Today I’m at the John McIntyre Conference Centre, Edinburgh, for the CILIPS Autumn Gathering 2013. I will be presenting on social media and digital participation this afternoon but will be liveblogging the event the rest of the day (see headings/sections below). As usual as this is a liveblog please be aware that there may be small errors, typos, etc. and please do feel free to comment, provide suggestions, etc.
Welcome and introduction – Dr Audrey Sutton, CILIPS President
Welcome to the event. I’m so pleased to see such a big turn out today. Early thanks to Cassie and Sean for putting together a great programme. Do use the hashtag – I find so many interesting things on Twitter and I’m sure we all have colleagues keeping an eye on that tag.
The CILIPS autumn gathering is such a lovely opportunity to come together and share experience and information. We have three programme areas today around our theme of inspiration and education. We also have stands today from our sponsors and Supporters.
I was really excited when I saw the themes for today’s programme. I’m an ex-school librarian, and really pleased to see the recent Institute of Education showing that children who read for pleasure do so much better in school – I’m not so sure about maths but I’ll take their word fr it! So having a strand on the impact of the difference we can make for society. And for those of us involved in intensive outcomes based funding, and the proof of the outcomes are absolutely key, so I’m really pleased that we’ll be giving you some knowledge to take away their. We also have a strand of information literacy – my own PhD was on information and digital literacy so this is very dear to my heart. Even when we take about digital tools, digital devices, libraries are really at the heart.
I wanted to leave you with a bit of fun… You know your a 21st century librarian is when you know what an IP number is, but not what an ISBN numbers, when the best way to remind about overdue items is to Facebook them!
Now to our first keynote. Barbara has been a school librarian for over 20 years and is Head of Library and Resources at the Emmbrook School, Berkshire. She has been deeply involved in libraries including through CILIP schools committees.
Keynote 1 -Pentland- Let’s shout about advocacy – Barbara Band (@bcb567) CILIP Vice President
This has been a fantastic and strange year, I never would have dreamed a year ago that I would be here and Vice President of CILIP. Teenagers are much less daunting!
So if I asked you to define advocacy you will find so many varying ideas, but all are correct. So we talk about doing more advocacy but what do we mean? At its core advocacy is about “the art of pleading or arguing in favour of something, such as a cause, idea or policy” but it’s also abut getting others to voice your perspective too, to develop understanding and build partnership. It needs a deliberate sustained effort over time with a variety of approaches and techniques.
For us, librarians and libraries or whatever the terminology is for you and your organisation, we have to self advocate. This is particularly important when resources are short, when there are threats to what we do. And the best people to help us to dvocate are those that we work with, who know and Alcatel our work. If we think about advocacy and the terms around it it is about campaigning, it is about defending but it is also about promoting. And that is promotion meaning persuading, communicating, informing, it is not just about marketing in more traditional senses. And in fact the definition of promotion is fairly similar to advocacy in some ways.
A lot of people are not comfortable with advocating. People are not sure what they need to do. Some are not comfortable with lobbying, with campaigning in this way. Colleagues were concerned with being part of lobbying last year in case there were consequences in their workplace, concerned about doing that advocacy in public. By contrast “promotion” is a more comfortable term, it is more familiar, but it can equate to much the same thing.
Now often a keynote will offer an overview. I could give you statistics – could be quite depressing, particularly latest reports on literacy. But the thing is that you are all librarians, you can all find these yourself. And I find that it’s more useful to leave with something practical, something I can do… What I want you t do is think about why we should advocate, what should we advocate for, who should we advocate to.
So why advocate?
Well the perception of what we do really matters. How we are portrayed in the media, online, in conversation, etc. really makes a difference, we can influence that perception. For instance on Mumsnet a discussion about the lack of a school library indicated that lack of knowledge of what we do, I was able to help them understand. To correct and update those perceptions.
We have power to influence people, to inform them of what we do or what our benefits are, the more we do that the more we can improve our status and that’s really important as we work in an area with competing priorities. And then that hopefully results in a greater profile, increased visibility. It’s not just abut how people regard us but also about new partnerships, links with Alice’s, better impact. And if that isn’t enough building relationships with partners and decision makers.
