2017 Conference Abstracts


Please make a note of the session numbers you would like to attend. Sessions 1, 2, 3, 5, 6, 8, 9, 11 & 12 include two short papers, each by different presenters. Sessions 4, 7, 10 & 13 are individual workshops.


Session 1 in room: RCH/248

Title: DigiQuest - Developing Staff Digital Capabilities with an Online Pirates of Ormskirk Challenge!

Presenter(s): Heather Johnston, Edge Hill University

Format: Short paper


It is vital for Higher Education staff to be digitally capable and confident in using a range of digital tools in order to support students and prepare them for learning, working and living in an increasingly digital society.

This session will explore the development, creation, delivery and evaluation of the online course DigiQuest, which aimed to enhance the digital capabilities and increase the confidence of staff working in the Learning Services department at Edge Hill University.

The course contains a variety of digital tasks, designed to appeal to staff with varying roles, priorities and existing skills. The goal was to encourage independent learning and self-discovery and the course was designed to allow individuals to work for themselves – deciding which digital capabilities they wanted to develop rather than supporting staff to reach a specific ‘level’ of proficiency.

The session will describe how the course was informed by a focus group and aligned with the JISC digital capabilities (JISC 2014) and digital capability profiles (JISC 2017). A digital capabilities mapping exercise (using the JISC visitors and residents model) & other activities such as ‘a message in a bottle’ revealed the digital tools staff wanted to learn about and increase their confidence in.

We will provide details of the content including the fun and competitive elements – something we thought was important to encourage maximum engagement.   

Finally, we will review the impact of the course. We have already had excellent feedback. Within the first week the activities generated a noticeable ‘buzz’. One piece of feedback includes ‘I started this on Sunday and tonight my colleague has started it and I have to say that we have already learned something new and completed 1 badge and are very proud of ourselves’.


Title: Developing digital capabilities for staff and students

Presenter(s): Paul Chin, University of Hull

Format: Short paper


There has been a long debate over the years about how we help students develop core IT and information literacy skills to support their studies. Only relatively recently has this debate switched focus  to encompass staff as well, being able to support our students. Students now come to University with a lot of these core IT skills but do we effectively support students, and our staff to effectively apply these skills? Recognition of this came in the form of digital literacies proposed by JISC in helping identify the skills students should be able to develop. There was little focus on staff however. This issue is now being addressed by JISC by promoting 'digital capabilities' to help recognise the skills staff and students have (or may have) and how these skills are applied, particularly in a Library environment. This paper will discuss current work at Hull and how our Library services are addressing digital capabilities. This work will help both staff and students recognise the digital skills they possess and how they can apply them effectively in their work and studies. Hull has reviewed the digital capabilities profiles for staff and students to consider how aware they are about the digital capabilities they have. This work has involved working with both staff and students to identify their digital capabilities using the JISC diagnostic tool and then aligning it in the context of the Hull Library environment. The information, awareness and knowledge gained from this work is helping us develop new approaches to helping both staff and students develop their digital capabilities. An update will be provided on how this work will be implemented in the coming years.


Session 2 in room: RCH/250

Title: LibGuiding the way: new directions at the University of Bolton

Presenter(s): Sarah Taylor, University of Bolton

Format: Short paper


In 2015, the University of Bolton successfully implemented Summon. However, it became clear that a further barrier to access and use of resources was how information about the links to resources was presented. Too many entry points and a lack of clarity relating to accessing material meant that some students were not finding the information needed to complete their assignments. The principle objective was to improve access, but it also led to a deeper understanding of user behaviour surrounding use of academic material at the University of Bolton, whose student body has a diverse demographic.

This paper looks at how significant changes to the web presence of subject-specific information has evolved at the University of Bolton, and what analyses of the usage of these pages can tell us about our students’ information retrieval and research behaviour. By appraising the approach to resource access points we can ensure that students’ experiences match expectations: quick, easy access to information that does not depend on significant prior experience or even knowledge: students can put energy into finding and using resources, rather than trying to figure out how to access them at the start of this process. Furthermore, using LibGuides has allowed us to radically change our information for researchers, which in turn is allowing us to underpin Bolton’s mission statement as being a “Teaching Intensive, Research Informed” institution.

The results of this research will be used to inform future developments, including improved methods of engagement with academic staff to ensure that this type of learning environment best suits of the needs of students. It will be demonstrated that small institutions can have incredibly complex information needs, which have presented many challenges.


