2018 Conference Abstracts


Please make a note of the session numbers you would like to attend. Parallel sessions vary and may contain; a) 2 x short papers by different presenters, b) a short paper and a lightning talk by different presenters or c) a workshop.



Session 1 in room: LT1

Title: Diversity in Libraries of the North (DILON)

Presenter(s): Jen Bayjoo, Amy Campbell & Natalia Gordon, Leeds Beckett University

Format: Lightning talk

Abstract: 96.7% of the library and information workforce identify as white. This is far higher than the national average and worse than HE in general (87.8% in the same year as the library statistical work was completed by CILIP).

Diversity in Libraries of the North (DILON) is a new network launched this year to connect librarians who identify as something other than white, in a response to the low levels of diversity across the sector. Questions around diversity in libraries so often come from our diverse student customer base, rather than interrogating why our own workforce is so uniform.

In our ten-minute lightening talk, we will introduce some background around diversity across HE and in the UK in general and then discuss the reasons why DILON has been created and our plans for the future.


Title: Focus on 'how' - A behaviour-based approach to staff development

Presenter(s): Emma Smith, University of Salford

Format: Short paper

Abstract: Enterprising libraries are powered by enterprising people, so this talk focuses on a programme of activity we’ve been driving at the University of Salford Library to foster an increasingly creative, collaborative and empowering culture.

As part of Salford’s ambitious plans for the future, we are introducing a behaviours-based approach to developing our people and our organisational culture. For the Library, this means a new approach to recruitment, day-to-day management and professional development where our primary focus shifts from the what (activities/objectives) to the how (behaviours).

This paper will give an insight into Salford’s new behaviours-based approach, with specific examples of where it has already made a positive impact. We will involve participants in a hands-on activity to give a practical sense of the approach, and why it matters that we focus on how.


Session 2 in room: LT3

Title: 'That's just the way it is around here' - transforming organisational culture

Presenter(s): Carl Barrow, University of Hull

Format: Short paper

Abstract: Admitting there is an issue with working culture in your organisation is a daunting step.  Is it acceptable to say ‘that’s just the way it is’ or sit back and let someone act in a way that we feel is inappropriate, just because ‘that’s what they are like’? Or should we be challenging ourselves and others by taking an honest and sometimes uncomfortable look at the way we are?

Working culture can either stifle or foster creativity and innovation in any institution. It also has a huge impact on morale, diversity, acceptance and general wellbeing whilst at work, all of which have significant impact on our performance as a library.

This presentation will discuss our approach to achieving a cultural transformation in the Library at the University of Hull, to ensure that a healthy working culture underpins how we develop and deliver library services.  It will discuss how we are managing the ‘we’ve seen this all before’ attitude and how change can be owned and driven by everyone.  It will chart our journey to date and highlight the importance of a healthy working culture in enabling effective cross team service delivery and embedding UX as a foundation for service improvements and development.


Title: Bridging the Gap - Student Shelvers

Presenter(s): Rebecca Hollingdale & Kim Pickard, University of huddersfield

Format: Short paper

Abstract: In 2011 the University of Huddersfield library had a large restructure of the library assistants’ roles.  Previous library shelvers were offered a variety of different positions, one of which was to become a shelving supervisor.  A team of 4 part time supervisors would oversee the creation and subsequent running of a team of paid student employees. Although we had employed students previously, this was a whole new idea.  Drawing on their experience, the supervisors designed new processes, recruitment and training plans. The result is a team of around 20 current students who work hours around their studies and provide an excellent service, not only shelving but also dealing with customer queries and performing other tasks to help the smooth running of the library.   

This presentation will explain how the team was created, how it works, the customer service standard we adhere to and how the student shelvers offer a different service than regular staff.  It will also show the benefits to the student shelvers themselves.


