Conference Abstracts


Please make a note of the session numbers you would like to attend (first and second choices) for each set of parallel sessions as these will be required when booking.

SET 1: SESSIONS 1 - 4            SET 2: SESSIONS 5 - 8              SET 3: SESSIONS 9 - 12            SET 4: SESSIONS 13 - 16


Parallel Session 1:

Tom Kistell & Rod Aiken, Sheffield Hallam University

Strand: Physical spaces and services reconfigured for digital; quality of digital 'space'; shared spaces

Draw your own library: cognitive mapping of physical and online libraries - workshop

Cognitive mapping is an ethnographic technique useful for reflecting on how people interact with places and was one of the methods taught to delegates of the UX Lib (User Experience in Libraries) conference in Cambridge earlier this year. It is usually applied to physical spaces but we would like to take it digital by applying it to library websites.

Participants in this workshop will be invited to think about their own library’s buildings and web presence, and what they would consider the most important features.

We will use pens and paper to draw our respective libraries and library websites. The session leaders will talk about how cognitive mapping has been used with Sheffield Hallam students to gain an insight into how they experience the library in person and online, and then discuss the findings.

Participants will become familiar with the cognitive mapping method and gain an understanding of how they could use it with their own students. All will be encouraged to form a user experience network and share their results with other members of the Northern Collaboration.


Parallel Session 2:

Laurence Morris & Dr. Ellie Windle, Leeds Beckett University

Strand: Resources: access; content development; digital versus physical

Module resource lists: using a puzzle to solve a puzzle - presentation

This presentation explores Leeds Beckett’s implementation of PTFS’s Rebus:list resource list management system, examining our organisation’s experiences in the context of more general professional themes and challenges. In particular, by exploring our institutional experience through the functionality of a specific resource list management system, we are able to focus on the evolving student experience of accessing and utilising resources; the development of pictographic approaches to digital literacy that appeal to an increasingly visually literate population; and how successful resource list management can inform content development and delivery.

Playing on the name “rebus” (n. a puzzle) we look at how HE students and staff face a number of reiterable information-seeking and organisational challenges. Considered thus, research is a puzzle without visible rules. As information professionals, we examine at the process of identifying, replicating and re-framing the research challenge through resource list software: an organising principle which can maintain the idea of a puzzle or game, whilst providing clearly established rules. This leads to a discussion of new conundrums, including but not limited to:

Ownership and authorship – where do resource lists reside and how do we access them?
Interpretation and organisation – what form should lists take to maximise content usage?
Evidencing engagement– who are lists for and how are they used to inform content development and delivery?

Our paper’s consideration of such issues, in turn, leads to reflection upon the potential role of resource lists beyond the Library, supporting both desirable graduate attributes and wider organisational goals.


Parallel Session 3:

Nick Sheppard, Leeds Beckett University

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

Extending and measuring the reach and impact of research output: #openaccess, social media and "alternative metrics" - presentation

On the modern web, research can very easily be disseminated amongst communities of researchers and interested lay people, via social media for example and potential reach and impact is immediately extended if that research is freely accessible on the open web rather than restricted by subscription access.

In the UK, the Finch report (2012) and HEFCE’s “Policy for open access in the post-2014 Research Excellence Framework” (2013) have precipitated dramatic developments in both “green” and “gold” models of OA; from April 2016, in order to be eligible for REF, HEFCE will require authors’ final peer-reviewed manuscripts to be deposited in a repository on acceptance for publication while commercial academic publishers are developing hybrid business models and, in some cases, extending embargo periods for repository deposit.

In this environment, article level metrics are increasingly important as a more direct proxy for impact than Journal Impact Factor (JIF), and evidence suggests that OA can increase traditional citations while developments in alternative or “altmetrics” are enabling online social activity around research to be recorded and measured. Meanwhile, online research infrastructure, comprising commercial services like Mendeley, Figshare and ResearchGate as well as Institutional Repositories, are developing apace with major initiatives like the COnnecting REpositories (CORE) OA aggregator at the Open University and IRUS-UK (Institutional Repository Usage Statistics) run by Mimas providing standardised COUNTER compliant repository download statistics. 

