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I do question why we have put so much emphasis on the voluntary sign-up workshops, yet the embedded, compulsory teaching sessions we do for huge numbers of students aren't getting quite so much attention.

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I do question why we have put so much emphasis on the voluntary sign-up workshops, yet the embedded, compulsory teaching sessions we do for huge numbers of students aren't getting quite so much attention.

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I would like more time to review my workshop as I feel I've been a bit rushed to come up with improvements this very busy term.

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I would like more time to review my workshop as I feel I've been a bit rushed to come up with improvements this very busy term.

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With regard to the above two comments suggesting the study skills sessions are theory-based: I disagree. The workshops may sometimes feel abstract because they are generic and not based on a specific assignment task - but they demonstrate specific skills and recommend actions, not theories. Embedded sessions present different difficulties but if we can tie the content and activities to specific assignments or module content they will become more relevant and more engaging for students and fulfilling for us too.

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With regard to the above two comments suggesting the study skills sessions are theory-based: I disagree. The workshops may sometimes feel abstract because they are generic and not based on a specific assignment task - but they demonstrate specific skills and recommend actions, not theories. Embedded sessions present different difficulties but if we can tie the content and activities to specific assignments or module content they will become more relevant and more engaging for students and fulfilling for us too.

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Isn't what we are doing trying to improve students' skills based on evidence of good learning and teaching  practice? Isn't EBP  what  all professions are based upon? How did we learn to become librarians? The trick is how to do this without spouting theory- and this is what we do! 

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Isn't what we are doing trying to improve students' skills based on evidence of good learning and teaching  practice? Isn't EBP  what  all professions are based upon? How did we learn to become librarians? The trick is how to do this without spouting theory- and this is what we do! 

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Varying skills levels exist in all classrooms everywhere! The idea is to deliver what the academic thinks is a weakness for the majority of the students, at a time when all students should be present. You can preface a session with ' You may feel that your skills are already good, but you might pick up a good tip that will boost your marks by an extra 5-10% and help you to get a first!' We shouldn't be thinking of making academic skills remedial again ...

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Varying skills levels exist in all classrooms everywhere! The idea is to deliver what the academic thinks is a weakness for the majority of the students, at a time when all students should be present. You can preface a session with ' You may feel that your skills are already good, but you might pick up a good tip that will boost your marks by an extra 5-10% and help you to get a first!' We shouldn't be thinking of making academic skills remedial again ...

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Embedding academic skills on one of the L1 programmes I support has been a steep learning curve.  Lots of time needed initially to work out what the academics wanted - then more time to adapt our existing materials.  However, initial feedback (from the academics ) was good. L2 students have heard on the grapevine that the sessions were worthwhile and have asked the academics to make sure they get something similar next term.

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Embedding academic skills on one of the L1 programmes I support has been a steep learning curve.  Lots of time needed initially to work out what the academics wanted - then more time to adapt our existing materials.  However, initial feedback (from the academics ) was good. L2 students have heard on the grapevine that the sessions were worthwhile and have asked the academics to make sure they get something similar next term.

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Team-teaching with an academic colleague can be nerve-wracking but always ends up as a good experience.  I can get them to clarify any points I'm trying to make and my words carry more weight if backed up by them

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Team-teaching with an academic colleague can be nerve-wracking but always ends up as a good experience.  I can get them to clarify any points I'm trying to make and my words carry more weight if backed up by them

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I agree that embedded sessions for Academic Success are more uncomfortable to deliver at times due to varying levels/skills in the group - I think we should encourage academics to market them as drop-in's for those that would like help in that area.

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I agree that embedded sessions for Academic Success are more uncomfortable to deliver at times due to varying levels/skills in the group - I think we should encourage academics to market them as drop-in's for those that would like help in that area.