Session 3 in room: LT4

Title: From additional support to inclusive learning - our journey so far

Presenter(s): Ange Greenwood & Helen Dickinson, University of Sheffield

Format: Short paper

Abstract: The University of Sheffield Library has traditionally had an Additional Support Service supported by a team of staff and corresponding web pages for students with disabilities in addition to a separate service and web pages to support distance learning, part time and international students. We noticed that a lot of this information was repeated and also applicable to more than one of these groups, for example the longer loan and postal loan policy for disabled students is also applicable to part-time/distance learning students.

At the same time, we were beginning to look at the Inclusive Learning Agenda and Universal Design for Learning and wanted to bring this practice into our services. We felt that a first step would be to combine all these services and pages into one inclusive group and change our name to the Inclusive Learning Team - this presentation will discuss this journey.

We will demonstrate not only our journey but the journey students might take through our web pages using videos and other innovative media.


Title: Collaborative student support - promoting parity at partner colleges

Presenter(s): Deborah Taylor & Julia King, Sheffield Hallam University

Format: Short paper

Abstract: Sheffield Hallam University (SHU) has recently increased its number of collaborative partners, resulting in an increase in students studying SHU courses around the region.  SHU library is keen to ensure that SHU students studying at other institutions experience parity of library provision and support to those students studying on site and has established innovative ways of supporting partner students.

  • Created a network of partner librarians.  The network has met twice since June 2017 to discuss library support for SHU students.  A Yammer group facilitates communications between libraries at the colleges and at SHU.
  • Created bespoke web pages for each partner college. Each web page contains information about using the physical library space at SHU, access to some electronic library resources and materials for librarians or academics to teach students SHU's referencing style and RefWorks.
  • Library inductions for SHU students studying at partner colleges.  Inductions help familiarise students with the HE library environment which could be seen as more daunting than the college library environment.

The library's work with UK partner colleges contributes to the SHU strategy: widening the participation of students who might not have considered studying at a higher education institution and supporting the local community.


Session 4 in room: LT5

Title: Measuring the impact of my learning essentials programme

Presenter(s): Nicola Grayson, University of Manchester

Format: Short paper

Abstract: In this talk you will hear about what the University of Manchester Library is doing to measure the impact of the My Learning Essentials (MLE) skills programme in relation to the students’ learning experience and academic performance. I will present a picture of who is currently engaging with the MLE Open Programme (using qualitative and quantitative data) and will illustrate the strategic significance of these findings.


Title: Proactive engagement at Leeds Beckett University Library - measuring impact

Presenter(s): Pippa Wood & Jane Percival, Leeds Beckett University

Format: Short paper

Abstract: From our first Freshers’ Festival Library stall in 2006, Leeds Beckett Library has been delivering activities to engage students in different spaces on campus for over a decade.  The program of proactive customer service activities that we deliver is now well established, mapped to the relevant time in the academic calendar, targeting a specific audience with a key message in a planned location.  With the tools and techniques for delivering these events in place, measuring their impact on student achievement became a significant area of development for the 2017-18 academic year. Collecting evidence that would increase our understanding of which activities added value to the student experience and had a positive impact on their academic studies was key, but it was also important to use a mechanism that would not lessen the enjoyment of the engagement.  Throughout the 2017-18 academic year we have recorded data both during and after events; this has included the number of student engagements, individual examples of the help and guidance we have provided, and staff feedback. We will present the evidence that we have collected, explore the stories that it tells, and discuss how we will take this forward during the next academic year.


Session 5 in room: LT6

Title: Introduction to inclusive learning materials

Presenter(s): Carlene Barton & Kit Lawrence, University of Manchester

Format: Introduction to inclusive learning materials

Abstract: My Learning Essentials (MLE) is the University of Manchester Library’s blended skills programme.  MLE deliver online resources, face-to-face workshops and drop ins, as well as sessions embedded within course units.  As part of this programme, Train the Trainer workshops provide CPD opportunities which are open to all staff.

This workshop is an adaptation of a Train the Trainer session on designing inclusive learning materials.