This session will explore these various tools and services and demonstrate how they can be leveraged to capitalise on the potential of OA at your institution.


Parallel Session 4:

Susan Halfpenny, University of York

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

Mapping Digital Literacy Provision - presentation

This presentation will outline the work that was undertaken in collaboration with the Department of Health Sciences to map digital literacy provision across the undergraduate BSc Nursing programme linked to the University of York Digital Literacy Framework. 

The review of digital literacy provision undertaken with the Health Sciences department originated from research in other institutions and the development of different digital literacy frameworks and curricula. The Teaching & Learning team in response to the research developed a University of York a Digital Literacy Framework to articulate the attributes, practices, skills and understanding of a digitally literate person. The Framework provides an overview of some of the capabilities linked to IT, media and information usage and creation.
Work has been undertaken to map current provision of digital literacy training to gain a better understanding of what the Library and IT Services are offering in terms of skills support for students. As a result of the review of current training we are developing blended learning materials to support students and staff in the development of their digital skills, which can be embedded into academic programmes.
This session will be of interest to anyone involved with information or digital literacy delivery within curriculum design. It will discuss some of the challenges faced in designing a skills programme of this nature and developing a digital literacy framework, as well as provide some tips and ‘best practice’ based on the findings of the Digital Literacy Review.


Parallel Session 5:

Carl Barrow & Mike Ewen, University of Hull

Strand: Physical spaces and services reconfigured for digital; quality of digital 'space'; shared spaces.

A collision of two worlds - presentation

We often talk about bringing virtual and physical environments together in a way that allows them to complement each other and work together in one space for the benefit of the library user/customer.  The Brynmor Jones Library at the University of Hull has implemented a number of services that start to do just this in its newly redeveloped 7 storey building:

• The introduction of 26 digital information points with an easy to use interface acting as a gateway to the library’s online environment and support material.  These information points replaced the original library catalogue terminals providing extended functionality and becoming part of the frontline service

• A Live Chat service which runs through office hours and is backed up by our LibAnswers system beyond that time
• 16 digital signs and a media wall displaying dynamic service related content, video and images

• Active participation on social media channels

In this presentation we will talk about why we consider it important that these environments work together and why we don’t consider them in isolation when developing services.  We will be looking in detail at each of the above and talking about our experiences of blurring the lines over the past year.

We expect that we aren’t the only institution experimenting in this area and would also like to hear about your experiences, so please come willing to engage and take part in the session.


Parallel Session 6:

Phil Reed, University of Manchester

Strand: Resources: access, content development, digital versus physical space

Changing a workshop from physical to online delivery - workshop

This practical workshop will explore the reasons, benefits (and down-sides) to delivering content online, and describe the process, designs and decision making that went into the development of the resources. In groups, people will have a go at storyboarding an example new resource of their choosing.

I have been delivering an introductory SPSS workshop for two years, with an increasing demand from students and new research staff across the institution. I could not meet the demand of delivering this session to everyone who wished to attend, particularly those on distance learning courses or whose timetables did not fit in with my availability, so I decided to migrate the session into a series of online resources. I broke down the content of my workshop into two distinct sections. The first section uses various click-to-reveal boxes, quizzes and similar interactive techniques to describe and explain key stats theory. The second section mostly comprises screencasts to show off the most important elements and menus in SPSS. Both sections are built into The University of Manchester Library's award winning My Learning Essentials platform, and were a joint development between teaching and research teams within the Library.

