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February 24, 2016

GIG bursaries - CILIP conference 2016

Bursaries available to GIG members to attend

Building on the success of last year’s CILIP conference, the GIG committee is already planning the group’s involvement in this year’s event. GIG is again hoping to have a stand in the Member Network area of the exhibition space - where information about the Group will be available with GIG committee members on hand to talk to visitors in more detail about the work of GIG and what the group has to offer.
 

This year’s conference programme already boasts an excellent line-up of speakers and we are delighted to hear that GIG members are planning to present papers.


And, as with last year, GIG is intending to offer two bursary places to its members for attendance at the conference:

  1. the first bursary is offered by CILIP in recognition of GIG’s involvement with the conference;
  2. the second is being funded by GIG itself

 

We particularly welcome applications from GIG members who have not previously attended the conference.

 

What do the bursaries cover?  

CILIP bursary, includes:

  • access to both days of the conference
  • lunch & refreshments
  • all conference sessions
  • ticket to the evening reception on Brighton Pier, Tuesday 12th July. Includes: drinks, a fish and chip dinner, unlimited rides on the attractions, music and networking with colleagues.
  • one nights’ accommodation at the Ibis hotel on Tuesday 12th July. (Additional nights can be booked at the expense of the bursary winner).
  • Travel expenses are NOT included with the CILIP bursary place.

 

GIG bursary, includes:

  • Up to £350 towards the costs of the conference.
  • The successful applicant/s for the GIG bursary would be expected to pay for their accommodation, transport and subsistence costs from alternative sources.
  • Applications will be accepted from GIG members wishing to attend both days of the conference and those wishing to attend as a day delegate on either day.

 

What’s the catch?

  • The winners of both bursaries will be expected to help highlight and promote the Government Information Group, CILIP and the conference before, during and after the event.
  • The winner is expected to be active at the conference, e.g. Tweeting (#CILIPConf16) and blogging about it for the benefit of GIG and CILIP members unable to attend.
  • The winner of the GIG bursary will be required to write a summary of their conference experience, to be published in the autumn issue of the GIG journal GKIM Matters.

 

Where can I find out more about the conference?

 

How do I apply?

  • Applications and nominations for both bursary places should be submitted to: Karen George, GIG Chair via email at karen.r.george@voa.gsi.gov.uk
  • Closing date: Friday 22nd April.
  • Applications will not be accepted after this date.
  • Once the winners have been confirmed they will be sent instructions on how to book the place.
  • Any unsuccessful applicants will still be able to take advantage of the early bird rate.

 


CDL Bursary Award 2016


The Committee of Departmental; Librarians (CDL) identified a need to promote the activities of Librarians within the UK government.  As part of this work the Committee agreed that a CDL Bursary should be established. The attached terms of reference set out the CDL Bursary award and its application, eligibility and assessment criteria. 
 

Please consider applying for this bursary awarded by the Committee of Departmental Librarians. This bursary is open to both library professional and non-professional staff.


All applications should be sent to Sharon Skelton, DFID, email: s-skelton@dfid.gov.uk and the deadline for all applications is Friday 30th April 2016.

 
Related Documents: 


Copyright: challenges and solutions for information professionals

ILIG One Day Seminar

This course will cover the latest developments in copyright both in the United Kingdom and the European Union as well as how the information can and can’t be used.
 

09.00: Registration

09.30: Welcome and Introduction

09.45: Kate Vasili will talk about the current copyright law, changes, cases and developments in the UK and the EU.

10.15: Barbara Stratton will explain the relationship between national, European and international copyright law and the importance of the EU and the World Intellectual Property Organisation (WIPO) to national copyright law for libraries and archives.

10:45: Morning speakers’ Question & Answer panel

11.00: Tea/coffee break

11.15: Chris Morrison and Dr Jane Secker will be running an interactive workshop exploring the implications of copyright on the use of social media and the challenges this provides to information professionals and educators. The session will cover the basic principles of copyright in an online, international context as well as considering some likely scenarios and the terms of use of popular services.

13.00: Lunch

14.00: Professor Charles Oppenheim will talk about the law relating to text and data mining, whether contracts can over-ride copyright exceptions, and copyright aspects of open access.

14.00: Tony Simmonds will explain the International copyright and licensing relating to UK based users accessing content published outside the UK, and providing copies of library content to overseas distance learning students and students studying at institutions overseas.

15.00 Afternoon speakers’ Q&A panel

15.15 Tea/coffee break

15.30: Round up and general question time

16.00pm: Close

Closing date for all applications is 23 May 2016, but booking early is advisable as spaces are limited
 

Tue, 31st May 2016 -
9:00am to 4:00pm
Anna Jablkowska, ILIG Secretary

Cost

  • Cost includes lunch and refreshment:
  • ILIG members: £60 + £12 VAT total £72
  • CILIP members: £80 + £16 total £96
  • Non CILIP member: £100 + £20 VAT total £120
  • Unwaged CILIP members: £50 + £10 VAT total £60


Your views about CPD matter - CILIP CPD Survey

On behalf of the CPD Project Group, CILIP Leadership Programme

Please consider filling in this short survey which will allow us to gather information about the current CPD offer from CILIP and what members would like to see in the future.

As a member of CILIP you are aware of the need to keep up to date with the latest knowledge and skills within the Sector in which you work.

Continuing Professional Development (CPD) contributes to maintaining the quality and reputation of professional organisations in the UK and makes us a truly outstanding profession.

CILIP has many Special Interest Groups (SIGs) covering a range of special interests and professional sectors. These groups would like to improve the quality and the variety of the CPD they currently offer to their members.

Who are we?

We are individual members of CILIP currently enrolled onto the pilot CILIP Leadership Programme. We come from a diverse range of Sectors and have a common purpose to make recommendations for CPD. A part of this project is to gather your opinion in order to produce a tailored report of recommendations to further CPD opportunities in your SIG.

The Survey

The survey should take around 5 minutes to complete.

https://www.surveymonkey.co.uk/r/R8NKYST

Please answer all questions as fully as possible to provide us with full and accurate information for your SIGs.

If you would like to be consulted further about CPD or have not been provided the opportunity to develop your ideas enough, a tick box will be available and we will get back to you as soon as possible.

All returned surveys will be entered into a prize draw for a prize of  £20 Amazon voucher for a respondent from each participating SIG!

The survey will be available from the 22nd February until the 14th March.

The Survey results

The survey results will be collated and sent to all SIGs who are stakeholders in the project to enable them to review membership views on CPD and to make informed decisions about how to best deliver CPD opportunities.

Many thanks for helping us to complete this project. We look forward to sharing the results with you.

 


February 23, 2016

How do you decide whether to intervene with students based on their learning analytics?