“Inclusive practice is an approach to teaching that recognizes the diversity of students, enabling all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths…” (Equality Challenge Unit, 2013).

This workshop will focus on best practice for designing inclusive learning materials.  We will explore what inclusive design is and why it’s needed. During this workshop delegates will identify opportunities to improve their own material design practice. In groups, delegates will apply learning materials guidelines to create inclusive resources.  

Following the workshop, delegates will receive the guidance materials used in this session to apply to their learning materials design.  

This workshop aims to help delegates create learning materials which are accessible and inclusive for a diverse student base, in particular students with disabilities and those with English as a second language.


PARALLEL SESSIONS (6-10), 11:45am:

Session 6 in room: LT2

Title: Create, Innovate, Integrate: Using the student-driven acquisition service Beckett Books Extra to test ideas of inclusivity and analysis

Presenter(s): Amy Campbell, Leeds Beckett University

Format: Short paper

Abstract: Beckett Books Extra is an acquisition service at Leeds Beckett University that allows students to recommend individual library resources and has received over 1100 recommendations since its launch in 2015. Through collaborative development between different library teams, this online service is increasingly popular with students and responsive to their needs.

Past innovation has significantly increased usage of purchased resources, whilst current improvements at identifying distance-learners and students with specific disability needs is increasing service inclusivity. Social media is starting to prove beneficial for engaging new students and increasing visibility of the service across the University. Taking a reflective approach, building relationships with other teams and conducting detailed data analysis of all activities is key to identifying both successes and areas for improvement.

This presentation provides inspiration for ways in which even supplementary student driven acquisition services can make a big impact and become a testing bed for innovation, inclusive practice and collections analysis.

Title: Demand driven acquisition & collection management - an ever changing landscape

Presenter(s): Naomi Longstaff, University of Huddersfield

Format: Short paper

Abstract: This presentation will look at how the University of Huddersfield has utilised DDA (also known as PDA) since an initial pilot in 2014 resulted in ‘a major alteration to the collection management policy’, with DDA ‘embedded into the Library book fund’. It will examine how using (limited) free view access, short term loan and view/download triggered purchasing alongside traditional ebook ordering sits within the wider approach to collection management. It will focus in particular on a trial begun in November 2016 to offer ebook access for newly added reading list titles through the DDA model rather than through immediate purchase. The author will detail the factors leading to this trial coming to an impromptu end in March 2018; among these the impact of changing publisher permissions, items falling outside pre-set parameters and the rising spend on DDA ebook provision in general. Both the challenges and the benefits of the trial will be discussed, hoping to help inform future approaches to the use of DDA ebooks in both this academic institution and elsewhere.


Session 7 in room: LT3

Title: Behind the clicks. What can eye tracking and user interviews tell us that click statistics can't?

Presenter(s): Nicola Walton, Manchester Metropolitan University

Format: Short paper

Abstract: Anecdotal evidence has suggested that users struggle to find information on our website. Whilst our previous research has relied upon assessing click statistics, as well as feedback from library staff, such data does not give us the whole picture. Put simply – we do not know for sure what a user was looking for when they clicked, or if indeed, they found it. We also cannot identify if different types of user employ distinctive strategies when navigating the website.

To investigate further, we have been piloting the use of an eye-tracking kit to see more clearly how users are navigating the library’s website. It has provided further insights into how users respond to particular questions or tasks and where else they look before choosing particular routes. It has shown that our users come up against both similar and individual barriers in their quest for information.

We have found this user-centered method an excellent way of going beyond our usual statistics and providing context for activities within user journeys. We have already found a number of key changes that we can implement to increase the ease of usability of our website – including improving access points to information and removing jargon.


Title: How much do reading lists influence loan statistics? Automating the merging of data frpm Talis Aspire to Alma

Presenter(s): Andy Bourne, University of Salford

Format: Short paper

Abstract: All libraries run multiple application systems, each of which has its own tools for generating Analytics datasets.  However, there are a number of situations in which it is useful to combine data from multiple sources, but the built-in Analytics tools do not usually allow data to be merged in from other applications.