Title: Music to our Ears: reading lists at the centre of subject resources promotion

Presenter(s): Natalia Gordon, Leeds Beckett University

Format: Short paper


Engaging university students with the library and its resources can be a difficult task, even more so with students from the creative industries.  In our current climate, academic libraries are encouraged to find ways for their resources to work harder by illustrating these resources’ value for money. With this in mind, this presentation will demonstrate how Leeds Beckett University Library used their music reading lists as a starting point to create and shape the promotion of their subject specific resources.  

We wanted to create a library resources promotion that would both engage our music students as well as contextualise their reading lists in the physical library environment.  In other words, taking their virtual reading lists and making them available in the ‘real world’.  My session will demonstrate to delegates how we used our music subject reading lists as a starting point in the creation and implementation of our subject resources promotion on the Library Website, across the Library’s social media channels, as well as a physical in-house book display.

By describing the process of developing this promotional activity, discussing the outcomes and what was learned through the process, delegates will gain some insight to using reading lists for a promotional activity, as well as ideas/practical tools for their own library marketing activities.


Session 3 in room: RCH/017

Title: Working collaboratively to enhance students' digital literacies

Presenter(s): Stephanie Jesper & Alison Kaye, University of York

Format: Short paper


The Library doesn’t hold the monopoly on digital literacies, so working with academic and other support departments is essential for designing a holistic digital literacy programme. At the University of York over the past two years we have been working on a project to develop a blended digital skills programme that will support our taught students. As part of the project, we have had involvement with the implementation of the York Pedagogy project in order to integrate digital literacy across all programmes; we’ve tried out new approaches in embedded sessions, combining information literacy and task-based applications support training; and we’ve developed a new programme of generic workshops and online support materials. This short paper will explore some of the challenges encountered when working collaboratively to enhance students’ digital literacies and when taking on a project of this scale. We will provide some tips that we’ve picked up along the journey, and we’ll showcase some of the materials that we have created (which would be happy to share with delegates under a CC licence).  


Title: Using technology to enhance referencing support at Sheffield Hallam University

Presenter(s): Alison Lahlafi, Sheffield Hallam University

Format: Short paper


This paper discusses how technology has been the key enabler to the development of new approaches to referencing support at Sheffield Hallam University (SHU) in 16/17. It shares with delegates our approach to challenges we have encountered along the way, lessons learned and next steps.

In May 2016, SHU's key Academic Quality Committee agreed to the Library's proposal to change the main referencing style from Harvard-SHU (a version of Harvard referencing unique to SHU) to APA.  The Library was responding to evidence that many students struggle with the mechanics of producing referencing lists and are opting to use a huge variety of online tools and apps which automatically generate references. The Library had spent time developing in-house Harvard-SHU "fixes" for referencing software RefWorks and the Word Referencing Tool, but could not develop "fixes" for the full range of referencing tools and search tools students want to use. The Library argued that as APA is supported by all major referencing tools and search engines as standard this would remove both the requirement to develop local "fixes" and the barriers preventing students from fully exploiting technologies available to make referencing easier.

The paper also looks at how technology such as Articulate Storyline, Adobe Spark and social media has been used at SHU to promote the change to APA to staff and students at SHU, and is being used to develop a more blended approach to the teaching of referencing skills.  Our response to challenges encountered around referencing assessment, online materials for collaborative partners, the sudden withdrawal of the popular RefME app and the skills development of library staff is discussed. Student and staff feedback on implementation and use of apps and online tools is included. The paper concludes with lessons learned and next steps.


Session 4 in room: RCH/004

Title: Energising the lecture theatre: using audience response systems at the University of Manchester

Presenter(s): Anna Theis, University of Manchester

Format: Workshop


This session will demonstrate to delegates how staff from the University of Manchester Library have utilised technology within the lecture theatre to engage large groups of students when delivering academic skills focused training.

As part of our award winning skills development programme My Learning Essentials the University of Manchester Library’s Teaching and Learning team regularly deliver academic skills focused content within the curriculum. This can involve us lecturing to audiences of up to 500 students. As such we have been investigating ways to promote active learning and interactivity within the lecture theatre. Digital applications and tools have provided the perfect solution to transforming our lectures into a more active and engaging experience. We now use a range of technology in our lecture theatres to interact and engage with students such as Kahoot, Padlet, Nearpod and Mentimeter. We use these digital tools for various purposes: to achieve the learning objectives of a session; to build upon knowledge and to assess student learning. This session will introduce these applications as effective digital tools for enhancing the student experience within a lecture theatre environment.