Learning analytics specialist Niall Sclater has been speaking to experts about the legal and ethical issues around intervening effectively with students. Hear what they had to say in our podcast.


Chartership and Revalidation: recent candidates’ experiences

Winchester

Recent candidates for both these qualifications will talk about their experiences of Chartering and Revalidating under CILIP’s new regulations.  A former Candidate Support Officer will talk about the help that is available, and there will be an opportunity to network with colleagues who are at a similar stage in their professional development.

Event organised by CILIP SE Members Network: Hampshire and Isle of Wight

Tue, 22nd Mar 2016 -
9:45am to 12:00pm
Laura Brill

The Pilgrims’ School

The Close
SO23 9LT Winchester

Cost

  • FREE


FE learners willing to trade personal data for better grades

More than three-quarters (77%) of further education (FE) students would be happy for their college to use personal information about their learning activities if it helped to improve their grades, according to our new survey.

A further 65% said they would support their institution collecting new data about their study habits, so long as it would support their learning outcomes.

Phil Richards, chief innovation officer, Jisc, said: 

“That students are supportive of their data being used to improve learning is a powerful driver for learning analytics by colleges.

Just as other sectors like retail, publishing and banking are using big data and analytics to get insights into their customers’ behaviour and use this to be more innovative, effective and competitive in how they deliver, further education needs to do the same. 

Learning analytics has the potential to support retention, satisfaction and attainment of students, delivering better results for the individual, and for the college – especially important in this time of change and austerity.

That’s why Jisc is working to set up the world’s first national learning analytics service, so that colleges can easily benefit from learning analytics technologies. Importantly, it will include a student app, which will allow the learner to monitor and ‘own’ their progress.”

Other notable results from the survey include 54% of respondents saying they would be willing for their personal data to be used if it meant it would stop them from dropping out of college. Just over half (51%) agreed with this sentiment when questioned about their friends’ data.

Richards continued:

“Often, it’s not a case of the college having to go out and generate huge swathes of data about their students. If they support a blended learning model, they’ll already naturally be collecting a lot of the information they need already.

Every time a student interacts with their college through online services – if they go to the library, log on to their virtual learning environment (VLE) or submit work online – they build a digital footprint. Their college can then use this to create a picture of their study habits and activities, including how, when and where they like to learn, and personalise their approach, as well as giving them the ability to identify and intervene for any students at risk of dropping out.”

The survey – which questioned 166 students currently enrolled in FE courses in the UK – also examined some of the challenges and priorities of today’s learners.

Grades came out as the top worry for students by a long margin, with 92% claiming it to be a frequent cause for concern. It came above finances (78%) and got almost double the responses of the third most popular answer – making and maintaining friendships (52%).

Fiona Morey, deputy principal learning and quality, Aylesbury College, said:

“Our college is committed to research and innovation as a means of achieving excellent teaching and learning. Getting involved in the Jisc learning analytics initiative at this early stage is an extension of this ethos, and the start of what we're sure will be a very exciting time for us.

It's our belief that increased use of analytics benefits us as practitioners, and in turn benefits our learners. It's really positively that the student voice is also keen to share in these opportunities, and use the power of the student digital footprint for good.”

We will be sharing the latest information about the learning analytics pilot and advice at our annual Digital Festival, taking place from 2-3 March at the ICC in Birmingham. There is also an opportunity to register and attend a session about learning analytics online.


What killed the mobile learning dream? - Digifest speaker, John Traxler

Mobile learning has stalled, argues John Traxler, professor of digital learning at the University of Wolverhampton's Institute of Education. He challenges Digifest to examine what's happened and how can it get back on track.

Mobile learning was e-learning's dream come true. It offered the potential for completely personalised learning to be truly anytime, anywhere.

Instead, we've ended up with mobile access to virtual learning environments that are being used as repositories. So, in practice, students reading their notes on the bus.

To be sure, in a few pockets in a few well-resourced institutions there may be some subject-specific mobile enhancements but we've certainly not seen the fundamental transformation that was forecast.

So what happened?

Twenty years ago the technology was expensive and fragile, scarce and difficult and it was the prerogative of clever people in universities to see how it could be deployed in support of learning. They bought into a particular model of innovation, believing that their innovative work would eventually percolate downwards and outwards to the chalk face.

However, innovation conceived in that way needs money. And so it reached the chalk face and people found they couldn’t afford it or they couldn’t understand it or that it wasn’t actually improving their lives in the way that the innovators thought it might.

Small scale

One of the key mistakes we made was that most of those early projects were predicated on the researchers giving out devices to the students - because when we started the devices were expensive. So we ended up with relatively short term experiments with a relatively small number of students that may well have produced interesting results but only if we subsidised the provision of the equipment, which we couldn't do.

[#insertinlinedriver quick-mobile#]

Small scale projects teach you little about how they'll work scaled up. Research projects that are only a year or two years do not teach you much about sustainability. They teach you about working with enthusiasts in the fixed term, but you rarely find out very much about the attitudes or abilities of rank and file teachers.

That model is not financially sustainable. The way in which institutions have traditionally provided desktops cannot simply be extended to laptops, mobiles and tablets. Even if the money was there, the variety and rapidity of churn of devices would be nightmarish. But, then, people noticed that, actually, the students have got the equipment already.

So that means that our small scale short term projects, based around giving students a particular device, has actually taught us nothing of any use in this new world in which the students bring their own devices.

Bring your own device

Bring your own device, enabling students to use their own equipment, introduces more questions: is there a specific range of technologies they can bring, what's the nature of the support offered, and have we got a network infrastructure that won’t fall over when 20,000 students turn up with gadgets? What kind of staff development is needed to handle the fact that not only will the students turn up with many different devices but tomorrow they’ll have changed to even more different devices?

[#insertinlinedriver byod-guide#]

I don’t think we’ve clearly thought through what exactly that might mean but, also, some of those concerns are proxies for a rather different question.  When students bring their own devices, they also bring their own services and connectivity, and whereas we used to make the rules by which they could use the desktops or by which they could access the network – because it was ours - in future it will be their network and their devices.

Who's in control?

That changes the nature of our control, especially as we’re not just talking about hardware, we’re talking about software. Suddenly, students are bringing all of their habits and expectations with them about who and how and what they learn – and that isn’t necessarily limited merely to accessing whatever stuff the lecturer puts on the VLE. That's quite challenging in terms of the lecturer identity.

What's the nature of your job, if you don’t understand the technology the students are using for learning and you don’t understand the complexity and the abundance of the resources they could be accessing on their devices?

If you can learn from podcasts and Facebook and Wikipedia then what’s the role of the university and what’s the role of the lecturer?

What’s the role of teachers and lecturers and educational designers when the world doesn’t need any more content, when the world doesn’t need any more apps?