This leads to a common practice where datasets are exported from a number of applications and then imported into tools such as MS Excel or MS Access in order to generate merged datasets.  This works well enough for one-off analyses involving small numbers of datasets, but becomes tedious if the analyses need to be reproduced on a regular basis – perhaps monthly – or if they involve a larger number of datasets.

We have developed a series of scripts, using the Powershell scripting language, the SQL query language, and CSV files, that automates the generation of datasets derived from Alma LMS and Talis Aspire reading list data.

The CSV files generated can be used in a wide range of data visualization tools such as Tableau, Qlikview, and others.  In particular, we have automated the monthly generation of Excel spreadsheets, including charts that we populate from the merged datasets that the system creates.


Session 8 in room: LT4

Title: Positive review - using project management methods to achieve a University-wide library resources review within eight months

Presenter(s): James Stephens, University of Cumbria

Format: Short paper

Abstract: This paper focuses on the project management methods that enabled the Library Resources Review to achieve widespread consultation with key stakeholders, and endorsement from Executive and Deliberative Committees within eight months. It will also reflect on the lessons learned by a first-time project-manager.

The University of Cumbria’s 10th anniversary year saw the launch of a new strategic plan, the production of a learning, teaching and assessment strategy, and the creation of Information Services, which brought together library and IT services. This context of positive change provided an opportunity to review the Library Resources Policy and Reading List Strategy, focusing on three main drivers: student satisfaction, return on investment and transparency for academic departments. A project-board convened in September 2017, chaired by the Director of Information Services. The Student Success Quality Assurance Committee endorsed the final paper and policy in March 2018.

The project represents some significant changes: in how reading lists are defined and created, timings, release of funding, department-level allocation of funding, changes in ratios of books bought to student numbers, and providing some availability of strategic funding to compensate for known satisfaction issues.  The project is on track for full implementation for the beginning of Academic Year 2018/19.


Title: Converting strategy into operations - a case study from LJMU

Presenter(s): Elaine Sykes & Laura Barker, Liverpool John Moores University

Format: Short paper


It stands to reason that strategic objectives are best realised when library strategy and operations are aligned consistently. However in reality we often struggle to connect the high level strategy with the day-to-day, and there is often friction between projects and business-as-usual activities.

In 2017, LJMU Library Services launched its new five year strategy.   The Library Leadership Team believed the service would benefit from pursuing an holistic approach to ensure that strategy and operations compliment rather than work odds with each other.

This presentation will outline the practical steps taken by LJMU library services towards developing this new Strategy to Operations approach.  It will consider how the initial scoping and research was carried out, how the framework was constructed and how it was implemented.

Finally it will also consider the successes and lessons learned from its implementation to date as well as sharing the vision for future developments.


Session 9 in room: LT5

Title: Friends with benefits - using reading lists to engage with academics and students locally and globally

Presenter(s): Lesley English & Callum Pownall, Lancaster University

Format: Short paper

Abstract: While the key function of reading lists is to access resources in the library, the evolution of online resource list systems mean that they are now increasingly used to enhance the teaching and learning experience and to form “the bridge between pedagogy and resource provision” (Jones, 2009, p.9).

Since adopting Leganto Resource lists in summer 2017, Academic Services and Acquisitions teams at Lancaster University library have used the system to enhance the student learning experience, as well as to provide a streamlined way of creating and managing reading in collaboration with academics.


This paper will explore:

  • Collaborative list development between the academic, the student and the librarian
  • The use of Leganto resource lists as a tool to encourage student engagement with course reading
  • Using the Student Usage dashboard to demonstrate engagement, sharing good practice to encourage take-up from other academics
  • The use of resource lists as a collaborative platform to develop collections and improve work-flow at our international teaching partnerships 

Feedback from academic staff and students will be shared, alongside reflections from a Liaison librarian and the Acquisitions supervisor.