But the core issue for us is that people don’t know what we do. I have parents coming in for parents evenings who are astonished that it has changed since they were at school – the who,e world has moved on, of course libraries have kept pace!
And who will tell people about or work if not us? How do we make it clear what we contribute and what the impact of cuts or moves to volunteers, etc. without advocating for ourselves? W have to go out and advocate.
I said I wasn’t gong to use quotes and statistics but I did want to show you this quote from Steve Bowman, University of Chichester:
30% of our success is due to skills and experience BT 70% is due to visibility
And it’s not a simple thing. You don’t know who your supporters might be, who might share your message, who might come forward and advocate for you, it’s not just your service users but much wider communities. So for instance students at schools, if we can influence them, we can impact the community beyond the library – to teachers, to other staff and they can alter perceptions of others – the head of school for instance, to parents and governors, and beyond the lock, community.
I have parents talk to me about the role of libraries in students lives, not necessarily vulnerable students who feel the library has been an important part of finding a place to be themselves. And when my friends son had a party there was discussion of librarians in schools and how good they were. You just never know who will pick up these messages.
How you are perceived as a librarian by other staff can really change how you are perceived as a
professional in an organisation. That matters.
If we are advocating for the profession we also need t engage with the wider works, what librarians outside of your area do, what the profession means for them. And we need to advocate much wider to decision makers, policy makers, the press. These are the hardest group to reach and it is s hard t have an impact. You have to advocate again and again, libraries seem to have universal support, MPs say they support us but we don’t have their commitment or their finding. That’s essential. It’s easier to support, it’s harder to commit.
When you are advocating you really have to focus on your target audience. Yo need to have a focus, a key message to a specific target. That message needs to be pertinent and re,event to your target audience, and it needs to speak their language. So if I talk to teachers I’ll talk abit listed say, with parents it’s about learning and supporting, with fellow professionals it’s about sharing research, etc.
So, how do you do advocacy? Well it will vary by your sector, your context, your organisation. We cannot do everything, don’t stress about it. But even a small action can have a big impact. For instance displaying books in the library will influence students reading.
It’s not enough to meet targets, to deliver great services, you also have to talk about and tell them what you do. The problem is that people who really know what they are song makes it look so easy. The skills involved in finding and evaluating information are not obvious. You need to take advantage of opportunities to talk about what you do. When I out author talks on I send them to all staff, so they know that that’s part of what we do. I send my manager a monthly email of all the events did activities I’ve done. I’ve been at my school ten years and still my colleagues don’t real,y understand what I do – maybe only another school librarian can. And that job changes, we need to communicate that. And if you have a PR person in your organisation make sure they know what you do so that they can advocate for you. My school started doing a “tweet for the day” and because I tweet the person managing that advocate for me by retweeting and sharing. DO use testimonials and quotes, showing the appreciation and impact of your work. And you need to develop a “tribe” around your role. We are lucky, we have a school librarians group with a very active discussion space, they are peers, supporters, people to share experience with, to help advocate, to present a common message. You can also feed that activity back to your organisation, to maximise that impact.
And that takes us to social media… Like it or not it is essential. Organisations and companies have Facebook presences, they tweet, these really matter. Politicians, businesses and the press, those power groups I mentioned, they watch social media for news, for trends, for information. You can’t do this stuff too much. We all have a voice that we need to lose. Read and comment on blogs, retweet information, share them on Facebook, engage online to advocate. Use your network to advocate and generate awareness. If one strategy doesn’t work, try something else. Be persistent, creative and adaptable.
Now when I take my students out on a trip I tell them that people make assumptions based on how they look and behave. We generalise based on experiences with individuals from a specific group. That means that people make assumptions on libraries and librarians based on what they see or experience from us. That means every time we contribute, we respond, we engage with the media we send a message, we advocate. We need to make sure we send the right message, we have to stay professional in what we do even if we are being critical. Using “views my own” is irlevent, I’d have to be anonymous for that to have any impact. Otherwise everything you do sends a message, and it has to be the right one.