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I think this is a great idea, and in addition I would suggest that we look at obtaining a number of keyboards for those (like me) who find typing on the screen, particularly for any qualitative comments

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I think this is a great idea, and in addition I would suggest that we look at obtaining a number of keyboards for those (like me) who find typing on the screen, particularly for any qualitative comments

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I have had a couple of times when I wasn't sure how to respond to a student's question. It is uncomfortable, but I feel I have less of those as I gain in confidence and I guess being 'authentic' and saying you don't know but will come back to the group (via Bb, tutor etc) is ok

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I have had a couple of times when I wasn't sure how to respond to a student's question. It is uncomfortable, but I feel I have less of those as I gain in confidence and I guess being 'authentic' and saying you don't know but will come back to the group (via Bb, tutor etc) is ok

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Would definitely like to do a rerun of the dummy sessions with library team next term. It has been so useful to share with 'critical friends' and I'm sure it has helped our colleagues to understand more of what we do and to promote our sessions with students 

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Would definitely like to do a rerun of the dummy sessions with library team next term. It has been so useful to share with 'critical friends' and I'm sure it has helped our colleagues to understand more of what we do and to promote our sessions with students 

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After a session, go back to your desk and write down what you will do differently, even if you don't have time to alter the slide etc. right then.

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After a session, go back to your desk and write down what you will do differently, even if you don't have time to alter the slide etc. right then.

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One thing which has been reinforced for me over the last few months is that I learn something about classroom management every time I teach. Seemingly blank faces don't necessarily mean students are bored, but sometimes it does and feeling confident to ride out a silence is tough but improves with time.

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One thing which has been reinforced for me over the last few months is that I learn something about classroom management every time I teach. Seemingly blank faces don't necessarily mean students are bored, but sometimes it does and feeling confident to ride out a silence is tough but improves with time.

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Whilst we are putting on more workshops for next term, the aim is to shift to embedded for next September wherever possible. It will be good for the new G grade to work with us to make this a reality. That post holder will also support us in developing our materials and leading on new areas (see post re embedding of study skills providing challenging)

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When I think about the journey I have travelled in the last year, I am quite amazed. It's far, far from perfect, but I can reflect that I've learnt new materials and stepped out of my comfort zone, and the feedback has been ok, better than in lots of cases.

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When I think about the journey I have travelled in the last year, I am quite amazed. It's far, far from perfect, but I can reflect that I've learnt new materials and stepped out of my comfort zone, and the feedback has been ok, better than in lots of cases.

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We should definitely give ourselves a collective pat on the back.

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I also have an issue with sustainability. Apparently, we won't be producing another printed reference guide - even thought the students love it - yet why are we printing powerpoint slides out as one slide per page for students? 

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I also have an issue with sustainability. Apparently, we won't be producing another printed reference guide - even thought the students love it - yet why are we printing powerpoint slides out as one slide per page for students? 

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Why are we putting so many staff resources into workshops and yet last year the emphasis was changed frm face-to-face teaching to more online workbooks? I don't think we have the capacity to do more and more of these.

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Why are we putting so many staff resources into workshops and yet last year the emphasis was changed frm face-to-face teaching to more online workbooks? I don't think we have the capacity to do more and more of these.

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Yes, I sometimes can't believe what nonsense I'm telling the students. It's hard to believe in and be convincing/confident about in something that you don't actually do or use yourself.

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Yes, I sometimes can't believe what nonsense I'm telling the students. It's hard to believe in and be convincing/confident about in something that you don't actually do or use yourself.

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I agree. I think we need to offer something much more practical and specific e.g. top tips for essay writing. 

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I agree. I think we need to offer something much more practical and specific e.g. top tips for essay writing. 

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This padlet is good, a great method of recording feedback/views - I'd be interested to learn of how padlet has been used in library teaching sessions.

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This padlet is good, a great method of recording feedback/views - I'd be interested to learn of how padlet has been used in library teaching sessions.

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I agree that embedded writing/academic skills sessions are a tough gig. Core modules that include our offerings often include large student numbers and because our content isn't associated directly with an assessment, students can be disengaged. 

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I agree that embedded writing/academic skills sessions are a tough gig. Core modules that include our offerings often include large student numbers and because our content isn't associated directly with an assessment, students can be disengaged. 