Title: Providing accessible reading at the University of York

Presenter(s): Ben Catt, University of York

Format: Lightning talk

Abstract: Since Summer term 2018 the process for providing accessible copies of resources for visually impaired students at the University of York has been overseen by Library Collections Services in collaboration with academic staff and colleagues in other areas.

This talk will briefly outline the ways in which workflows have been streamlined through use of the new Reading Lists system (Ex Libris Leganto) and how external services such as RNIB Bookshare and the CLA Content Store have been used as a source for readily available accessible content. It will illustrate how collaborative apps (Google Sheets and Drive) are used to support remote working between staff in different areas and allow us to deliver content direct to student desktops.

There have been challenges involved in adopting this service, and we are looking for opportunities to innovate and improve the support we offer staff and students. This talk will hopefully start conversations and encourage sharing of ideas between institutions about how course reading can be made truly accessible to all.


Session 10 in room: LT6

Title: Archival research recognises no barriers - enabling student engagement with archives

Presenter(s): Tim Proctor & Charlotte Tomlinson, University of Leeds

Format: Workshop

Abstract: Special collections are a USP; a deep well for multi-disciplinary research, a source of unique teaching material, part of the student experience. But they face multifarious barriers to reaching their full potential; from physical location to student reticence. So how to bring the unique to the many?

Leeds University Library Special Collections have trialed an internship collaboration with the School of History. The intern has acted as a bridge, using her insights as a recent student (and therefore a peer to current cohorts) to integrate archival material into reading lists, design new assessments using collections, run skills sessions and even co-design new modules based on archives. This new way of overcoming traditional barriers has proved hugely successful; school visits to Special Collections have doubled and History is now the largest client.

This interactive workshop will showcase two successful activities used with undergraduates and postgraduates. ‘What’s in an archive?’ demystifies archive content; ‘Students as Archivists’ uses contemporary newspapers to help understand accessions, hierarchies and search terms in a lively and engaging way.  This is a chance to hear about this unique collaboration from the archivist-student team, and take away examples of successful collaboration which can be applied in your own institution.


PARALLEL SESSIONS (11-14), 1:30pm:

Session 11 in room: LT2

Title: From subject support to expert support

Presenter(s): Michael Stevenson & John Hynes, University of Manchester

Format: Short paper

Abstract: Moving away from the traditional subject librarian and faculty team model to a functional structure created many challenges for The University of Manchester Library, not least among which was providing enquiry support to the University’s 50,000 staff and students.  You have probably heard about the successes of My Learning Essentials and how we invite students across all levels and subject areas to our teaching and training sessions … but what about when they start asking questions?

This interactive short paper will take you on a journey: from the reference desk provision under our old structure, the successes achieved and difficulties faced over the last five years, to where we are now (and where we are going!).

Mentimeter, an audience response tool, will be used throughout the session, allowing us to quiz you and for you to put us on the spot with your own questions in real-time.


Title: The Establishment of a new learning support service - what have we learnt?

Presenter(s): Cari Thomas & John Haycock, Edgehill University

Format: Short paper

Abstract: In August 2016, Edgehill university created the Learning Support Service (LSS). The LSS sits within Learning Services and was established partly, as a direct response to cuts to the Disabled Student Allowance (DSA). The service is ran by 2 Learning Support officers, one specialising in study skills and one in Assistive Technology (AT).

Students who would have been entitled to band 1 and 2 DSA under the old system are referred to the LSS. A bespoke support package is agreed with the student and they are able to access the service throughout the length of their course.

We support students with the following:

  • Study skills one-to-ones
  • Assistive Technology one-to-ones
  • Library Services, including 1-1 inductions, Reserve & Collect and accessing e-resources
  • Small group sessions in study skills and AT
  • Exam preparation and confidence building
  • Digitisation
  • Study skills and AT distance offer

We also work with staff in the following areas:

  • Raising awareness of Assistive Technology and inclusive teaching practice
  • Supporting staff to create accessible digital content

Our presentation will detail our journey and highlight some of the problems and successes that we have had along the way.