And how do we define an appropriate digital literacy curriculum that will enable our students to survive and flourish in that kind of world and also to do so on a basis that’s sustainable and equitable?

Opening up, opening out

[#insertinlinedriver john-twitter#]

We ought to be challenging our students to find, or providing our students with, the best learning materials. We ought to be collecting and orchestrating what’s best out there already rather than providing another version of fundamentally the same thing.

We also want our students to learn by discussion and interaction. They can do that in an open world as well. Why do we want to get our students to get locked into our VLE to consume our closed content?

Mobile learning has stalled. It has spent quite some time barking up the wrong tree, looking backwards and inwards. I’d like to direct the community’s attention onward and outward instead.

This portrayal may seem overly pessimistic. It is not. It should be read in terms of cumulative experience and familiarity with the uses of mobile technology, both social and educational, at a time when their availability opens far greater possibilities and opportunities than we could conceive of at the start of the century.

Join John at Digifest 2016

Digifest

This is the fifth and final piece from a series of features from our speakers for this year's Digifest. 

John is speaking on day two of Digifest, 9:00-10:00, during our plenary session about the power of digital for learning and teaching. See full programme.

Join the debate

The views expressed by contributors to Jisc Inform are theirs alone and not necessarily those of Jisc.  You might not agree with everything that the contributors say but you are guaranteed to read something that will raise questions and spark debate while you're at Digifest - and beyond. 


What killed the mobile learning dream? - Digifest speaker, John Traxler

Mobile learning has stalled, argues John Traxler, professor of digital learning at the University of Wolverhampton's Institute of Education. He challenges Digifest to examine what's happened and how can it get back on track.

Mobile learning was e-learning's dream come true. It offered the potential for completely personalised learning to be truly anytime, anywhere.

Instead, we've ended up with mobile access to virtual learning environments that are being used as repositories. So, in practice, students reading their notes on the bus.

To be sure, in a few pockets in a few well-resourced institutions there may be some subject-specific mobile enhancements but we've certainly not seen the fundamental transformation that was forecast.

So what happened?

Twenty years ago the technology was expensive and fragile, scarce and difficult and it was the prerogative of clever people in universities to see how it could be deployed in support of learning. They bought into a particular model of innovation, believing that their innovative work would eventually percolate downwards and outwards to the chalk face.

However, innovation conceived in that way needs money. And so it reached the chalk face and people found they couldn’t afford it or they couldn’t understand it or that it wasn’t actually improving their lives in the way that the innovators thought it might.

Small scale

One of the key mistakes we made was that most of those early projects were predicated on the researchers giving out devices to the students - because when we started the devices were expensive. So we ended up with relatively short term experiments with a relatively small number of students that may well have produced interesting results but only if we subsidised the provision of the equipment, which we couldn't do.

[#insertinlinedriver quick-mobile#]

Small scale projects teach you little about how they'll work scaled up. Research projects that are only a year or two years do not teach you much about sustainability. They teach you about working with enthusiasts in the fixed term, but you rarely find out very much about the attitudes or abilities of rank and file teachers.

That model is not financially sustainable. The way in which institutions have traditionally provided desktops cannot simply be extended to laptops, mobiles and tablets. Even if the money was there, the variety and rapidity of churn of devices would be nightmarish. But, then, people noticed that, actually, the students have got the equipment already.

So that means that our small scale short term projects, based around giving students a particular device, has actually taught us nothing of any use in this new world in which the students bring their own devices.

Bring your own device

Bring your own device, enabling students to use their own equipment, introduces more questions: is there a specific range of technologies they can bring, what's the nature of the support offered, and have we got a network infrastructure that won’t fall over when 20,000 students turn up with gadgets? What kind of staff development is needed to handle the fact that not only will the students turn up with many different devices but tomorrow they’ll have changed to even more different devices?

[#insertinlinedriver byod-guide#]

I don’t think we’ve clearly thought through what exactly that might mean but, also, some of those concerns are proxies for a rather different question.  When students bring their own devices, they also bring their own services and connectivity, and whereas we used to make the rules by which they could use the desktops or by which they could access the network – because it was ours - in future it will be their network and their devices.

Who's in control?

That changes the nature of our control, especially as we’re not just talking about hardware, we’re talking about software. Suddenly, students are bringing all of their habits and expectations with them about who and how and what they learn – and that isn’t necessarily limited merely to accessing whatever stuff the lecturer puts on the VLE. That's quite challenging in terms of the lecturer identity.

What's the nature of your job, if you don’t understand the technology the students are using for learning and you don’t understand the complexity and the abundance of the resources they could be accessing on their devices?

If you can learn from podcasts and Facebook and Wikipedia then what’s the role of the university and what’s the role of the lecturer?

What’s the role of teachers and lecturers and educational designers when the world doesn’t need any more content, when the world doesn’t need any more apps?

And how do we define an appropriate digital literacy curriculum that will enable our students to survive and flourish in that kind of world and also to do so on a basis that’s sustainable and equitable?

Opening up, opening out

[#insertinlinedriver john-twitter#]

We ought to be challenging our students to find, or providing our students with, the best learning materials. We ought to be collecting and orchestrating what’s best out there already rather than providing another version of fundamentally the same thing.

We also want our students to learn by discussion and interaction. They can do that in an open world as well. Why do we want to get our students to get locked into our VLE to consume our closed content?

Mobile learning has stalled. It has spent quite some time barking up the wrong tree, looking backwards and inwards. I’d like to direct the community’s attention onward and outward instead.

This portrayal may seem overly pessimistic. It is not. It should be read in terms of cumulative experience and familiarity with the uses of mobile technology, both social and educational, at a time when their availability opens far greater possibilities and opportunities than we could conceive of at the start of the century.

Join John at Digifest 2016

Digifest

This is the fifth and final piece from a series of features from our speakers for this year's Digifest. 

John is speaking on day two of Digifest, 9:00-10:00, during our plenary session about the power of digital for learning and teaching. See full programme.

Join the debate

The views expressed by contributors to Jisc Inform are theirs alone and not necessarily those of Jisc.  You might not agree with everything that the contributors say but you are guaranteed to read something that will raise questions and spark debate while you're at Digifest - and beyond. 


Grades – not fees – biggest concern for university students

Students are more concerned about their grades than they are money, according to our new study.

In a survey of 240 students currently enrolled in higher education (HE) in the UK, 90% said grades were a frequent concern to them. This compares to 79% who cited money as something they were worried about – perhaps surprising given the ongoing debate around university fees in England being some of the highest in Europe.

With grades such a pressing matter in students’ minds, it follows that just under three-quarters (71%) would be happy for their university to use information about their learning activities if it helped to improve their grades.