As part of this short presentation delegates will receive hands on experience of using these digital tools as we will include activities that are currently delivered to our students. We will focus on fun and engaging digital tools so delegates can expect to enjoy themselves!


PARALLEL SESSIONS (5-7), 11:45am:

Session 5 in room: RCH/248

Title: The Digital First programme - bringing about service improvement through back-office digital transformation

Presenter(s): Andy Land, University of Manchester

Format: Short paper


The University of Manchester Library’s Digital First programme is seeking to bring about a cultural change in how we use technology to support our work and the services we support and develop.  Through Digital First all aspects of the Library’s working environment – how we communicate, how we manage our documents, how we capture and use information, how we think of workflows and processes, how we develop services – is changing.  The Library, and the staff working within it, have committed to embracing digital in preference to analogue, where there is value in doing so.

This session will provide an overview of the programme, looking at how we are developing our staff to work in new ways, how key processes are being transformed,  how technology is being used to provide staff with the tools to work digitally and how all this is impacting on the services we provide (because whilst the focus of Digital First is primarily on Library staff and Library back-office processes, the ultimate aim of the programme is to improve significantly how customers experience our services).


Title: Transforming spaces to empower digital learning

Presenter(s): Anne Llewellyn, Teesside University

Format: Short paper


In this presentation we will discuss an evaluative approach to learning space design within the library at Teesside University and share our reflections and findings with participants. The overall aim of the library refurbishment is to provide an on-campus space, which is a focus for learning, research, academic collaboration and contemplation. This is being achieved through a phased refurbishment programme, where the design team are using an action research methodology to provide a cyclical approach to development, to create flexible spaces that are fit for twenty first century learning.

There is growing interest in the development of learning spaces that facilitate learner-centric pedagogies in higher education and the design of learning spaces is recognised as an important factor that motivates and engages students (UK Higher Education Learning Space Toolkit, 2016). The design process has involved partnership working between staff from Student and Library Services, academics, students and estates as well as external stakeholders involved in the design and refurbishment process.

Students have been involved in the design phases of the refurbishment through focus groups and the use of mood boards, as well as sitting on the project board. The  2nd phase of refurbishment has now been completed and has been evaluated through mixed methods analysis, using both quantitative and qualitative methods. This included first impresssions data gathered through social media, head count surveys, observation data to explore frequency and type of use and reflective naratives to provide case studies of impact. This has then been used to inform the design process for Stages 3 and 4 which will be completed this summer. The presentation will share the findings of this analysis, discussing the factors that influence choice of spaces as well as how the design of the spaces benefits learning (Arora, 2013).


Session 6 in room: RCH/250

Title: Using digital technologies to transform library training for distance students

Presenter(s): Fiona Durham, The Open University

Format: Short paper


As most Open University students study at a distance, very few of them will ever set foot in the physical Library in Milton Keynes. This means we deliver our training online, giving us an opportunity to connect with students using digital technologies.  We have been delivering synchronous online Library training using Blackboard Collaborate and are moving to Adobe Connect in Summer 2017.   We are using this opportunity to review our Library training.  Historically we have offered training in the form of a generic programme of sessions which any member of the university can attend and a range of targeted sessions designed and integrated into specific modules.  We make all our generic events available on YouTube afterwards, with subtitles using Amara (transcribing tool).  

We have collected data from feedback from current sessions, Library polls, surveys and Kibana (a data visualisation tool) to analyse our extensive enquiry data and we will share our findings with the conference attendees.  We are using this data to understand what our students need from online training. Together with the new functionality offered by Adobe Connect we plan to make our sessions even more interactive and engaging.

In addition to formal Library training in Adobe Connect, we have been experimenting with Facebook Live video events as a more informal way of enhancing student capabilities.  Although at present we still reach more students using the formal training, Facebook allows us to be more innovative and experimental.

Conference participants in the session will be asked beforehand, to submit questions via the OU Library Facebook page https://www.facebook.com/OULibrary/ around Library training for distance students and there will be a short five minute Q&A session with the OU Library in Milton Keynes using Facebook Live to answer them.