And finally I want to as that advocacy is a two way process. CILIP is there to advocate but it can only do so much, we have to do what we can to make the. Kat of that advocacy activity. The retweeting, the sharing of links and success stories all help. And that allows us to build on our success… And that will come back and help you to promote more.
So, in the words of a famous marketing campaign: Just Do It!
Q1 – Ian McPartland, CILIPS schools advocacy) thank yo for your talk. We are setting up a good practice area on the CILIPS Website and I hope you will be happy to share your slides there?
A1) of course.
I’m afraid, due to a major coughing fit (sorry all in the room!) I wasn’t able to type Barbara’s excellent suggestions for how she does her own advocacy work, things like handwritten letters, using every opportunity to highlight what you do, etc…
For the first parallel session of the day I have picked the schools advocacy session. I’m curious to find out more about school librarians and their role, particularly with EDINA’s intest in schools through Digimap for Schools. I’m also curious to see how the discussion will transpire after this mornings keynote.
Parallel Session 1 – Schools Libraries: Advocacy! A group discussion facilitated by the School Libraries Advovacy Group (Yvonne, Keith, Cleo)
This session will be very much about discussion and participation. But first a quick update in the schools advocacy task and finish group. CILIPS recognised that support for staff in schools and school libraries highlighting the contribution that staff and school libraries make. And associated with that was some research from SLIC on the school libraries sector.
When we set up it was clear that advocacy was the important thing for us to focus on. And so we came up with some key objectives and we’ve been pretty successful in meeting thoughts. We knew we wanted to contact Education Scotland, and briefings for school librarians. And we were lucky in that Cathy has put this strand for school libraries into this event.
The sharing of best practice matters. We’re just doing our job not shouting about it. But Sean McNamara has set up an area of the CILIPS website to share best practice, case studies, expectations, what the school can expect from their school library. Hopefully today’s discussion can contribute to that space.
We also wanted to contribute to SLIC. There are members of the project group that are also on the SLIC group. Their literature research has come up with really compelling research on the impact of schools library. But it is research on Australia, USA, and Canada but not from the UK or Scotland. The next step will be about us, what about us?
And we wanted to just talk about a really tricky advocacy tool that Dorothy came up with on the SLIC website. This is a very visual guide, based on sound statistical evidence, to how school libraries have impact on achievement on the SLIC website, where the report will also be soon. And we also wanted to do an audit of school libraries in Scotland.
Over to Keith
Keith: I am Freedom of Information officer at Robe Gordon University. I sent 7 questions to local authorities in Scotland and beyond. This was sent on 31st May 2013. Asking about centralised schools library service, if provided the budget, minimum qualification, pay scale, etc.
21 authorities responded. 17 sent a refusal to respnd under the act. Two did not respond at all – and I’ll be following that Jo as it breaches the act, however a very wide variety of quality and depth of answers.
But from the responses. 9 independently funded school library services, one found as recent,y as 2012 with £400k backing. All but one of 21 authorities employ professional librarians. 10 required chartered status or intent, 19 required degree in library and Informaton studies. Hard to give stats on remuneration as a very wide range of pay, contracts, scales, and the roles vary widely. Average spend per school libraries was around £2k, highest £5k, lowest around £1k.
Of those that replied…
– variation of services
– overall demise of centralised school library services
– majority of school libraries staffed by qualified or charted staff
– variety of contracts, most full time and 52 weeks per year…
– some very interesting English stats as well…
Over to Cleo
Cleo: I will be talking about Edinburgh, where we still have a central library service and librarians in every school. But in 2010, about this time of year, had to make efficiencies. I can’t share everything today but school librarians did fantastic work, all wrote an impact statement, with support from colleagues, all working together. They spoke to parent councils, they made a DVD linking their work to the Curriculum for Excellence. And this was brilliant, was shown to their heads and decision makers…
Cue clip of video…
This was an amazing and powerful thing. Working centrally I wrote a report for head teachers about the impact of what sessionalisation – one day a week of librarian time being taken up with other rather than direct work with students. That was really effective, we had political backing at the council. That line of a librarian for schools has been held, because politically that line was being held. But politically that’s changed. Never forget that you may fought for something once and it may have worked but the thing is politicians change, things change, you have to do it again, you’ve got to keep talking all the time!