Phil Richards, chief innovation officer, Jisc, said:

“While we might have expected money to be the number one concern for today’s students – who find themselves increasingly debt-laden under rising fees – the fact of the matter is that when they’re investing so much in their education, they want to come out of it with qualifications that will make them attractive to employers.

With rising fees I believe it is crucial that universities support students to have the best possible learning experience – with the bonus being that these universities become more attractive themselves to potential future learners. This can be achieved by using learning analytics, which provides universities with information to improve student satisfaction, performance and reduce drop outs – particularly important as universities look to government mandates to broaden access to disadvantaged learners.

The fact that 67% of students also agree to their university collecting more data than they currently do about their study habits to help improve their grades, goes a step further in supporting this approach.”

Other sectors such as retail, publishing and banking already use customer data to see how data and analytics can put the consumer front of mind. Taking the data they naturally collect on customers and using it to gain insights into behaviours means they’re able to offer more effective, innovative and personalised experiences. Learning analytics could do the same for education, and is mentioned in relation to government recommendations for the Teaching Excellence Framework (TEF) as something that could help inform assessment on quality of teaching.

Phil continues:

“The UK is taking great steps forward in its use of learning analytics and this survey proves students are happy to participate – but universities must be mindful that their use of data is done in a safe and secure way that meets data protection regulations. We’ve developed a code of practice, supported by the NUS, which sets out the responsibilities of organisations to ensure that learning analytics is carried out responsibly, appropriately and effectively.

It’s welcome news that students support the sensible use of information for these purposes. I’d urge everyone in the sector to sit up and take note.”

To support the use of data and analytics, Jisc is working with 50 universities to set up the world’s first national learning analytics service. This system is being developed to include bought-in learning analytics technologies and Jisc-developed solutions, such as a student app, all linked by a common standard. This will be similar to popular fitness and training apps that allow the learner to monitor their own progress and see what they need to do to improve.

Professor Tim Quine, deputy vice-chancellor for education at the University of Exeter, which is taking part in the pilot, said:

“We are working to use learning analytics to improve the quality of teaching and research to help our students reach their full academic potential while studying at the university. We are collaborating with our students as part of this project to  explore use of the data, design of the dashboards for data presentation, development of models to analyse the data and definition of ethical guidelines for data handling.”

Sue Milward, leading the collaboration with Jisc for the University of Exeter, added:

“This is a great opportunity and we are excited to be working with Jisc to lead the charge.”

Other results from the survey include grades coming  above concerns sometimes considered to be a priority of new students, such as making and maintaining friendships, which was the third highest response at 53%.

We will be sharing the latest information about our learning analytics pilot and advice at our annual Digital Festival, taking place from 2-3 March at the ICC in Birmingham. There is also an opportunity to register and attend a session about learning analytics online.


ISG Reference Awards 2016 Voting Now Open

See our heading ISG Reference Awards

Voting is now open for nomibations in the general reference, special category and Walford awards.  Please use the voting forms

Best Reference work of 2015

Special Award - Health and Wellbeing 

Walford Award (for an individual)  voting open until 31st July

Tue, 23rd Feb 2016 - 12:00pm to Thu, 30th Jun 2016 - 12:00pm


Learning to play, playing to learn: the rise of playful learning in higher education - Digifest speaker, Chrissi Nerantzi

Ever thought about using Lego in lectures or play dough in seminars? Chrissi Nerantzi, principal lecturer in academic CPD at Manchester Metropolitan University, thinks you should at least be considering it. She explains why.

Chrissi Nerantzi

What is playful learning?

"Playful learning is using play activities to immerse ourselves and learn, either on our own or with others in a space we feel safe.  In playful learning it's ok to make mistakes when experimenting with new ideas, when challenging ourselves and others and doing things we normally wouldn’t do - which can lead us to surprising discoveries.

The resources we use might be low tech, such as everyday objects, games and materials, or high tech, such as specific software tools, social or mobile media and mobile apps. Often we don’t need anything and play happens based on pure imagination and we become play resources ourselves.

Playful learning can happen anywhere."

Why should we be interested in playful learning?

"Why shouldn’t we? Play helps us go back to who we really are as human beings, full of life, curiosity and wonder. Creatures who are not afraid to be different, even silly at times and ready to try different things.

Failing is a valuable vehicle for learning and progress. We often forget this. I don’t think many things happen without failure. Through failure we make new discoveries if we engage with the failure. Instead, what often happens is that failure is something that we sweep under the carpet. In a playful situation failure is part of what naturally happens, together with success and celebration, joy and happiness (and also sadness, anger and disappointment at times).

All emotions are part of the play process and all play a role in learning. Learning doesn’t just happen in our heads! Perhaps the suspension of judgment and the safe environment and community help us live these out in play situation and make the most of them."

Can you give me any examples of playful learning in action, where it’s happening, how it happens?

"In my own practice I can’t stop being playful. It’s part of who I am as a practitioner.  I'm an academic developer, so I work with academics and other colleagues who teach or support learning and help them enhance their practices. For me, it is very important to model practices that are less common or novel in their disciplines and open their eyes and minds to new possibilities. This means trying new things, experimenting.

[#insertinlinedriver tech-trends#]

I think we all become more adventurous when we feel that it is ok to do so and when we feel safe. So creating supporting relationships is really vital and encouraging playful experimentation.

About two and a half years ago, I joined Manchester Metropolitan University (MMU) and I introduced the use of Lego on one of our modules as part of a teaching qualification for academics. It triggered both vivid interest and some opposition. Of course, we don’t do things intentionally to upset people, but when we do things that are very different, we can generate acute reactions.

Research into our own teaching practice is a really powerful strategy to get the evidence of how a specific intervention worked and was experienced but also the value it had for students or colleagues. And as research is peer reviewed, when disseminated this will strengthen the validity of what we do. It might even change colleagues’ minds, at least some of them.

I would suggest to consider adopting an evidence-based approach when introducing playful learning so that the body of evidence can grow and we can all learn from it and make playful learning more effective. We do also need to acknowledge that playful learning is not going to solve all our problems. It is one of the many strategies and pedagogical tools that academics can have in their toolkit."

So with Lego for example, how does playful learning take place?

"Lego is quite versatile - anybody can build something with Lego but there is also a specific method called Lego Serious Play. It started as an ideas generation method in the business world from within the Lego company but it has also entered higher education in the last few years as we have started recognising the potential. The opportunities are really endless and I have used it with staff and students for learning, teaching, evaluation and research but also as an assessment aid.

The method builds on the idea that building models with our hands is actually thinking with our hands. The models we create are visual representations and rich metaphors of our ideas, thoughts, feelings and understandings. We build and we share. It is a very democratic approach to manage participation and give everybody a voice.