Learn about the decision making, planning process and results with this workshop and have a go yourself. The session will also briefly look at the increasing role of numeracy in libraries


Parallel Session 7:

Chris Awre, University of Hull & Graham Stone, University of Huddersfield

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

Embedding OA within research practice: the HHuLOA Jisc OA PathFinder project - presentation

The Hull, Huddersfield and Lincoln Open Access (HHuLOA) project is one of nine open access good practice Pathfinder projects set up by Jisc in 2014 to run over the two-year period leading up to the introduction of the HEFCE REF open access policy in April 2016.  Now over halfway through, the HHuLOA project has focused on how open access can be embedded within research practice at the partner institutions, producing a number of tools to assist in planning and practice:

• A baseline assessment of open access activity, to help gauge activity across institutions and assess local development
• An open access lifecycle placing services in relation to each other and facilitating discussions on open access workflow
• An assessment of funder open access policies to inform navigation through these to facilitate understanding of requirements

Based on these, the project has investigated how open access can be a tool to support the development of research.  Open access offers key advantages in disseminating the research of our Universities, and yet research strategies are yet to regularly refer to it as a means through which research activity can grow.  HHuLOA has sought to unpick how open access might support different aspects of research development to help make the case for open access in this context.

The presentation will report on the work of the project to date and highlight current thinking on supporting institutional research development.  This will be placed in the context of other Pathfinder projects and the complementary work they are carrying out.


Parallel Session 8:

Martin Gill, University of Huddersfield

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

Generating a buzz: a collaborative approach to increasing the impact of research at the University of Huddersfield

This paper will present a number of initiatives undertaken between Computing and Library Services, Marketing, and Research and Enterprise to increase the impact of research outputs.

The University of Huddersfield is looking to build upon its success in REF2014, and we are involved in a range of activities to help academics promote and maximise the impact of their research. This ties in with our work on open access, as well as the awareness of the uses of metrics in a range of environments.

As well as publicity and training activities Huddersfield is also partnering with a startup company called Kudos to allow academics to explain, enrich, and share their research across a wide range of platforms, and to monitor the effectiveness of this work. We are using an institutional dashboard from Kudos to monitor the update, use and the effectiveness of the tool.

We will also discuss the approaches we've taken to implement ORCID within our institution, and our plans to integrate this within core research systems. We will also describe the activities we are running to inform and engage academics with the full range of issues around metrics, including citations, downloads and altmetrics.


Parallel Session 9:

Phil Cheeseman & Masud Khokhar, Lancaster University

Strand: Physical spaces and services reconfigured for digital; quality of digital 'space'; shared spaces

Digital Lancaster, Digital Library? - workshop

Libraries are increasingly involved in new modes of engagement, contributing to new and emerging institutional priorities, often outside of what might be considered the traditional service areas and with an emphasis on “doing things digitally”. What does this mean for our services, our staff and the ways in which we operate?
In this workshop we will share our experiences of contributing to the development and implementation of Digital Lancaster (1), the University’s digital vision.  The Library is involved in delivering across all 5 of the institutional goals it identifies: digital learning, digital by design, digital communities, digital expansion and digital engagement.
We will describe the opportunities this has created for service development and engagement as well as the challenges we face in managing expectations, handling workloads and developing new skill sets.
The workshop will explore the roles that libraries play as leaders, innovators, co-creators, modellers and facilitators in the adoption of digital practice and will invite participants to share their experiences of adopting these different roles.
Finally, we will discuss the use of digital capabilities self-assessment tools and how they might be used by libraries to identify staff development needs and ensure we are ready to meet the digital challenge.


Parallel Session 10:

Jonathan Bush & Rachel Smith, Durham University

Strand: Resources: access; content development, digital versus physical.

A lost score and a great charter: social media collaborations - presentation

Social media can be used to increase awareness of collections, provide digital access to resources and create new ways for libraries to collaborate.

Jonathan Bush and Rachel Smith will explore how Durham University has been using social media to create digital conversations about archives and special collections, focussing on case studies from Ushaw College Library and Palace Green Library.

Jonathan will highlight the use of Twitter in publicising a previously lost music score at Ushaw College Library.

Ushaw College Library is home to the internationally significant archive and early printed book collections of the former Catholic seminary, Ushaw College. Ushaw Library’s largely unexplored collections are being catalogued by Durham University Library and the recent discovery of an unknown music score, thought to be written by the 18th century Italian composer Giovanni Pergolesi, has generated significant interest. Twitter has proved to be a useful tool in both publicising the discovery and, through crowdsourcing and collaboration with specialist academics, assisting in determining its authenticity.