Title: LEAP Online - Striving for Excellence in Learning Development

Presenter(s): Mary Barden, University of Bolton

Format: Short paper


Until recently, academic skills support at the University of Bolton was fragmented and compartmentalised, sometimes leaving students confused as to where to go for help. In addition the focus was on remedial support. We have developed a new vision: the Learning Excellence Achievement Pathway (LEAP). This new learning development strategy has the objective of developing a skills offering that is comprehensive, co-ordinated, and trackable, offering an inclusive, personalised and relevant approach to learning development.  A new Learning Development Framework (LDF) identifies skills students need to progress through their programmes.  It demonstrates a holistic approach, recognising four key areas relating to the acquisition of skills, knowledge and experience: (1) academic development, (2) personal development, (3) digital literacy and (4) student engagement.   

LEAP support is delivered face-to-face and online. This paper will focus on the challenge of providing the online support – LEAP Online. The University’s existing online skills tutorial, BISSTO, is being transformed into LEAP Online, offering content reflecting the new LDF. Content included will be differentiated into levels designed to engage students of all abilities. LEAP Online includes badged assessments providing students with evidence demonstrating engagement with LEAP.

This paper will demonstrate the challenges, achievements and opportunities offered by the LEAP Online project: (1) how the technical challenges of providing content, activities and assessments online have been overcome; (2) how students will work with their personal tutors to agree a LEAP Action Plan; (3) how LEAP Online is ideally suited to provide content for both embedded and extra-curricular skills support.

The successful implementation of the strategy, underpinned by LEAP Online, will ensure that the University’s skills provision is transformed from a deficit model, to one which encourages and champions excellence.  


Session 7 in room: RCH/004

Title: The digital transformation of research support

Presenter(s): Alison McNab, University of Huddersfield & Andy Tattersall, University of Sheffield

Format: Workshop


This session will provide delegates with an overview of the digital research landscape, an introduction to tools and resources to tame the landscape, the opportunity to consider the skillsets required in the context of their own workplace, and an introduction to the research technologist manifesto.  Please bring a mobile device (and your Eduroam password) to contribute to this interactive session.

Researchers increasingly need to understand a multitude of topics including digital copyright, impact, altmetrics, communications, social media, research data management and sharing, open access, infographics, video, animation and mobile apps. Yet all too often they have little time, support or encouragement to explore these topics and have they need to make informed judgements on the most appropriate technologies.

For decades skilled LIS professionals have provided researchers with excellent services around collection management, content curation and discovery, critical appraisal and reference management. More recently they have stepped into new areas of support and applied their knowledge around social media, metrics, scholarly communications and research data management. Given that the modern LIS professional is adept of working across platforms, good at problem solving and the use of new technologies, are they positioned to guide and work alongside researchers as research technologists?


PARALLEL SESSIONS (8-10), 13:30pm:

Session 8 in room: RCH/248

Title: Searchstart: taking the librarian out of library skills resources

Presenter(s): David Chegwidden, Sheffield Hallam University

Format: Short paper


Searchstart is our new library skills resources toolkit, integrating guidance for students on finding, choosing and using sources under a single banner.  Previously, there were several such guides with overlapping but not quite comprehensive content and variable branding.  We set out to simplify the existing resources, deleting repetitive and third-party content as well as writing new material for areas that were lacking.  Also, we applied user experience techniques to gain an insight into the processes students follow while working on assignments and how they seek support.

In this session, we will look through Searchstart, exploring each of the themes and discussing our decisions around content, format and presentation.  Excerpts of recordings from usability testing sessions with students will highlight some of the blocks they encountered and how we were able to minimise them through iterative improvements to the toolkit.  Members of several Library teams were involved in the scoping and content creation process, and we will talk about the contributions made by each.  In addition, we will consider change in an academic library environment and, in particular, reflect on how we were able to implement a new approach quickly, avoiding the common pitfalls of design by committee and staff capacity problems.

Finally, we hope to pass on to delegates some of the lessons we have learned along the way.  What’s in a name?  Quite a lot, as it turns out, and Searchstart was one of many suggestions and the subject of much debate amongst staff.  It can be difficult to find a time when everyone involved can meet, but much of the work can be done individually or in smaller groups.  Numerous staff may have been involved in creating previous resources, but they might not need to contribute this time around.


Title: Virtually There: How digital tool adoption has transformed the University of Sheffield's help and enquiry service

Presenter(s): Alison Morton, University of Sheffield

Format: Short paper


Virtually There: How digital tool adoption has transformed the University of Sheffield's help and enquiry services and how this has subsequently driven a review of face to face service models across the library to minimise barriers and improve engagement with student learning.