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I think the key issue is how do we measure the impact of our sessions whether they are embedded, drop in, mandatory etc . 

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I think the key issue is how do we measure the impact of our sessions whether they are embedded, drop in, mandatory etc . 

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There is no substitute for face to face teaching and I see workbooks as a complement not a substitute for this but there are resource implications as we see professional time reducing.

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There is no substitute for face to face teaching and I see workbooks as a complement not a substitute for this but there are resource implications as we see professional time reducing.

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I still think we need to veer towards asking academic staff to make sessions mandatory. I think it devalues the sessions we do if we are saying they are drop ins or not compulsory for students. When you do these sessions the ones that do attend find it so useful and  we need to broaden it out.

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I still think we need to veer towards asking academic staff to make sessions mandatory. I think it devalues the sessions we do if we are saying they are drop ins or not compulsory for students. When you do these sessions the ones that do attend find it so useful and  we need to broaden it out.

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Team teaching has been a very useful way of learning academic skills but feel there aren't enough opportunities at the moment to do other workshops so would like to explore this.

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Team teaching has been a very useful way of learning academic skills but feel there aren't enough opportunities at the moment to do other workshops so would like to explore this.

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Team teaching on the whole is very useful and can give another voice and variety to the session. The member of academic staff can add value through the subject knowledge. Sometimes however it can be embarrassing when academic staff say things that are wrong about the library and you have to correct them in front of the class.

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Team teaching on the whole is very useful and can give another voice and variety to the session. The member of academic staff can add value through the subject knowledge. Sometimes however it can be embarrassing when academic staff say things that are wrong about the library and you have to correct them in front of the class.

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The embedding of study skills is proving challenging as some lecturers are asking for things that I have no idea about and Jane S is unable to give any support for this. This may change  when we get the new HAS Academic Skills

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The embedding of study skills is proving challenging as some lecturers are asking for things that I have no idea about and Jane S is unable to give any support for this. This may change  when we get the new HAS Academic Skills

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I really enjoy team teaching; it is like batting a ball and you get a good "vibe" for the learners. It also helps to break up the delivery for the learners so it is less intense in a long session!

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what doesn't go so well, in my view, is trying to teach searching in a lecture type session. I don't think people can really get a handle on searching without having the screen in front of them and having a go. it is a bit like teaching someone to drive without them being in a car. Theory is all very well, but doesn't have any meaning until you actually have a go for real.
This is why I like lots of practical exercises in the sessions - "have a go"!

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What goes well is how good the learners are at being in a "class" they are a dream to teach, especially if you have had experience trying to teach FE kids! I love they way they will ask questions and allow a degree of exploration around the topic - one attendees' observation that citing is an art rather than a science was a wonderful insight!

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I think the embedded sessions are more challenging than the workshops, because the learners have "signed up" to the workshops whereas the embedded sessions are foisted upon them whether they need it or not, so it is difficult to ensure that the content is at the right level for the whole group and to try and catch those who are less engaged.

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Despite the generally excellent feedback for our sessions, I still have a nagging doubt about whether they are exactly what students need or find useful for their academic skills development. Does an hour of largely theory and a few activities really prepare them in a   constructive way to write better, think more critically and so on. It is certainly a start, which is maybe all we can hope for, but is it really what they need. Discuss.......  

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Despite the generally excellent feedback for our sessions, I still have a nagging doubt about whether they are exactly what students need or find useful for their academic skills development. Does an hour of largely theory and a few activities really prepare them in a   constructive way to write better, think more critically and so on. It is certainly a start, which is maybe all we can hope for, but is it really what they need. Discuss.......  

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I have enjoyed working with colleagues collaboratively to develop, practice and refine our sessions. I think (bearing in mind our starting point) we have developed some excellent sessions in quite short time, and feedback has been very good across the board.

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I have enjoyed working with colleagues collaboratively to develop, practice and refine our sessions. I think (bearing in mind our starting point) we have developed some excellent sessions in quite short time, and feedback has been very good across the board.