Session 12 in room: LT3

Title: Rise above - a collaboration approach to open research advocacy

Presenter(s): Stephen Carlton & Bill Ayres, University of Salford

Format: Short paper

Abstract: At many HE institutions advocacy around open access, and the wider open research agenda, has tended to focus on compliance with various funder policies. To some extent, this has been successful. Compliance rates here at Salford are good and our researchers are now making more of their research openly available than ever.

However, in pursuing compliance, there is a risk that advocacy activities present open research as a bureaucratic activity, purely to meet the requirements of funder policies. This not only de-emphasises the many other benefits of open research, but is likely unsustainable in the long term. While policy compliance is unarguably a good thing, we are now looking to go beyond the dominant message around open research and tap into the grassroots origins of the open research movement.

We have established the Open Research Network, a group of research staff and students who are interested in open research and other issues in scholarly communications. Initially, this has taken the form of a quarterly newsletter, but as part of the university’s upcoming Festival of Research, we’ll be organising a series of events that will be shaped and led in collaboration with the community we have developed.


Title: My first 6 months working in Research services - sprints, mints and bites

Presenter(s): Josh Sendell, Lancaster university

Format: Short paper

Abstract: We are experiencing a sustained period of change, characterised by volatility, uncertainty, complexity and ambiguity. University revenue streams and academic reputations are increasingly reliant on the productivity of our researchers. Ensuring that libraries provide the services that researchers need, and that researchers can make effective use of, is a significant priority.  

In view of the changing environment, ours, like many academic libraries has diversified its service portfolio. Research data management, digital curation, citations and research analytics; services that are not traditionally associated with the library. We continue to innovate and make concerted efforts to collaborate with academic and professional services colleagues within and beyond the institution to deliver service excellence.  

This paper explores the author’s experiences over six-months as he transitioned from a User Services background into a Research services role. He will discuss the day-to-day operational aspects of the role. He will share his experiences of collaborating on a multi-institution project to co-design an open research digital ecosystem. A project that involves a diverse array of colleagues from academic liaison librarians to software engineers. Finally, he will outline engagement initiatives intended to bring about cultural changes that foster inclusive open research environments.


Session 13 in room: LT4

Title: Building partnerships and collaboration through tea and cake

Presenter(s): Suzie kitchin, University of Sunderland

Format: Short paper

Abstract: This paper will share how the author is building partnerships and collaboration in an academic liaison context. The discussion will be informed by recent experience of moving institution, working within a different culture, and supporting new subjects.

The benefits of having a toolkit of multiple approaches, and recognizing how to cultivate and adapt these in different situations will be explored. Adapting to change, being asked to do more with less and nurturing an inclusive environment are fundamental for information professionals. These approaches are being used to help staff and students develop skills and confidence in their learning, teaching and research.

A practical focus will be taken in sharing hints and tips, and how working in a new subject discipline has required new avenues to be explored. Participants will be encouraged to reflect on how these techniques could be applied to their own context. Examples include participation in faculty events, writing a blog, developing subject knowledge, sharing good practice….and how to make the most of tea and cake!


Title: The influence of confluence - Cross-departmental working and knowledge sharing at the University of York library.

Presenter(s): Isabel Benton, Simon Craft & Jess Miller, University of York

Format: Short paper

Abstract: The need to collaborate across teams in Information Services is as important as ever. Users increasingly present complex queries which can only be resolved satisfactorily by bringing together knowledge and experience from various sections of a library. At the University of York, several Information Assistants split their time 50/50 between Customer Services and Collections Services, facilitating collaboration and knowledge sharing. This session will look at how this is implemented in practice, evaluate its successes and challenges, and explore how back office knowledge contributes to and benefits from front-of-house experience – all from the perspective of the Information Assistants themselves.