The paper will look at the development of the Virtual Advisory and Help Service at Sheffield, how this has created a holistic approach to enquiry and information management across sites and teams within the library, and how it is also forming a key element of the Library's strategic project " To develop greater flexibility in service models to reach all students, recognising diversity, changing pathways and the differences in how students choose to learn."

We will explore the use of virtual communication strands, in particular the implementation of Live Chat and how we are using surveys and observations to find out what our students value in our services and how they want to engage with us.


Session 9 in room: RCH/250

Title: Embracing open access publishing for academic staff and student research

Presenter(s): Megan Taylor, University of Huddersfield

Format: Short paper


The University of Huddersfield Press has been steadily increasing the amount of open access research it publishes, both in book and journal format, since 2007. Our transformation as a press from print to digital has opened up new opportunities for researchers and the University.

This session will give an overview of the University Press and the driving factors behind our open access publishing approach, using several examples including our student research journal and our open access books programme. We will look at how digital technology has played a key part in transforming the publishing process in terms of journal and book development, production, dissemination and marketing.


Title: Proving our worth: using annual reports to engage with academics

Presenter(s): Karen Fisher, Leeds Beckett University

Format: Short paper


This paper will provide a practical example of how relatively easy it is to produce high quality annual reports, despite potential financial, technical or organisational constraints.

The Academic Librarians at Leeds Beckett University have for years written annual reports summarising the resources, teaching and support that each Faculty or School has received from the library. Historically these have been very text-based and received little or no reaction from the academics who read them (if they were being read at all). In 2016 it was decided that it was time for a re-design of the reports to make them more visually appealing and to turn them into a tool for engaging with our wider academic community.

Like all HE libraries, we collect more qualitative and quantitative data than ever before, measuring how our library and its resources are being used. We need to ensure, however, that we present this information in a meaningful way to our stakeholders. How do we use this information to demonstrate that we are effective? We need to ask the right questions of the data to measure our impact, analyse it correctly and present it in a way that makes sense. It is extremely important to contextualise this information to increase impact and to prove our worth to our academic colleagues.

The prevalence of tools to create infographics and analytical dashboards also means that we need to decide which technology we should use to create the reports so that they look professional but are easy to produce by individual Academic Librarians with varying technical abilities.

This paper will show you how and why we decided to use PowerPoint at Leeds Beckett to create simple but visually appealing reports that have received fantastic feedback from our academics (who, it seems, are finally reading them!).


Session 10 in room: RCH/004

Title: 'Speed Workshopping' - showcasing our Information and Digital Literacy offer through bitesize sessions

Presenter(s): Kate Grigsby, University of Sheffield

Format: Workshop


The Library Learning Service Unit (LLSU) within the University of Sheffield Library have developed a series of workshops which are framed upon their Information and Digital Literacy Model. To promote these workshops and increase engagement the LLSU team have delivered a number of sessions in a ‘speed workshopping’ style. This style is akin to speed dating and adds an extra level of engagement and activity to a workshop.

These sessions have taken place within the Digital Commons space of the Information Commons and involve participants sitting around a table in small groups to take part in a bitesize workshop of no longer than 18 minutes (this being the period of time individuals can truly focus within). These sessions have successfully been delivered to customer services staff primarily to increase their knowledge of our programme and give staff the confidence to refer within the library face to face and via the virtual help desk service. We have also used this format to showcase sessions developed in partnership with our student associates for learning and teaching,  this event was fully booked and received positive feedback from student attendees.

This workshop will give you a taster of our Information and Digital Literacy skills workshop programme and also this mode of delivery. The session promises to be engaging, active and participative – a real taste of active learning. We hope that due to the collaborative nature of the session you will be able to see how this has increased meaning for students which in turn promotes active digital citizenship beyond university and the library.


PARALLEL SESSIONS (11-13), 14.15pm:

Session 11 in room: RCH/248

Title: Amazing Archives: Re-packaging existing digital content for new audiences

Presenter(s): Gillian Johnston, University of Newcastle

Format: Short paper


Amazing Archives is a web resource designed to engage children and young people with the unique and distinctive items in Newcastle University’s Special Collections and Archives.

Developed by Newcastle University Library’s Education Outreach and Digital Library Services teams, in collaboration with a professional illustrator and students from a local school, Amazing Archives presents some of our existing online Treasures of the Month in a way that appeals to younger audiences.