So let’s jump forward to 2013. We have a great service, super librarians. I have on your table Teen Titles and Free Your Minds, two initiatives we do collaboratively as schools librarians. We do this great work, I sit centrally advocating… But surprise surprise last month the budget proposals came round there is to be a review of schools libraries in Edinburgh. It’s gutting. It may seem unbelievable but people don’t know what they do. They don’t realise what happens outside of what they see. We need people to know it’s not just the library, it’s not just collections. It is the full time equivalent librarian that makes the difference, it’s proven in that evidence of the impact of schools libraries. I know you will all do amazing events, author events, European fairs, etc. but what else do you need to do? You have to spend that time, you have to package that work up, let the head know, raise profile nationally, disseminate what you did, how good it was, what the impact on the learners is and what would happen if you weren’t there! Do your managers know what you do? The reading programmes? The school activities? Wo that work would actually be pushed back onto? Head teachers need to know that role, what that means for other staff. Edinburgh isn’t the only local authority reviewing school librarians. We have to be out there shouting about what were doing. Please take the opportunity to let people know what you are doing, what you could be doing, and how your work connects to the Curriculum for Excellence.
And now back to Yvonne: we will now discuss in groups, we will get our ideas on paper. Record your discussion and we will ring a bell to move you clockwise to the next table…
And with that it’s over to discussion, back shortly
– Who do you speak to? Who are the key people? Discussion here included pupils, oupil councils, teachers, etc. but also valid concerns and risk aversion, strictures of schools, ban on speaking to press, need for any materials to be approved by comms teams, caution in tweeting etc.
– What does a school librarian do? Lots of online stuff, events, library as a teaching space, project work, special displays or events to be highlighted, etc. Discussion of participation in teacher training days, this isn’t very common. Teaching and writing teaching materials – e.g. Literacy programme. Sometimes part of literacy work for PSE/careers. Careers information as well, arranging associated events and talks.
– what support do you need? Colleagues, managers, etc. but it’s about informed support. A lot of staff think of the room, not the person. Also need Scottish based evidence, parents, communities, local authorities’ evidence of disbenefits and impact of cuts and changes. Also council and councillors. Education Scotland. Scottish government. Press. Thought leaders and organisations e.g. Rotary clubs.
– what skills do you need? Knowledge of curriculum, ICT, negotiation, communication, empathy, business, management skills, etc… And flanteur (what the kids call “flirty banter”… Huge array here… Also leadership, time travel (as in it won’t fit in the day), persuasion… Respect, anticipation, ability to see and grasp opportunies, and current awareness, strategic skills,
– how to move forward? Job description – review, make it reflective. Emphasise teaching, ebooks, impact statements, consistency across schools, information literacy for teachers, education documents, building good relationship with education scotland.
Keynote 2 – Liz McGettigan – A Force for Change – The infinite possibilities of libraries and librarians in the digital age
I am first and foremost a librarian and passionate about libraries. I want to look back and particularly forward. I want us to remember what a force for change we are, some ideas for the future…
More than 150 million people will be born this year, and into an information economy. W need to cater for that child. I want to show some experiences of works across Scotland, particularly around digital and digital content. I’d love to show some American and Australian examples but there won’t be time today.
Things change fast. The internet has been with us barely 20 years. Children grow up with social media. It is not the strongest but the most intelligent and most flexible opt hat survive, I really believe that. There are so many catalysts for change – ebooks,portals, mobiles… But the content matters for me, not the format. In diminishing budgets and this economic climate how d we rovide the great commercial-like customer experience? And there’s also the dates of our buildings… The move to hubs did cafe culture. Again tough in this economy. Anyone struggling with technology should be heartened by the fact that we’ve adapted before – from card catalogues for instance.
Why are we here? Well John Cotton Dana said that public libraries are the “centre for public happiness” and that seems a fitting way to move on to customer experiences…
So this is CrIgmillar library. This is a hub. About more than libraries, about physical experience, innovative interior spaces, digital experiences. Scotland’s libraries are fabulous, if they are not then they should be, how do we make that happen? How do we get that funded? How do we become players and leaders? How d we get leaders or know that libraries are the centre if what happens – we have free technology, the community and trust of the community… We don’t make enough of that. So inside Craigmillar it’s about a lovely and inviting space, it’s ownership, safe places t red to learn to work to play, it’s not all about books and collections.