Session 14 in room: LT6

Title: Stepping into the unknown - teaching information skills through blended learning

Presenter(s): Lorna Smith & Anne Archer, Newcastle University

Format: Workshop

Abstract: For years the Humanities and Social Sciences (HaSS) Liaison team at Newcastle University has provided an assessed, face-to-face taught information skills module for the HaSS Post Graduate Research (PGR) Programme. This module has not only grown in numbers, but also in content, and in turn has consumed large amounts of liaison staff time and resources in an already busy teaching period.  Furthermore, student feedback has revealed that the mode of delivery did not meet the demands of a busy PhD schedule and that a blended learning approach would be a more beneficial format, for students and library staff.  In January 2018 we started work on redesigning our library skills module in collaboration with our Learning and Teaching Development Service (LTDS), HaSS faculty PGR programme staff and with input from other teams within the library. This workshop will give you the opportunity to gain an overview of the project to date and experience how we collaboratively created engaging, learner-centered online material.


PARALLEL SESSIONS (15-18), 2.15pm:

Session 15 in room: LT2

Title: Piloting textbooks into the future: experiments with eTextbooks at the University of Salford

Presenter(s): Eric Howard & James Allen, University of Salford

Format: Short paper

Abstract: We will explain why and how the University of Salford Library has offered electronic textbooks to some students in 2017/18.  We will explain which suppliers have been used, the process for selecting books and modules to include and the practical challenges faced in providing this access.  

This pilot project included gathering feedback from students involved, including users and non-users, to determine the impact on students and other outcomes.  Feedback was also sought from academic tutors involved. We will discuss the various ways in which we sought feedback in partnership with library and academic colleagues, and present our initial analysis of this feedback.

This feedback, along with usage data, have been used to produce recommendations for how electronic textbook access can be extended at Salford.  The analysis will show: which types of module and book have seen the best engagement and usage; the importance of liaison with academic staff; how timing of communications impacts usage; and perhaps some key messages for advocacy when negotiating funding models.


Title: Get more from your reading lists at Manchester metropolitan University

Presenter(s): Rachel Fell, Manchester Metropolitan University

Format: Lightning talk

Abstract: This session will provide an overview of Manchester Metropolitan University’s annual student reading list awareness campaign.  The reason for the promotion is that the dashboard statistics on Talis Aspire (the University’s reading list software) often shows relatively low clicks on individual items and a considerable about of funding goes into the purchasing of reading list material.  The aim is to promote online reading lists to ensure students are aware of them and thereby increase use of material on the lists. Rachel will talk about last year’s campaign, which included The Great Reading List Challenge with a Top Gear style leader board.  


Session 16 in room: LT3

Title: Building the heart of the Catalyst

Presenter(s): Jenny Foster & Andy Billington, Edgehill University

Format: Short paper

Abstract: Catalyst aims to provide the Edge Hill community with a 24/7 destination where welcoming, knowledgeable, professional staff are on hand to support student life, research, learning and career development. It represents Edge Hill’s largest ever investment in real estate and enables the co-location of Learning Services, Student Services and Careers.

This co-location creates the need for a single team to handle frontline enquiries. Representing more than just a reception point the help and support team will act as the initial point of contact for students, staff and visitors to the building, handling and referring enquiries as necessary. The focus of this talk will be:

The vision for the building, how this translated to the frontline service and how the service was defined through collaboration across professional services.

An overview of the training required and how this was managed alongside as delivering existing services. Included will use of established technology within the university to create an online training package and the utilisation of staff expertise to deliver bespoke sessions.

Finally we’ll discuss key lessons learned including the engagement process, balancing training against existing service commitments and the need for a flexible approach to respond to shifting timescales and evolving service provision.


