Lilac Linings Playbook

On the CILIP IL Group stand

LILAC 2016 must have been good as it has inspired my first blog post on here in 3 years! When I last wrote a post, just after LILAC 2013, I was leading a single life in London and working at the University of Westminster. Now, I'm married with 2 cats, live in Berkshire and work at Royal Holloway. How times change! LILAC, I'm happy to report, is still as brilliant as ever though. This was the fifth LILAC I'd attended and I wanted to share my thoughts on one of the topics that particularly struck a chord with me, that being anxiety and emotions, both for students and librarians.

Aurélie Gandour's session "Lowering students' anxiety during information skills training with active learning" gave some useful tips about ways to teach IL to students who are not very comfortable with using a computer. I can relate to this situation with some of the students I teach and know that computers can prove a barrier to their learning when they are just starting their studies. Their stress levels are raised just by logging in and trying to navigate to the Library homepage - this can take up a good 15 minutes of a one hour session.

Aurélie made the connection between computer anxiety and library anxiety, and the barrier this can cause to teaching IL. The last thing we want to be doing in the session is putting students off using the resources because they think their computer skills prevent them from being able to find them. By going back to basics by beginning the session with activities that do not require the computer, the students will feel more comfortable and will therefore be in a better frame of mind to learn. Aurélie gave us several examples of activities that she gives to her students at this stage and you can find these in her slideshow below. It's basically all about easing them in gradually so by the time they do go onto the computer they have a much better experience than if they'd leapt straight in. I will definitely try out some of these. My only concern is that there are always a few very capable and confident PC users in the class, but I still think they can benefit from this approach and can help with the activities.

My favourite idea from the session was how Aurélie gets the students to reflect on their learning using a "chimera" activity - see slides 22 and 23 for more information on this.

Lowering students' anxiety during information skills training with active learning - Aurelie Gandour from IL Group (CILIP Information Literacy Group)

I was fortunate enough to be chairing Mike Courtney and Carrie Donovan's session on research done that relates to how students might feel when putting their IL skills into action. Unsurprising, these emotions are not predominently joy and excitement but frustation and worry. Once again, anxiety is rearing its head. The session discussed an ethnographic study of students that involved meeting students throughout research project, at all stages, in order to draw out the process. It showed that students get frustrated when they feel like they are meeting dead ends or repeating processes. They also experience anxiety when trying to find viable resources, as they are often unsure whether they've found the right information or source. They worry about not being able to find enough information and don't know when to stop searching. This could be because they are looking for one perfect bit of information to support what they're researching, which may not exist. 

The conclusion of the session was that it's worth the time and energy to find out how your students feel.

Confidence frustration, and worry: the role of emotions in student learning & research - Mike Courtney & Carrie Donovan from IL Group (CILIP Information Literacy Group)

In her excellent keynote, Char Booth also talked about emotions and anxiety, but this time mostly in relation to us as teacher librarians. I think the majority of the audience could relate to the "heinous trauma" of being thrown into a classroom to teach IL skills, when pedagogy wasn't taught on our librarianship course. I know this was my experience and at first it was terrifying! Slide 61 pretty much sums it up!

Why Reflect? The Holistic Practice of Stepping Back. from char booth

By reflecting on our IL sessions, we can lessen our anxiety levels and become more confident in our teaching abilities. Char recommended a 3 question reflection after each session, for example: what worked? what didn't work? what should I follow up on?

I could write for hours about Char's keynote alone, never mind the rest of LILAC, but I'm going to stop there. Hopefully this brief report of 2 parallel sessions and a keynote has given you an idea of what an amazing and useful conference it was!

My first conference presentation

From the LILAC 2013 programme

Having attended LILAC as a delegate twice, I thought it was time to attend as a presenter. Luckily, this year I'd been involved with a Jisc project investigating links between students' attitudes towards and understanding of digital literacy and how it relates to employability. One of Jisc's requirements is that we disseminate our findings and, as one of the leading international conferences on information literacy, LILAC was identified early on as a key place to do this. We thought it was important to represent the collaborative nature of the project in our presentation so I asked Federica Oradini, senior lecturer in e-learning, to co-present with me. We submitted our conference proposal (my first ever!) and crossed our fingers. We were delighted to receive the email saying that it had been accepted.

Fede and I met up a few times prior to the conference to develop the slides and decide what to prioritise. We'd submitted a short paper so we couldn't cover everything. The project manager, Fiona O'Brien, sat in on our final run through (which had some technical glitches!) and made some helpful suggestions. However, part of what we wanted to talk didn't happen until the Thursday before. This was our "Get the digital edge" day, which was one of the key outputs of the project. Some short interviews had been filmed to ask students what they'd gained from the day. Fede and I went though these the night before our presentation to pick out a few to show.

Presenting at a conference for the first time was a bit daunting so I'm glad that it was LILAC and that Fede was with me - both of those really helped. I always get nervous when speaking in public, as I'm sure many people do, but nowadays I also get a buzz out of it. The time flew by and I realised afterwards there were a few things I'd forgotten to mention. We were asked some good questions and I hope everyone who attended got something from it.

Our presentation and some photos from the session (thanks to our Chair Steve McIndoe) are below.

Project DigitISE - LILAC 2013 from University of Westminster Technology Enhanced Learning

 

Exploring Ancient Egypt (in Oxford)

This post relates to an excellent visit to Oxford last Saturday (10 November), organised by the Egypt Exploration Society (EES). It was an early start and a full day but I met many interesting people and got to indulge my passion for Egyptology.

The first stop on my group's itinerary was the Pitt Rivers Museum. Dr Alice Stevenson, a Researcher of World Archaeology at the Museum, gave us an interesting talk about the origins of the collection and the man behind it, Augustus Henry Lane Fox Pitt-Rivers. We then had some time to explore the Museum - I defy anyone not to be enchanted by this weird and wonderful collection of objects from every corner of the globe. You enter the Pitt Rivers through the Natural History Museum (another of my passions) and I couldn't resist spending a few minutes checking out the dinosaurs. I'm now keen to bring my niece and nephew on a trip here! Anyway, when you're next in Oxford, this place is well worth visiting. If you're not able to get to Oxford anytime soon, or fancy a sneak preview, virtual collections are available.

After the wonderful chaos of Pitt Rivers, we then visited the more ordered Ashmolean Museum. I'd been meaning to visit here ever since its refurbishment some three years ago but it was well worth the wait. Liam McNamara, the Assistant Keeper of the Ancient Egypt & Sudan collections, gave us a highly enthusiastic tour of the fascinating new galleries of Ancient Egypt & Nubia, which only opened about a year ago.

After lunch, we visited the Griffith Institute, located in the Sackler Library. Elizabeth Fleming and Cat Warsi, Assistants to the Keeper of the Archive and to the Editor of the Topographical Bibliography) showed us some treasures from their Howard Carter collection of materials. These include some magnificent drawings by Howard Carter, as well as his diaries, which include the discovery of Tutankhamun's tomb.

Many thanks to everyone who was involved in making this such an excellent day!

If you're reading this and are interested in Ancient Egypt, no matter where you are in the world, I strongly encourage you to become a member of the EES (would also make an excellent Christmas present!).