Rachel will focus on how social media has been used throughout Palace Green Library’s summer 2015 exhibition, Magna Carta and the Changing Face of Revolt.

The exhibition has been supported by Durham Cathedral and Durham County Council, and is part of the national Magna Carta 800th Anniversary celebrations. The exhibition features treasures from local and national collections, we have worked closely with Durham businesses, and the Magna Carta event programme has attracted leading speakers from institutions around the world.

Working with these partners has given Palace Green Library new opportunities for social media and digital collaboration during the exhibition and beyond.


Parallel Session 11:

Frances Porritt, Iain Baird & Ethan Lumb, Teesside University

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

New Partnerships: a tale of two projects - presentation

This presentation links to the conference themes of research support, learning support and digital literacy. We will reflect on how two recent projects involving L&IS staff have influenced our thinking on who our partners are in the work we do shaping and enhancing the student experience.
First we will consider the benefits of using a student as a researcher to hear the authentic student voice. Teesside University’s ‘Student as Researcher’ programme is intended to give students real experience working as research assistants, collaborating with members of academic and learning support staff across the University in various aspects of their research.  In our project, ten students from four of the academic schools were interviewed about how they approached a challenging assignment. The findings from the project helped us to identify priorities for the development of the Learning Hub and highlighted the importance of peer support, leading to the implementation of Peer Assisted Study Sessions (PASS). It has also led us to consider our changing role as academic librarians, and how we approach learning support.
We will then briefly discuss a separate project which focussed on developing the digital literacy skills of academic staff.  The project raised awareness of the concept of digital literacy and also highlighted new opportunities for collaboration across the wider university.
The outcomes from both projects had much commonality in terms of who we should work with for the best end-result for students.


Parallel Session 12 - apologies that this sesson can no longer be provided - delegates will be re-assigned to other sessions.

University of Cumbria

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

Blogging along: Using research blogs to teach information literacy and critical thinking in the creative arts - presentation

First presented at LILAC 2015, this presentation reports on a collaborative project designed in conjunction with academic staff to utilise research blogs to develop skills in information literacy, visual literacy and critical analysis with students in Graphic Design.
Students in creative disciplines typically face challenges when required to engage with literature and write essays, favouring more creative and practical aspects of their course (Borg 175). Research processes in studio practice tend to be highly non-linear (Cobbledick, Mason, Cowan and Frank) which contrasts with the strategic and methodical information seeking behaviours characteristic of standard academic literature searches.
As part of their design theory module, students were required to produce group research blogs each focussing on a specific topic in visual culture. This assessed project aimed to enable students to discern the merits of academic and non-academic, visual and textual sources as well as to apply the concepts to ‘live’ visual culture contexts.
Blog posts comprised academic texts from books and peer-reviewed journals to Youtube videos and images that explored the key theories surrounding their subject. The end result was a series of blogs that balanced the visual with the textual and the academic with the popular, to produce an account a group’s line of enquiry.
This session interest those wishing to utilise social media tools for creative and innovative approaches to informational literacy delivery. It also aims to contribute to the discussions on the interface between information literacy and wider academic skills and the changing role of the academic librarian.


Parallel Session 13:

Christine Stevenson & Leanne Young, University of Sunderland

Strand: Physical spaces and services reconfigured for digital; quality of digital 'space'; shared spaces

A Room with a Vyew: Using problem based learning in collaborative real-time virtual spaces to develop research and inquiry skills - presentation