Looking at some other libraries, good design is about a modern ambience, an inviting space. You need research, community input, working out how to work together, get libraries involved in economic development… But what about cost? You have to take a fabulous idea and take SL,unions not problems to your leaders. We have to show how you rationalise three or four buildings into one fabulous community space. We make people feel safe, used, happy, that’s still a key thing for us.
The library can be in my pocket, why have a psychical space. We have taken the leap,mstarted social media suites, an app, a portal, that gave us profile. That gives you a can do attitude. Performance improved, that was seen by decision makers. We have opened two new libraries in a hard time. Our social media suite – our blog, rue YouTube content, etc. we created ourselves, this is free promotion and just required a few key people in key posts. We highlighted catalogue materials in our posts – we copied New York public library here. And of course we have provided ebooks, I’d love to see more take up. And local history. We have the most exciting content in the world. If we all gathered our materials we could compete with google for quality and quantity. We created Our Town Stories, people contribute their own perspectives and stories here,
So the time for libraries and librarianship is now!
Digital materials don’t replace libraries, they enhance and update it. There are great Aberdeen touch screen materials for instance. We are moving towards for pads fr staff rather than PCs. Fantastic tech again. Another library shit here – a panel of screens. People do use books but we need hybrid libraries so digital content is accessible.
Yes, I do live in the real world. Performance improvement is key too. The digital and physical improvements led to performance improvements and that’s what matters. Satisfaction improved.
So we need to get better at recognising what we are doing. What we are are. What we are for. What we can do. As how we raise the profile of this. For some people of am books have higher profile than us – we need to shout more, show our digital differences, community activities, we need to speak to COSLAS and be seen as big players. The new librarian or leader has to be a people person, passionate, enthusiastic, digitally savvy, visionary, known for a can do attitude, culture of innovation. And they get out there, at the table, impress people, set the pace, tackle change, models the way, finds champions and partners, pushes buttons – use the right language, presents solutions not problems. Read, learn, develop, take risks.
So tailoring buildings, design and layout of public buildings have impact on the library and the community. It clearly impacts on sense of community and a sense of investment in communities, and it means working with partners and other information and communities.
We have to remain a force for change.
No questions just now but Liz will be available to talk to for the rest of the day…
Presentation of Honorary Membership and Mentor of the Year awards
The Honorary Membership awards go to four information professionals. Rosemary, past literary editor of the Herald and Sunday Herald, led literature working group which reported in February 2010. She published Scotland: a history in 2010 and we we lucky enough to have you speak at our annual conference in 2012.
Annabel Marsh is someone who is very active on Twitter, I’m sure many of us follow you. You have been responsible for the Children’s literature collection at Strathcook, you have been art of the Scottish Educatonal Lubrarians a group, you are responsible for the Glasgow tweetups which Cathy tells me we should all get involved in.
Cathy (from UoE) is a specialist in library cataloging and classification. W have had trouble adequately describing Cathy’s contribution, you have have been an exemplar of professionalism and a challenging presence at times, which is so important. Thank you for your contribution to CILIP.
Peter Reid, we appreciate first and foremost that Peter led CILIPS at a very difficult time, it was Peters judgement and diplomacy that had such impact on our fellow professionals. For me your legacy has been a very rewarding year. Peter is also professor of librarianship and information management at Robert Gordan University. Than you again for your work, in the last year in particular.
Peter says: it has been a challenging year but getting out and seeing what you do has been the most rewarding experience.
Back to awards: our last award winner is for the mentor of the year, Jennifer Findley,her background is environmental and biological sciences but she has mainly worked in law libraries. Most of her mentoring has been online through Twitter and her me tee is about to submit! Congratulations!
And with that it was time for lunch!
This session I have plumped for then literacy session.