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I have enjoyed the few opps I have had to team teach, and feel it is useful to hear how other colleagues phrase things, describe things in different ways, make certain things key themes. I would like to do more of this as it is a comfortable way to teach, but has resource implications.  Have not has the opp to team teach with an academic colleague, so that might be something for the future.

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I have enjoyed the few opps I have had to team teach, and feel it is useful to hear how other colleagues phrase things, describe things in different ways, make certain things key themes. I would like to do more of this as it is a comfortable way to teach, but has resource implications.  Have not has the opp to team teach with an academic colleague, so that might be something for the future.

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Most of my feedback has been fairly good, but I still react badly (internally) to students becoming disengaged and looking at phones etc. I quickly lose confidence in what I am saying can lose my train of thought easily. More practice and experience required. I hope that I responded in a constructive way to suggestions and feedback on any of the "dummy runs" of our workshops that I have delivered and incorporated ideas into future workshop revisions.

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Most of my feedback has been fairly good, but I still react badly (internally) to students becoming disengaged and looking at phones etc. I quickly lose confidence in what I am saying can lose my train of thought easily. More practice and experience required. I hope that I responded in a constructive way to suggestions and feedback on any of the "dummy runs" of our workshops that I have delivered and incorporated ideas into future workshop revisions.

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I have only one experience of embedding with yr 2 radiology students. This was good from the point of view of matching a need or request, but there were only 7, and they didn't seem any more engaged than students in a sign-up session.  I think it is a good idea and would like to pursue for my subject progs. I am unsure how easy/difficult this is to embed from a point of view of teaching time, academic commitment to it.  

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I have only one experience of embedding with yr 2 radiology students. This was good from the point of view of matching a need or request, but there were only 7, and they didn't seem any more engaged than students in a sign-up session.  I think it is a good idea and would like to pursue for my subject progs. I am unsure how easy/difficult this is to embed from a point of view of teaching time, academic commitment to it.  

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We need to decide on an approach to technology and run with it. I am much more inclined to use Socrative or Qualtrics for online feedback following CP use of Learnpads in the How to improve session, as the App made it easier and quicker to access Socrative. I would like to reconsider use of some Socrative "in class" quizzes in the light of this.  Could we consider a business case to purchase some (20) Learnpads for the library with Soctrative App loaded and really go for it.   

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We need to decide on an approach to technology and run with it. I am much more inclined to use Socrative or Qualtrics for online feedback following CP use of Learnpads in the How to improve session, as the App made it easier and quicker to access Socrative. I would like to reconsider use of some Socrative "in class" quizzes in the light of this.  Could we consider a business case to purchase some (20) Learnpads for the library with Soctrative App loaded and really go for it.   

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The different interactive approaches that we have used in the How to workshops are good.  I think the water bottle activity in the How to search session works especially well as an icebreaker, and an activity to discuss keyword variety etc.  Other activities work less well and need refinement (serotonin in getting started) but in the main good. 

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The different interactive approaches that we have used in the How to workshops are good.  I think the water bottle activity in the How to search session works especially well as an icebreaker, and an activity to discuss keyword variety etc.  Other activities work less well and need refinement (serotonin in getting started) but in the main good. 

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I still struggle when I am teaching something that I am less confident about or I feel the students will struggle with. Easily lose confidence in what I am saying and my "out of body" self will wince when I hear what I am saying. Maybe more practice and repetition will increase confidence in this. 

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I still struggle when I am teaching something that I am less confident about or I feel the students will struggle with. Easily lose confidence in what I am saying and my "out of body" self will wince when I hear what I am saying. Maybe more practice and repetition will increase confidence in this. 

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I think that our increased use of interactivity in the workshops has worked well.  Appealing to a variety of learning styles and using different media has helped to keep students more engaged in the sessions. Different things have worked more or less well, so some refinement is still required, but the principle is good. 

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I think that our increased use of interactivity in the workshops has worked well.  Appealing to a variety of learning styles and using different media has helped to keep students more engaged in the sessions. Different things have worked more or less well, so some refinement is still required, but the principle is good. 