[#insertinlinedriver cn-twitter#]

An example from MMU comes from work I have done with a colleague who is a senior lecturer in nutritional science and asked me if we could evaluate the Nutrition 21 module in a way that would help her get rich information and deep insights about the student experience so that the outcomes could inform her module evaluation and future developments. I suggested that we could give Lego Serious Play a go, which enabled us to try it in a different educational context and also put the method to the test.

Students loved it and found it extremely valuable, as did the lecturer who was observing the session I facilitated. The students felt that they connected with their peers so much more quickly and suggested that similar activities should be introduced at the beginning of the course as well, to build community and a sense of belonging.

Students often struggle when they arrive at university, and feel lonely, so introducing playful approaches like this can help them open-up and connect with peers and their tutors – I have seen that Lego Serious Play really helps students to share personal stories and experiences that can help them to get to know each other better. We have evaluated this approach with the lecturer and one student from that group and published a joint paper.

Since introducing Lego at MMU we have applied it in many different contexts and offer courses to help colleagues develop in this area. We also plan to offer external-facing Lego workshops later this year.

Moving beyond Lego what else do playful approaches involve - art or music?

"I use new and old technologies, including everyday objects. Wool, play dough, toys, newspapers and magazines, silly hats, clothing, even pasta and many other things, even pots and pans. I find it important to model ways of playful learning that others could easily and quickly but also inexpensively adapt in their own practice. Art can be valuable for visualising concepts.

I have done this with our Creativity for Learning module, which worked really well. Colleagues felt that it helped them better understand some of the theories we looked at collaboratively and co-constructed as visual artefacts. For this we used old newspapers, balloons, crayons and other objects and the end products were really impressive visualisations of shared thinking that emerged through an iterative playful creative process. "

Creativity for learning unit

Watch this MMU video which asked: what did students think?

I have developed a mixed reality game called Sell your Bargains that takes place in different locations and opens up a different world and new opportunities for academics to look at their practice in a completely fresh light. Too often they feel trapped in a dull lecture theatre or seminar room. But learning happens everywhere.

The game enables them to experience multi-location playful learning and collaborative problem solving at the same time during which we also use smart devices to communicate and capture snippets from the process and journey."

What about digital technologies, how are they used?

"Digital technologies are useful tools. However, I don’t say "now we are going to use our phones" just as I wouldn't say "now we are going to use our pens". We just use them because it makes sense.

[#insertinlinedriver creative-he#]

Digital tools allow us to be creative in a different way, to share with others and, most importantly, to connect with others. They allow us to have conversations and exchanges about what moves us, to challenge and be challenged and collaborate. These technologies work best when they blend into the background or the fabric of learning.

Simple things work best. It is when we try and over-engineer things that they fall flat but, it is not easy to know what will work so again being playful and trying new things is important. With colleagues from my own and other institutions I have been  experimenting with creating openly-licensed courses and development opportunities for academics using freely available social media and learning and teaching approaches that build on collaboration.

In March this year, we will again be offering the open course Creativity for Learning, an informal cross-institutional collaboration, which is an introduction into more playful learning in a higher education context."

You can view the slides reviewing the #creativeHE course below:

What’s the buzz around playful learning at the moment?

"I think that social media has helped to spread the excitement around playful learning. Many creative and playful practitioners are also open practitioners and share their work using Creative Commons licenses and social media and publish their research in open access journals. If education is for the public good, this should be the default.

More generally, the open education movement really helps spread playful practices too. We are reaching out and others reach out for us.

Last year we published a Creative Magazine around play and were amazed by the volume and range of contributions we received. We had to publish the magazine in two issues. I think this says something about the current appetite for playful learning. As a result of this we set up a Play in HE group on Google+ to continue the conversations.

At MMU colleagues are organising a Playful Learning Conference in July this year and the Association of National Teaching Fellows has picked a theme around play for their annual symposium in March this year."

How do you see playful learning developing in the future?

"Play opens new possibilities and it can invigorate learning and teaching. We often talk about the student experience but the staff experience is equally important.

Could play revitalise our interest in teaching? I think the potential is there. If we feel empowered and have the freedom to play with ideas and apply playful approaches in our practice, I think that will transform how students and staff experience university and what they get out of it.

But, I often hear that academics don’t feel empowered to innovate and teach using less common approaches. This saddens me. We need more leaders that empower us to innovate and be bold."

Join Chrissi at Digifest 2016

Digifest

This is the fourth in a series of features from our speakers for this year's Digifest. 

Chrissi is speaking on day two of Digifest, 9:00-10:00, during our plenary session about the power of digital for learning and teaching. See full programme.

Join the debate

The views expressed by contributors to Jisc Inform are theirs alone and not necessarily those of Jisc.  You might not agree with everything that the contributors say but you are guaranteed to read something that will raise questions and spark debate while you're at Digifest - and beyond. 


CIG RDA in a Day

The CILIP Cataloguing & indexing Group (CIG) is pleased to announce that booking is now open for RDA in a Day, 23rd March 2016 at CILIP, 7 Ridgmount Street, London, WC1E 7AE.

This course is designed as a practical introduction to cataloguing with RDA (Resource Description and Access) and will be lead by Alan Danskin, Collection Metadata Standards Manager at the British Library.


RDA in a Day

The CILIP Cataloguing & indexing Group (CIG) is pleased to announce RDA in a Day, a training event taking place on 23rd March 2016 at CILIP, 7 Ridgmount Street, London, WC1E 7AE.

RDA in a Day is a practical introduction to cataloguing with RDA (Resource Description and Access).  The course will cover the FRBR model and RDA terminology. This is an interactive, hands-on course in which trainees will learn by using RIMMF and the RDA Toolkit to create RDA records. The day also covers creation of RDA records in MARC 21.

Prior cataloguing experience and knowledge of AACR2 and MARC 21 will be an advantage.

The course will be led by Alan Danskin, Collection Metadata Standards Manager at the British Library.  Alan represents the British Library on the RDA Steering Committee, of which he was Chair between 2009 and 2011, and is also Chair of EURIG (the European RDA Interest Group).  He was formerly the UK representative on the MARC Advisory Committee, was Editor of UKMARC and UNIMARC and has served on several IFLA committees and working groups.  During his British Library career Alan has been responsible for the implementation of RDA, MARC 21 and NACO by the British Library.  Alan has been a member of the CIG committee in various capacities since 2000 and is currently Vice-Chair.

To book, or for further information, please contact Robin Armstrong Viner (r.armstrong-viner@kent.ac.uk, tel: +44 (0)1227 827649).

Please supply the following information with your booking:

- Your name
- Institution
- Invoice address (and purchase order number if required)
- Any specific dietary requirements

Wed, 23rd Mar 2016 -
10:00am to 5:00pm
+44 (0)1227 827649
Robin Armstrong Viner

CILIP

7 Ridgmount Street
WC1E 7AE London

Cost

  • £75 + VAT (CIG members)
  • £85 + VAT (non-CIG members)


What is information, and should it be free?