Parallel Session 3 – Information Literacy: In Practice – National Library of Scotland and Glasgow School of Art Projects (split session)
Beverley Casebow and Alice Haywood from National Library of Scotland will be kicking us off this afternoon. Beverley and Alice work on educational resources for both online and offline activities. They will be talking abut Project Blaster, an initiative between NLS and schools in Edinburgh.
Beverley: Alice and I are the lerning team for the NLS and our remit extends to all ages and all areas of Scotland. E do hands on workshops, online resources, web features and videos, partnership work with partner organisations such as Archeology Scotland, Scottish Ballet etc. but we will focus on one project, Project Blaster which is aimed at developing literacy, critical thinking and digital literacy skills.
All of our projects are underpinned by the Curriculum for Excellence: Literacy across learning. This address pes both literacy and critical literacy. We feel gha the learning team much help young people and lifelong learners tie develop not only multiple-literacy skills but also critical skills across a range of media. SL our toolkit focuses on developing the ability to find and select information, critical thinking and evaluation, cultural and social understanding, creativity, and to be aware of the creative audience.
Some of you may be familiar for Alan Burnett. He used the library regularly to research his history and children’s books. He has worked with schools through various events around information literacy, the research process, and turning this into a variety of formats. We wanted to take advantage of his skills and experiences to create an online experience. In schools he had worked with a Victorian history example but we wanted it to have cross-subject relevance. We also included games and activities for PCs and smart board. We filmed Alun as well. We used animation and a space girl and a crab guide you through… This apealing animation and parts of the resource are aimed to ensure it can be accessed by students themselves.
Over to Alice: this is a six stage process. The sixth stage is “blast off”. So if I play “what am I looking for” video… Alun and also animation explaining what he is saying. This describes Primary or secondary source. (very cute). And how you use a primary source, how you guess and explore and find out what information you are dealing with.
So in stage one the class choose a topic and collaboratively decide what they will be looking at as a class, to set their own goals. In stage two we see that video. It is about research but spew don’t directly refer to it as such. Stage three is about where they find information – starting with their own environment a school, as home, in their community and people in that community, and in the library and internet. this is illustrated as concentric circles that build into a bigger picture, reinforcing places to look for information, establishing basic skills at an early level. Stage four is more meat and bones in terms of putting project together. It shows them how to organise and record the Information for their project. And at stage five critical and selective analysis comes in, this is where they evaluate and choose the best information for their project, emphasising the need to validate. Finally at stage six they go back to the classroom and decide what to produce, what will be created with this research to create and actual class excercise.
So it is about those key skills of finding and selecting information, critical thinking and evaluation, cultural and social understanding, thinking creatively, effective collaboration and creation.
We’ve had feedback from teachers who have trialled the resource. They kink the framework for teachers, the structure to use. They like the applicability across subjects.
We hope that this will be part of a bigger picture.
Beverley: we are currently working in a resource with Archeology Scotland for adult and community learners. Next year we hope t look at visual literacy around the first world war. We also Want to look at political literacy – have already done some work in this area, see the section on the Education Scotland website. Contributed to a timeline of the history of e.g. Women’s and universal suffrage.
And now onto our next literacy presentation. This time from Glasgow School of Art: Duncan Chappell and Jennifer Higgins.
Delivering Information Skills to Artists and Designers
We are going to talk to you about InfoSmart, the GSAs online portfolio of literacy skills, particularly designed for visual thinkers, which is important for us.
InfoSmart is a series of freely available online modules, on the GSA website. They can be completed form beginning to end, or they can be dipped in and out. Designed for any practitioner wanting to improve their Information literacy skills. Designed in house using inexpensive tools. We are one f only two remaining small institutions specialists in Scotland. One of very few independent art colleges. Since 2000 30% of Turner Prize winners have been our graduates. We run from undergraduate through to PhD level.
We looked at existing resources but none suited our visually inclined learners, they often do not think in linear ways and find scholarly writing hard. Cobbledick 1996 emphasises the importance f browsing to artists and designers, Our full bibliography can be found on our website.
It seemed to carry through across all levels that our students have few information skills or very mixed skills. Even at PhD level academic writing skills cannot be assumed. So we wanted to drive development based on feedback and needs. We asked our students about searching versus browsing and 62% of students tend to browse. Where possible we tried to canvas a wide range of views and opinions. Institutionally there were interests to accept more non traditional backgrounds, with even more mixed skills. And we really want to build our research activity as well.
