through the grounds to the Library.</span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif;">The Royal Library is the third such collection: the first two made their way to the British Library. It contains around 43,000 items, many of which were donated. The Library was built in the 1830s, in the suite of rooms that used to belong to Charles II's Queen (hence why, when you tour the Castle, you only see the King's chambers).</span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif;">I was surprised to learn that Prince Albert had a hand in developing the Library: he apparently had an enthusiasm for organisation and cataloguing, insisting that the books should be organised by subject rather than size, introducing bookplates, and trying to get more shelf space (nothing new there then). These days, the Library is used rarely by researchers: there are only a few dozen per year, as to gain access you have to specify what you want to see, and it has to be something that isn't available, or else is very rare, anywhere else.</span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif;">The Library has some amazing items, including Charles I's copy of the works of Shakespeare, the title page of which he annotated with 'better' titles to some of the Bard's famous plays. To my mind he displayed a distinct lack of imagination: for instance, he wanted to rename <i>Much Ado About Nothing</i>, <i>Beatrice and Benedick</i>. There are also miniature books which were originally sent for Queen Mary's doll house.</span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif;">The collection contains volumes from across the rare books spectrum. Among the Library's incunabula is a volume of Wynkyn de Worde's <i>Polychronicon</i> of 1495, as well as a copy of the Nuremberg Chronicle. There is also a copy of <i>Aesop's Fables</i>, printed by William Caxton, from the later 15th century. More recent items include books printed by William Morris's private press, Kelmscott, and an edition of the Holy Gospels, published in Venice, which was a coronation gift to King George V from the Greek Patriarch of Jerusalem, and which has an absolutely stunning mother of pearl binding.</span><br />
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<span style="background-color: white; color: #222222; font-family: "arial" , sans-serif;">Plenty of other books are notable for beautiful or unusual bindings. Materials used to bind these books include velvet, lacquer, horn and snakeskin. An 1867 volume by William Perkins, woodcutter to the Queen, is about the legendary Herne's Oak in Windsor, and is bound in wood from that very tree.</span><br />
<span style="color: #222222; font-family: "arial" , sans-serif;"><span style="background-color: white;"><br /></span><span style="background-color: white;">Not all the items in the Library are books. There are prints by artists as distinguished as Leonardo da Vinci, random objects presented to the Royals over the years, and even a piece of the Berlin Wall.</span></span><br />
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<span style="color: #222222; font-family: "arial" , sans-serif;"><span style="background-color: white;">I really enjoyed my visit, and the chance to see inside a library that is not normally open to the public.</span></span><br />
<span style="color: #222222; font-family: "arial" , sans-serif; font-size: medium;"><span style="background-color: white;"><br /></span></span>Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com0tag:blogger.com,1999:blog-5911343924239488555.post-57153073701149992122014-05-19T17:31:00.000+01:002016-04-14T15:43:56.397+01:00Digital Curation MOOC - impacts of the wider digital environmentI am currently taking part in a <a href="https://extend.ucl.ac.uk/course/view.php?id=90" target="_blank">Digital Curation MOOC</a> with <a href="https://extend.ucl.ac.uk/" target="_blank">UCL</a> and I thought I would share my response to one of the assignments. It asked us to try and identify how the wider digital environment has impacted on our own activities, and our interest in digital curation.<br />
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I remember using computers at primary school as a treat, and in secondary school during IT classes (where they still had the old-fashioned printers that printed on that square paper with holes perforated on each side!). As my dad was a teacher, I was able to go to his primary school after school on a weekday to use his classroom computer to process work. However, it wasn’t until my family got a computer when I was about fourteen that I started to use the computer regularly for schoolwork as well as personal things.<br />
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This point marked the biggest change in how I worked as I began to routinely word-process my assignments from that point on. I also began to use the Internet, although we only had dial-up for several years, so I kept having to come off so that my parents could use the phone!<br />
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As a librarian, technological developments have made my profession easier in many respects, but have also brought their own challenges. As I currently work with a VLE (Blackboard), my job would actually not exist were it not for technological development.<br />
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Looking through the technological development timeline, I was reminded of all the developments that got lost along the way, superseded by something better within a very short time. I still have a Minidisc player and an APS camera lying around somewhere, as well as a personal electronic organiser that I used during my A Levels to write my essays before I got a laptop. I remember my college friends were rather envious of it!<br />
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Where does my interest in digital curation come from? Well, I am a librarian – therefore I’m interested in all issues surrounding the organisation and management of information – and digital curation at its simplest is really the digital side of this, in contrast to the cataloguing and classification of physical material. As our world becomes ever more digital, digital curation becomes even more important as a way of ensuring the preservation and conservation of the increasing range of electronic materials.Laura Steelhttp://www.blogger.com/profile/01910759198740759364noreply@blogger.com1