In a thought-provoking piece, mathematician Professor Norman Biggs explores a conflict that has impacted on many library systems for many years. While librarians and knowledge and information professionals see their role as, and work towards, providing and facilitating easy access to information, the IT department which provides and governs the network over which they must work is all about security and the limiting of access - either that of non-members  to library resources or that of members to resources which the IT department deems  'unacceptable'. This is my example, garnered from many conversations during UKeiG e-books training, but as Norman Biggs writes:

Those who see themselves as guardians of our ‘right to know’ are dissatisfied with the wide range of circumstances which can be considered as exceptions. Those who see themselves as guardians of our ‘security’ are concerned that attempts to prevent terrorist activities may be compromised. 

The original article, posted in the OUPblog, focuses on the Data Protection Bill (1998) and the Freedom of Information (FoI) Act (2000). Citing a recent example where the BBC had claimed that the details of the voting for Strictly Come Dancing were exempt from FoI, because they are being used ‘for the purposes of journalism, art, or literature', the author worries that, when a piece of information is only partly revealed to us, it is not safe to deduce much useful information from that data. He ends:

We are expected to observe certain rules and regulations about how we use our money, but we are allowed to keep it safe. Will similar rules and regulations about information emerge? 


Libraries and justice: providing legal information in Ontario's libraries

Diagram exploring library and justice parnterships in remote and rural areas

For people living in rural or remote parts of the Canadian province of Ontario, it can be very hard to access legal information or the justice system. Ontario is about four times the geographic size of the United Kingdom, but has only one fifth of the population – and some northern Ontario communities can only be accessed by plane during the summer months. 

Population density map shows large, sparsely populated areas of Ontario, Canada

Photo courtesy of Statistics Canada.

As well, internet access is more expensive and slower in rural and remote areas than in other parts of the province, and public transportation options are slim to non-existent. These factors result in geographic and digital divides that further marginalize low income people living in rural and remote communities – especially Indigenous people living on reserves in the most isolated northern parts of Ontario. 

So, how to reach Ontarians living in rural and remote communities with legal information? One strategy that has met with success in rural areas in southeastern Ontario – use libraries as access points not only for information, but also for programs that reflect community specific needs. Librarians and library staff are trusted in their communities – they are “problem noticers” who can point their patrons to legal information and resources to find help.

Building upon the work of a past project that trained rural librarians on how to deliver legal information and referrals, the organization I work for, Community Legal Education Ontario (CLEO), partnered with other justice sector groups and organizations to host a one day event in October 2015 - “Libraries and Justice: Innovative Access for Rural and Remote Communities.” At this event, we explored ways for libraries and justice organizations to work together to deliver legal information to people living outside of large urban centres. 

Our goal: to bring librarians and legal professionals from across the province together to increase awareness of existing ways to work together and brainstorm new ways to form partnerships. Although our hopes were high, we weren’t really sure what to expect. 

What happens when you bring together rural and remote community representatives from various community legal clinics, courthouse libraries, public libraries, and universities? Quite a lot, it seems. 

Seventy-five people came to the event from various parts of the province. The day’s program was divided into two parts – inspiration in the morning, and action in the afternoon. 

4 women looking at a map

Photo courtesy of The Action Group on Access to Justice

We heard from Janet Freeman, a community outreach courthouse librarian from British Columbia, about groundbreaking work in her province, most notably the Law Matters Program which provides substantial access to justice resources and training support for public libraries.

The morning session also featured a panel discussion that illuminated the challenges and successes of library-focused access to justice efforts from CLEO, CALC, the Quinte West Public Library and the Belleville Public Library.

An access to justice facilitator  led us through the afternoon breakout sessions. We considered questions such as:

  • what are the conditions and needs that are going unmet?
  • what problem are you trying to solve?
  • what resources do you need to get your ideas off the ground?
  • who needs to be involved and how would you engage them?

Some librarians understandably voiced concerns about being seen to be giving legal advice to patrons – which is clearly outside of their purview and could attract liability. We from the justice sector, in addition to other librarians who had already worked in library and justice partnerships, were able to share information and strategies to help librarians avoid that particular quagmire. 

Tweet by Sabreena Delhon: Librarian admiration is off the charts today. So much competence, creativity & authentic community engagement #taga2j

Photo courtesy of Sabreena Delhon.

Other takeaways from the day were simple but effective – many libraries learned about CLEO resources for the first time and were eager to bookmark relevant pages on their computers. Also, some community legal clinics and libraries were able to connect and talk about the possibility of working together.

We were also encouraged by many of the responses to the evaluation forms we sent out after the event. Here are some sample responses: 

Describe any access to justice related action you may be taking as a result of your participation in this program.

  • “Contacting the Ontario Library Association to arrange for a specialty clinic presence at their conference.”
  • “The Ontario Courthouse Libraries Association has created a focus group to explore how we will partner with our local libraries and community clinics.”

What did you find useful about the program?

  • “The mix of people was excellent. Not knowing what to expect and walking in to meet talented individuals from different fields, just thinking out loud on access to justice issues was phenomenal. I very much enjoyed the experience. I also liked how the needs were highlighted; how BC was given as a type of case study of what we could be doing. Just different ways to think of an age old problem was super.”
  • “It provided good opportunities for networking, and it was a great way to learn about what is happening with both libraries and clinics in R&R [rural and remote] areas. I think there was a very positive energy, and people seemed enthusiastic. Lisa’s graphic art was also very inspiring and a good way to capture themes and challenges.”
  • “Hearing other ideas from different points of view.”
  • “Understanding the resources of libraries.”
  • “Bringing people together face to face. The human connection was very useful.”

We were enthused by the commitment and energy shown by all the participants in this event, and we hope that it leads to more libraries and justice partnerships in Ontario. 

View pictures from the day and find a great blog post about the event from the Southern Ontario Library Service.

References

Image source: Banner graphic created by DiisaKauk of Thinklink Graphics in October 2015


February 22, 2016

ARLG NW offers bursary for ARLG Conference 2016

ARLG North West is offering a sponsored place at #ARLG16 for librarians living or working in the North West. The sponsored place will include full conference fees. The successful candidate will be responsible for their own travel arrangements.

To be eligible you must be a personal member of CILIP or ARLG, and be currently living, working or studying in the North West in an FE, HE or research library.

To apply please email Annette Ramsden aramsden@uclan.ac.uk  with approximately 200 words explaining which session you are especially interested in and how it will impact on your professional development. Additionally how you plan to share your experience with others, including the ARLG North West community.

The successful applicant will be asked to write a short report on the conference for ARLG NW which will be published on our website. Please also include your CILIP membership number, your job title and the name of your institution (if employed). First time attendees or students will be given priority but please do not let this put you off applying as we do not always get any first time applicants.