Over to Jennifer
Jennifer: there are five key modules which can be dipped into but there are linkages that students should notice. The structure is not unlike the Project Blaster. So the first section is on searching and discovering, keyword searches are looked at, primary and secondary sources… And having a balance of information. The next module focuses on finding materials whether archives, artists books, etc. then there is an evaluate section which encourages critical thinking, bias of programming, etc. and discuss wikipedia as well. Our next section, arguably the most well used, looks at preparing written assignments including referencing, ethics, plagiarism. And finally the Use section, pretty important in our sector where copyright and usage matters.
The InfoSmart logo was designed in house at GSA. It is in clear language and simple design. We have avatars to help reinforce key learning and provide continuity for the students. And fans,my we ave plans to formally assess but we have an archive certificate that they can enjoy as a playful thing.
We have summaries of what is in each section, what they hope to achieve.
Back to Duncan
Duncan: we mapped our resource to the same standards as academics work to. This mapping of materials to SQA levels, to RS Competitncies, SCONUL, Vitae and National Occupational Standards. Arduous but means InfoSmart has real credibility for academic staff. We will now be mapping to the new Creativity in Scotland report from Education Scotland. We won a THES award for our work and we are keen to explore more. Perhaps as a MOOC. The project was funded by SLIC and it is available as an Open Educatonal Resource under Creative Commons license, so anyone can use or reuse it.
Q for NLS) will this expand to secondary level
A) this is a pilot level, we want to reassess after the first year and then expand.
Q for GSA) what is a MOOC
A) Massively Open Online Courses. These are self directed online courses free at the point of use.
Q) what do you mean by browsing?
A) mainly physical items but also online resources. When we demonstrate full text journal databases a lot prefer to browse every issue… Seem to prefer to do that. They have sort of magpie visual tendencies, huge reliance on serendipity…
Q) you moved from harvard to MHRA?
A – Jennifer) it was for consistency. Not sure why that reasoning.
A – Duncan) I find Harvard easier but our academic board is who we follow
Parallel session 3 – Let them Tweet Cake: Engaging communities through the social media that works for them, plus thoughts on spreading the benefits of digital participation – Nicola Osborne, EDINA
I will not be blogging my own session here but you can access the Prezi for this session here, and the associated list of resources here.
Final session keynote – Welcome to the End of the World – E-Safety, Online Behaviour and the Death of Privacy – Simon Finch, Northern Grid
Simon is opening with an overview of the day: I’ve seen a really positive message and areas of hope. When I heard about advocacy I had a bit of sinking feeling… But I’ve seen such motivation and ideas and positivity today!
So I want to say the culture of understanding of behaviour have changed. We have companies that make things that are changing the way that we behave. So if we were talking road safety… If they’d just been invented we’d still need to be working out the detail…
When hurricane sandy hit where did everyone go? Starbucks! But why? Free wifi! Things are changing…. But we have all this new technology that we are trying to bend to our will, trying to fit to our models. I struggle. I watch Question Time and This Week. I watch it on Thursday. My colleague says “why don’t you watch it on Saturday?” we’ll I can’t! It’s on on Thursday! I can’t watch a whole series on a Sunday in a onesie!
Now we mock the sharing of pictures of food then we miss the opportunity to engage. Now I usually give presentations on how to get fired on social media… An Oxford university Librarian was sacked for not stopping it – not for doing it, for not stopping it. But that poor Librarian got so much press. The Daily Mail, and others, are there to give us a hard time…
So, cyborgs… DARPA have created cyborgs for carrying bags. We have “Backyard Brains” which are little electronic cockroaches that can be controlled by mobile phone. And we have Google Glasses… Done on Android… Anyone can write for it… How about software to take an image every time you blink… So we’ll ask kids to bring phones in but leave the glasses at home…. And we have drones tracking kids to school, but also worrying a woman in Seattle… And drone license
So being requested in their thousands… And we have a petman to test clothing….