Title: Untangling the can of worms - understanding and managing e-books at the University of Leeds

Presenter(s): Karen Abel & Jacqueline Hope, University of Leeds

Format: Short paper

Abstract: Here at the University of Leeds we are aiming to get a grip on our e-book collections!  Various issues have amassed over the years to create a veritable can of e-book worms. A project team have been examining these issues since November 2017 and have made some great inroads. The project is multi-faceted and incorporates elements from acquisitions, metadata and subscriptions and the project team reflects this with members from across the Collections Services and Library Systems teams meaning that various skills and expertise are represented and that cross-over issues have been readily tackled.  The can of worms includes:

  • Print and e-books described by one bibliographic record meaning that neither is accurate.
  • E-books purchased from different suppliers both on one record: implications for our discovery layer (Summon)
  • Numerous duplicates have been created when e-book package records have been uploaded.
  • No collection management of e-books has taken place meaning that there are records for content that are no longer accessible.
  • Title lists for the collections have not been collected so there is no record of the content to which we should have access.
  • Usage statistics have not routinely collected so it is not known how well e-books are or which platforms are preferred by users.


Session 17 in room: LT4

Title: Splitting the difference! Staff and student engagement - working strategically to connect with our users and reach new ones!

Presenter(s): Lorna Clarke, Rachel Bury and Helen Jaimeson, Edgehill University

Format: Short paper

Abstract: Catalyst aims to provide the Edge Hill community with a 24/7 destination where welcoming, knowledgeable, professional staff are on hand to support student life, research, learning and career development. It represents Edge Hill’s largest ever investment in real estate and enables the co-location of Learning Services, Student Services and Careers.

This co-location creates the need for a single team to handle frontline enquiries. Representing more than just a reception point the help and support team will act as the initial point of contact for students, staff and visitors to the building, handling and referring enquiries as necessary. The focus of this talk will be:

The vision for the building, how this translated to the frontline service and how the service was defined through collaboration across professional services.

An overview of the training required and how this was managed alongside as delivering existing services. Included will use of established technology within the university to create an online training package and the utilisation of staff expertise to deliver bespoke sessions.

Finally we’ll discuss key lessons learned including the engagement process, balancing training against existing service commitments and the need for a flexible approach to respond to shifting timescales and evolving service provision.


Title: 'Reverse into success!' - Benchmarking databases with Leeds school of business

Presenter(s): Gill Walker, University of Leeds

Format: Short paper

Abstract: In 2016 the University of Leeds commenced a Subscriptions Review process to understand and optimize holdings in terms of both cost and value across the piece.

Liaison with the School of Business highlighted potential to consider existing database holdings against those of our colleague institutions in order to drive SMART yet innovative decision making for the future.

On this basis work was undertaken to benchmark with 5 comparable Business Schools, with key strategies being to map and understand all holdings, and then to locate any database / subscriptions NOT currently in use at Leeds.

The main output from this activity was a fully researched list of databases / subscriptions with high value potential in terms of their ability to drive discussion, generate fresh ideas and inform retention, cancellation and potential future purchases for the School of Business.

This activity demonstrates the value of a consultative relationship between frontline services and academic staff, while the data collected facilitates a move from reactive to proactive decision making to form a truly cohesive service provision. Additionally, the methodology easily lends itself to the potential for roll out and usage across all faculties within this or any other HE institution.


Session 18 in room: LT6

Title: The first rule of journal club is....

Presenter(s): Jess Haigh, University of Huddersfield & Sam Aston, University of Manchester

Format: Workshop

Abstract:  ...you can talk about journal club, you can create a journal club!

This workshop will take the format of a journal club in action. Delegates will read the OA journal articles made available before the conference and come to the workshop prepared to discuss and debate the issues and share potential actions with their peers.

Journal clubs are a vehicle for encouraging engagement with scholarly literature that leads to the development of individuals and teams.It bridges the gap between practice and theory/research.

Delegates will benefit from attending on two levels; they will read scholarly research and contribute to discussions about the literature and they will actively model how they could organise a journal club at their own institution.