Applications must be received by midday on 14th March 2016 and applicants will be notified of the committee’s decision by COP Monday 21st March 2016.


CDEG AGM

Wed, 14th Sep 2016 -
5:30pm to 7:30pm
02476679458
Karen Berry


CDEG committee meeting

Wed, 14th Sep 2016 -
1:30pm to 5:30pm
02476679458
Karen Berry


CDEG committee meeting

Wed, 16th Mar 2016 -
12:00pm to 4:00pm
02476679458
Karen Berry


CDEG bursary places for the CILIP Conference 2016

Applications are welcome from group members to attend the CILIP Conference on 12th and 13th July at the Brighton Dome.

We will be offering two places, place one for any member of CDEG and the second place to a new professional.

·        Each bursary place includes access to both days of the conference, lunch, refreshments and all sessions. It also includes a ticket to the evening reception on Brighton Pier on Tuesday 12 July, which includes drinks, a fish and chip dinner, unlimited rides on the attractions, music and networking with colleagues. One nights’ accommodation at the Ibis hotel on Tuesday 12 July is also included. Additional nights can be booked at the expense of the bursary winner.

·        Travel expenses are NOT included with the bursary place.

 To apply please email Karen Berry your application with your reasons for applying in no more than 500 words by Monday 4th April 2016. Please indicate which place you are applying for.

Contact information Karen Berry email: Karen.berry@talktalk.net  telephone 02476679458.

For more information about the conference visit the website: http://cilipconference.org.uk/ or Twitter hashtag: #CILIPConf16


Public library innovation: Idea Stores - so last century?

Interior of idea stores library in Tower Hamlets

The concept of Idea Stores – combining libraries and adult education services under one roof – was developed at the end of the last century. The world then was very different. Younger readers may struggle to imagine the optimism in the public library world in the late 1990s – with a revived sense of purpose and government (or at least Lottery) money to match. Bliss was it in that dawn to be alive.

Idea Stores were a product of that time. ‘New Library: The People's Network' (proposing to use libraries to make the internet accessible to everyone)was released in April 1998 by Chris Smith, then Secretary of State for the Department of Culture, Media and Sport. A year later he launched the Idea Store project, supported by Tower Hamlets Council which was prepared to invest £20 million in library and learning services for local people.

No-one needs reminding that a lot has changed since then, and not just for public libraries. The banking crisis followed by years of austerity, has seen unprecedented challenges to local authority funding. The other great change of course has been the development of ICT in ways unimagined by the authors of The People’s Network (or anyone else for that matter).

This is clearly a very different environment – with public libraries apparently reeling under existential threat. Last year’s BiblioCommons report on the digital future quoted two representative negative views on public libraries, one from a member of the public "Waste of money. No need for libraries nowadays, just google what you want."; and second from bestselling children’s author, Terry Deary, "I'm not attacking libraries, I'm attacking the concept behindlibraries, which is no longer relevant."

Glass building

How are Idea Stores managing in this harsher era? Are they still relevant?

Idea Stores have actually proved highly resilient. The Council recognises the importance of the service so there have been no cuts in (our very long) opening hours or paid staff replaced by volunteers. And local people value the service: 92% rated Idea Stores as being ‘good’ or ‘very good’in last year’s CIPFA Public Library User Survey – and Idea Stores also rate very highly in the council’s own Annual Residents Survey.

There are two main reasons for this. First of all, the original concept was right and has proved adaptable. Secondly we have never stopped developing, learning – from others, from our own experience and most of all from our customers.

Merging education and library services

The Idea Store concept brought together two different services: adult and community education and libraries. Importantly this was to be an integrated service – not just a marriage of convenience to save on shared bills (although that helped). We have spent a lot of time thinking about what – and especially who – we’re there for and how we can work together to deliver more than the sum of our parts. We don’t see separate library customers and adult education learners: they’re all the same people.

For some services spending time thinking about our philosophy could seem a bit of a luxury. For us it’s been vital and essential for advocacy: we know exactly what we are aiming for and how we can support the council in achieving its aims.

High specification buildings in the perfect location

Another part of the original concept – and this was based on extensive public surveying – was the replacement of numerous buildings with a much smaller network of purpose built, high specification Idea Stores in the perfect location.  I can’t tell you how glad we were that we went ahead with that idea when we did. Shutting poorly used uneconomic libraries is much easier when it’s part of an investment programme (and easier of course in a small London borough).

We made sure that no old buildings were closed until the replacement opened. Each new Idea Store has had longer opening hours than the libraries they replaced and people definitely prefer Idea Stores with hours and locations that suit the way they live.

A retail approach

Opening hours and locations that suited the customer fitted into another element of the Idea Store style: having a retail approach. That meant ditching the municipal look of many libraries and creating a place that people would actually choose to spend time in. We happily waved goodbye to bossy notices, pointless rules, blu tack and council-approved furniture.

Cafe at Idea Store in Tower Hamlets

3 main areas of development

So how have we developed – and what have we learnt -  since our first Store opened? I don’t have room to list everything so I’ll concentrate on three main areas:

Common approaches to different areas

Libraries and adult and community education have continued to converge in ways that we’d never imagined. We were never simply a co-located service and have always had cross service front-line staff and shared admin support. But over the years we have developed more and more joint working and common approaches to different areas. This has led to innovative work in areas such as health, employability, digital services and volunteering. 

All of this work is part of our core service and offered as standard across the board. This is not a traditional library service with some initiatives or projects as add-ons. In developing our Health Strategy for example we looked at the shared contribution to well-being of all aspectsof Idea Store and were able demonstrate a coherent Idea Store offer that includes a wide range of services, including health information; fitness classes; therapeutic reading groups; healthy eating; dance; bibliotherapy all under one roof. This whole Idea Store approach has made us a highly effective partner and has resulted in Public Health funding for Health Outreach workers operating out of Idea Stores.

ICT

The second area of development  - not surprisingly - is in ICT. Like everyone else we’re thrilled with the potential but frustrated at the pace of change. Joining the London Libraries Consortium (LLC) in 2007 was a good move. We’ve benefited greatly from shared procurement including stock, transport and our LMS.Technology has underpinned improvements in services to the LLC’s shared population of 4 million residents. At the same time we’re keenly aware of what more we could be doing (the BiblioCommons report argued this forcefully), especially for an integrated library and learning service where ICT is the platform for the delivery of so much. An awareness of what we could - but aren’t able - to do is exasperating so we’re really happy that the Libraries Taskforce is starting to do so much work here.