This presentation will focus on the development of off campus learner support from library services at the University of Sunderland using real-time digital learning tools.
Expanding on previous work to integrate research and inquiry skills into Foundation Degree programmes, university library staff collaborated with a Further Education partner college on a pilot project to develop online workshops with foundation degree students. The students study part-time and are working in vocational settings which link closely with the course content and objectives.  As such, they have practical experience in solving complex problems.  The workshops were designed to draw upon this experience and help to forge the link between work and study.
Using Vyew, the online collaborative web conferencing tool (, online rooms were created to embed problem based activities which would align with the curriculum.  The features of Vyew encourage active learning and participation by providing an interactive whiteboard, editing tools, instant chat and virtual sticky notes which can be used to provide instant feedback.  Students worked together on the activities in small groups with minimal intervention from facilitators. The rooms remained available following the live session for reference and to promote further learning.
Further support developed specifically for overseas distance learners and their tutors has also utilised Skype and ClassLive, the university’s virtual classroom tool.


Parallel Session 14:

Jenny Mitcham, University of York

Strand: Resources: access; content development, digital versus physical.

A collaborative approach to filling the digital preservation gap for Research Data Management - presentation

In order to manage research data effectively for the long term we need to consider how we incorporate digital preservation functionality into our Research Data Management (RDM) infrastructures and workflows. The Engineering & Physical Sciences Research Council (EPSRC) requirements state that research data should be retained for a minimum of ten years from last access. Though it is possible that over the course of ten years data will remain readable and re-usable, once longer timescales are required, this becomes less and less likely. Unless a digital preservation solution is in place it is unlikely that we will be able to continue to provide meaningful access to usable copies of research data that is only 20 or 30 years old.

Perhaps as a result of the long timescales at play here, universities have struggled to make the case to invest in digital preservation systems. Other (more immediate) elements of the RDM lifecycle and infrastructure have taken precedence, but there is an inherent risk in not fully exploring this element as there ultimately will be research data that universities will need to maintain and provide access to in perpetuity.
Affordability is an issue here as there are few resources available for a problem which to many does not seem very immediate. The Universities of York and Hull (in a collaborative project with funding from Jisc) are exploring the potential of a low cost solution, the open source digital preservation system Archivematica. This paper will describe the aims and collaborative approach of this project and our findings so far.


Parallel Session 15:

Jacqui Bartram, Adam Smith & Fiona England, University of Hull

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

Working collaboratively with student Skills Leaders to support learning - presentation

Each year, the Brynmor Jones Library at the University of Hull recruits student Skills Leaders to help support our learning development workshops and advise on our website usability.  Skills Leaders are trained in communication and facilitation and independently plan and run activities in the workshops without staff involvement. Two of our students will present about how this works and how it has helped them develop their own skills. Many of our workshops incorporate the use of digital tools (use of Nvivo, EndNote/RefWorks, and advanced Word features for example) and as Leaders become more confident in using these themselves, more are offering to help with such workshops.

We are also developing support in managing digital identities, including a website which we will showcase, and a workshop which we will be asking Leaders to support. The Leaders will facilitate one of the potential activities from such a workshop with audience members.


Parallel Session 16:

Gillian Johnston, Sara Bird & Stephen Harding, Newcastle University

Strand: Research support; learning support; mobile learning; digital literacy; new models of scholarly publishing

Online Information Literacy with Percy the Penguin - presentation

The Education Outreach and Web design teams at Newcastle University Library, in collaboration with teachers, librarians and students from two local schools, have developed an interactive study skills website.  The website is designed to support sixth formers (and possibly new undergraduates) with their studies and equip them with the information literacy skills they need as they make the transition from school or college to university.
In this presentation we will showcase the website: and will talk you through examples of some of the audio, kinaesthetic and visual learning resources it contains. You will then have the opportunity to have a go at some of the activities from the website such as High Score Wins and our interactive plagiarism quiz.
After familiarising you with the website, we will take you right back to the start of the project and explain our rationale for creating a study skills website for sixth form students, before sharing with you the process by which we created it. We will explain the decisions we made about which content to include or omit and our thinking behind the design and development of the various activities.
You will hear from the teachers and school librarians who we collaborated with, explaining why they were keen to be involved in this project and the benefits they see for their students. Finally, we will explain how we have evaluated these online resources, share with you the lessons we have learned from the project and outline our next steps.


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