We have to come to the conclusion that privacy is dead. So we have to teach kids how to manage privacy, how to manage their data. We won’t end up removing the risk but managing the risk. T protect children. You are gatekeepers to the world wide web. Risks include stranger danger perhaps… The culture has changed. My teen neice uses instagram saying “say hi to me”, “I’m bored”. Kids are needy. I was like that too! We need to understand that normal has changed. It’s not only predators who pretend to be someone else…. We tell kids about sexual predators, did bad people are anonymous…. But being anonymous is a great equal thing. It means older people can talk to younger people. Most people who see my stuff are people into education, kids aren’t interested.
Sparkle box, primary school site being run by convicted pedophile. Saw people in schools panic…! Why would be surprised that people who want to do harm to children hang out where kids will be, it’s obvious. So you need to know that websites aren’t like books, authors don’t reach out. So do we need to train the kids what to do. It’s weird not to be on Facebook… But ditch privacy settings, assume your enemy is watching…
We need to define “friend”. Someone you like. Someone you can trust. Someone you’ve met. But meeting online counts. We used to have pen pals. This is the proper stuff. You have to choose the communication channel, you have to reach out t them and you have to change their minds… I am attention seeking and needy, we all are, we like nice things to be SiD… There are fantastic things to be seen on the web. Cue video clip of truck and airplane… It’s rubbish, it’s an advert for a pickup truck. We have to impress on kids that stuff online can’t always be trusted. And companies don’t want your likes, they want your data, they want to know who you are…
Body image… We have a lot to do… Cue photoshopped image of Robert Downey Jnr on Sherlock poster. H&M paste head shots onto computer generated bodies! Because “the clothes fit better”. X factor is bullying as entertainment. And You’ve Been Framed. And then we have Amanda Todd, killed herself about what is said online. Like kids dying for not wearing seatbelts when I was a kid. And it’s not like a computer game, you can’t see when they are running out of life/energy.
So we have to think about security. Need pass phrases, not passwords… Passwords matter. Don’t be stupid….
We have to think about trust. So many hoaxes. We trust star ratings… But have to be critical… Ad we need to think about IPR. Someone takes a creative commons picture of someone on flickr but can’t give away the person photographed’s image yet it ends up on an advert… It’s complex but we need to be out there…
You have to get out there and create stuff, if you don’t Someone else with. It’s an opportunity…
Twitter is biggest staff room in the world. If you blog about what you do you can find peers, interesting people, information. I use delicious, I tag everything in real time… I have to show mos and councillors how to be safe online.
I am brand simfin. He is a better person than Sam Finch. It’s an ideal view. I am all these online identities plus my offline identity. I pump stuff out all the time. If you share stuff that wouldn’t be fine on big screens at conferences then you are doing it wrong.
So that award… I won the Naace ICT Impact Award in 2013. It came at a bad time for various reasons. But I feel weird about awards. Other people don’t get them. I tried curling when I worked in Canada for a while. They gave me most improved player… I was told it meant I was the worst player… But anyway I won an award for web world. Online I’m regarded… At work the muggles don’t get it. In job interviews you start to get people asked to account for last five days on Facebook… Fair enough. You just need to be faster, better, effective… More than the next guy… Do all your stuff under one identity, none of this personal and professional stuff, get everything done right.
Closing remarks – Dr Audrey Sutton, CILIPS President
Thank you for staying on. It’s been extremely worthwhile… You always out me on after the most entertaining speaker! A few observations. I live the idea this morning that those who benefit from services most closely are our best advocates. I want to be in Barbaras tribe really. Liz talked about the hybrid library, the centre of public happiness… The NLS and GSA conversation was really interesting to me…. My son is an artists and he’s an inveterate browser so good luck to GSA! Nicholas bake off was great fun and put me in mind of my tea! Not sure about snap hat though! Geat feedback from Annabel’s session… And how to lose your job on Twitter, how to best share stuff, I have a lot to take away, to be digitally confident.
Thank you to everyone who delivered a session for us today. Huge thank you to our venue here, our photographer, to all of our honourable members and particularly to Cathy and Sean. And to our session chairs. Thank you all so much for coming and we’ll look forward to doing it all again next year!