The library building as a 3rd place

Moving away from the virtual, the third area of development is our growing awareness of the importance of Idea Stores as physical entities. There’s been a lot written about libraries as community hubs, which they are (although some are morphing into vague customer service centres, a name that makes the heart sink). We’ve been very interested in the idea of the library as a ‘3rd Place’. This was a phrase coined by Ray Oldenburg to describe a place that is neither work nor home but a socially inclusive environment that people like to spend time in. The third place is about neutrality, equality, social inclusion, making a home from home and bringing the community together – something particularly important in an inner city environment that can often be alienating.

Reading comments from our customers in Public Library User Surveys, we have been taken by the emotional attachment that people feel to Idea Stores. So many of them - from very diverse backgrounds - describe their store as ‘home’ for them, or ‘a haven’ ; others describe the stores as a linchpin of the community  “integrating people and getting local people out of their houses to talk together”.The environment in Idea Stores has many of the characteristics of a third space 

We’re not claiming copyright here. Many libraries are a third place. However, budget cuts and hollowed-out services can mean others are in danger of becoming “soup kitchens for the written word” used only by those who have no alternative – while those who do, choose to spend their time elsewhere. This includes the opinion formers who – as pointed out in the Sieghart report – stay away. 

So we do make sure our buildings look and feel good. This is hard work: two million annual visits take their toll. And – stung by an awful review of our collection - we put a lot of effort into providing an excellent and well-presented bookstock (we tried supplier selection at first, but it’s not for us).

People reading in Tower Hamlets Idea Store

Idea Stores are still thriving in the 21st Century

Idea Stores were innovative from the start. The power of the original vision has proved adaptable and allowed us to respond to changing times. We have never taken our customers for granted: we began with the biggest ever library consultation and have been listening to local people ever since. We are proud to be a service that people choose to use.

This combination of a strong and radical concept and our ability to develop has meant that Idea Stores are still thriving in the 21st century. This is why librarians from around the world still come to east London to learn from our experience.

People reading

#VisDom2016 conference

I’ll be talking about the Idea Store concept at this year’s #VisDom2016 conference in Potsdam on 27th-28th May. The main theme is ‘Smart Libraries’ looking at innovation and examples of best practice internationally. 

The Call for Papers has three main topics:

  • Scope 1: Digital Services of Smart Libraries
  • Scope 2: The Library as a Third Place
  • Scope 3: Librarians in Flux.

You can submit your proposals until 24 March 2016. The registration for everybody will open on 29 February 2016.

References

Image source: Idea Stores


February 19, 2016

Annual General Meeting of the CILIP London Member Network 2016

We welcome all our members to this year's AGM which will be followed by a talk from Dawn Finch, President of CILIP, who will be speaking about her personal work about being a children's author and working with school librarians.

Refreshments will be served from 5-30pm and proceedings will conclude at 7-45pm to allow vacation of the building by 8.00pm. Cooperation in leaving the building promptly will be appreciated.

Minutes from the 2015 AGM are available by clicking HERE.

Please book you place at this LINK.

 

Annual General Meeting London Member Network (LMN) 2016

The 2016 Annual General Meeting of the CILIP LMN will be held at 6-00pm on Wednesday 13 April 2016 at CILIP, 7 Ridgmount Street, London WC1E 7AE.

AGENDA

1.Committee 2016. To note that the Network Committee for 2016 is:

Chair: Peter Beauchamp

Vice Chair: Franko Kowalczuk (and Candidate Support Officer)

Secretary: Jeremy Crumplin

Treasurer: Judith Allery

Ralph Adam, Karen Ajai-Ajagbe (Student Representative), Tayo Ajibade, Deirdre Beecher (Website Editor), Helen Berry (Mentor Support Officer), Victoria Case (Joint Newsletter Editor), Kiran Gawali (Social Media Officer), Sarah Hume (New Professionals Officer), Amy Icke (Events Co-ordinator and Joint Newsletter Editor), Amanda Riddick

2. Annual Report for 2015

3. Statement of Accounts for 2015

4. Motions received **

5. Any other business

** Motions or requests for 'any other business' should be made in advance (by 5-00pm on 12 April 2016) to the Secretary, Jeremy Crumplin

The AGM will be followed by a talk from Dawn Finch, President of CILIP, who will be speaking about her personal work as a children's author and working with school librarians. 

Refreshments will be served from 5-30pm and proceedings will conclude at 7-45pm to allow vacation of the building by 8.00pm. Cooperation in leaving the building promptly will be appreciated.

 

Wed, 13th Apr 2016 -
5:30pm to 7:45pm

Dawn Finch

Dawn Finch is a literacy and reader development consultant and vice-chair of the London & South East School Libraries Group. With 25 years of experience in both school and public libraries, Dawn's career in training and library development includes working for the UK's top training companies. She has done extensive research on the implications of the National Curriculum and the Framework for Literacy on library services, has worked with many schools in establishing and managing an effective school library and is active in reading and literacy campaigns. Dawn's portfolio also includes delivering creative writing workshops to children. A published author, Dawn is a member of both the Society of Authors and the Society of Children's Book Writers and Illustrators.

 

Vice-President

CILIP

Dawn Finch is Vice-President of CILIP, children’s author and school library and literacy consultant.

 
Jeremy Crumplin

Event Format

CILIP Headquarters

7 Ridgmont Street
WC1E 7AE London


February 18, 2016

LSG Committee Meeting

The LSG Committee will be meeting on the 10th March in Nottingham.

The discussions usually center around:

  • committee reports
  • official business, ie: finance, membership, communication from CILIP
  • LSG business plans
  • communication, promotion - usually entails discussion around what is available to members via the website, and our publications
  • fall day school preparations
  • need for new committee members as others end their terms

If you would like to attend and learn more about (and or contribute) what we provide to the LSG community, please contact : 

Terry Bracher or Alice Lock


CILIP Conference - Bursary places available

Here's an opportunity to attend the CILIP conference, 12-13 July in Brighton, which will be of great value in your professional development. Many colleagues recommend attending a conference to gain insights, updates on information knowledge, as well as the networking opportunities. Applicants will have to have a personal CILIP membership.

 

http://cilipconference.org.uk
Keynote: Scott Bonner, Director, Ferguson Municipal Public Library, Missouri, U.S. “What We Did in Ferguson: A Warts-and-all Telling of Stories” It will be all about hard choices and lessons learned, and remembering how awesome libraries have always been when their communities have needed them.

Keynote: Professor Sir Nigel Shadbolt, Professor of Computer Science, University of Oxford & Principal of Jesus College. “The Opportunities & Challenges of Open Data” will review the development of open data within the UK and internationally. 

Becci Louise, Poet & Artist - a poet and spoken word artist living and working in Reading, where she galvanises young poets to change the world through their writing. She won ‘the Fringe Award’ at Reading’s own Fringe Festival.

Please contact the LSG chair with your intent of interest. Terry Bracher

 

#CILIPConf16


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