In this presentation we will explain the background to this project which stemmed from our involvement in in Culture 24's Let's Get Real Young Audiences programme. We will explain why we decided to develop this web resource and the rationale behind our decision to focus on re-packaging existing digital content rather than creating completely new content. Next, we will describe the process by which we actually created the resource before sharing what we have learned from this project.


Title: Digitising the Retreat archive: lessons learned and project impact

Presenter(s): Jenny Mitcham, University of York

Format: Short paper


A major project to digitise the archive of the Retreat psychiatric hospital in York began in 2014 with funding from the Wellcome Library and has completed this year. The Retreat is one of the more heavily used archives here at the Borthwick Institute for Archives and we were pleased to be able to digitise it and make it available to a wider audience. This project is the largest in the Wellcome Library’s mental health digitisation programme and has produced nearly 700,000 digital surrogates of the original archive.

In this presentation we  look back and consider what worked well and what we would do differently next time. We will also have had the chance to think about the impact of the project and our subsequent efforts to promote this new digital resource. How has the availability of the digital resource affected the use of the archive in our searchroom? How many new users are we reaching now the archive is freely available online?

This presentation will be relevant to those who are interested in the digitisation of unique archival resources, the process of establishing an extensive digitisation project such as this, and project outcomes. It will also be of interest to anyone who wants to find out more about this fascinating and unique archive.

Project website: https://www.york.ac.uk/borthwick/projects/retreat/


Session 12 in room: RCH/250

Title: Hosting a Wikipedia edithon

Presenter(s): Laura Woods, University of Huddersfield

Format: Short paper


Wikipedia is thought to be the most popular reference site in the world. Most of us consult it almost daily, but fewer ever take the time to edit or contribute to Wikipedia.

Wikipedia editathons are coordinated attempts to improve Wikipedia’s articles, usually on a specific theme. Editathons can be a way for libraries and archives to engage the academic community, promote use of collections and resources, teach digital literacy and information literacy skills, support and scaffold the acquisition of research skills and encourage good scholarly practice.

The University of Huddersfield held its first Wikipedia editathon in March 2017, and has another planned for June 2017. This session will outline how we planned, promoted and carried out the event.  It will consider the effects of location and theming events on the success and engagement with sessions like this, our future plans, and lessons learned.


Title: Using wakelet to promote reading for pleasure

Presenter(s): Gopul Dutta, Manchester Metropolitan University

Format: Short paper


Abstract: This lightning talk will explain how we have used a new bookmarking web application called wakelet to create attractive collections of print books that embed into our libguide page for leisure reading, which we’ve branded as “Love to Read”.

Wakelet allows us to quickly bookmark pages from our library catalogue, scraping pertinent metadata (author / title / description) as well as the book cover image, all of which can also be easily edited.

Having successfully piloted the app on one specific project, we are now using it to promote other services, such as our “New to the Library?” guide and also new books in specific subject areas.

Delegates will leave this session with an understanding of wakelet and how it can be integrated with libguides-based websites in order to present information about books in a different way.


Session 13 in room: RCH/004

Title: Embedded, dynamic and interactive. Skills within the VLE

Presenter: Lee Fallen & Mike Ewen, University of Hull

Format: Workshop


The Library at the University of Hull has changed the model of self-help provision for students, moving from static pages on the University’s website moving to dynamic, interactive content hosted within the University’s new VLE (Canvas). This changes the paradigm of student self-help as the content is there at the point of need and within an environment that is known to the user. Working closely with the Technology Enhanced Learning team and others across the University, we have developed a suite of resources that can be used independently by students or be embedded within a VLE module by an academic. This provides multiple access routes to our content for users, while streamlining the way content is managed to ensure changes are reflected in all the places it is surfaced.

To demonstrate our approach in practice, this session will provide delegates the opportunity to explore and analyse this approach, using the ‘Digital Student’ and ‘Grammar Resource’ sites as a showcase. The Digital Student is designed to help students develop core areas of digital literacy that did not feature elsewhere in the Library’s provision. This introduces a whole range of enhanced content covering digital identity and citizenship; social networking; online security; and working in the cloud. The site is designed to help a wide range of users, featuring introductory content as well as more advanced content.

This session will be delivered with the use of Zeetings and delegates are encouraged to bring their own internet enabled devices (phone, tablet, laptop) in order to participate.