Oxford University Library ServicesOxford University Library Services

Welcome Session for Graduate Welcome Session for Graduate Trainees 08-09Trainees 08-09 Emma Sullivan, Staff Development LibrarianEmma Sullivan, Staff Development Librarian

Programme

1.30 Welcome/Introductions 1.45 Group Feedback 2.15 Introduction to …

Oxford and Its LibrariesGraduate Trainee

Programme/Year 3.00 Cake Break and Projects 3.30 Learning Effectively 4.30 Final Thoughts 4.55 END

Who Are You?

Name Where are you working? What were you doing before? What is your greatest skill?

Group Feedback

5 groups … 10 minutes …discuss!

Hopes Concerns Questions

Oldest University in English speaking world 800 year old tradition of discovery & invention

First University Library founded 1320 in the Church Bodleian Library founded 400 years ago

Collegiate university: 39 colleges (+6 halls) Colleges select/admit; housing; libraries;

sports/social/pastoral care; tutorials/welfare University organises course content; lectures/seminars; sets

exams; awards degrees Also a town with its own industrial heritage!

Dominus Illuminatio Mea (The Lord is My Light)

History

Oxford University

CongregationLegislative council

CouncilPolicy making and strategy

Vice ChancellorSenior officer – John Hood

Academic Services and University Collections

Colleges Departments

Library Land

OULS

CollegesDepartments

Subject ApproachArea Studies & Bodleian

Bodleian Japanese Library, Commonwealth & African Studies, Chinese Studies Library, Latin American Centre Library, Middle East Centre Library, Oriental, Taylor Bodleian Slavonic & Modern Greek Library

Humanities & Bodleian

English Faculty, History Faculty, Theology, Music, Philosophy, Taylorian

Medical Health Care Libraries, Churchill, Old Road/Knowledge Centre

Science Radcliffe Science Library, Plant Sciences, Zoology

Social Science Education, Law, Refugee Studies Centre, Said Business School, Social Science Library

(Vere Harmsworth Library & Continuing Education)

Special Collections

Bodleian & Faculty/Department Libraries & Colleges

Thomas Bodley’s Vision

Bodleian refounded 1602

Access to Collections: Bodley’s “Republic of Letters”

Legal deposit privilege since 1610

60% of Bodleian readers not members of Oxford University

Statistics

Largest integrated library system in any academic institution in the UK, and one of the largest in the world

38,000 current users (University card) 11 million items (increasing by >350,000 items per

annum) 158 miles of materials 581 (FTE) staff

Change Themes

Estates

Collections Structure

Processes

Budget

Sarah

Thomas

PoliticalEconomic

Social

Technological

Trainee experience

Daily work in your library Reader Services Work Technical Services Work Projects Don’t be afraid to ask or use your initiative!

Trainee experience

Projects Think about in Michaelmas Term Project Showcase OWL Non-library specific projects

Trainee experience

Training Programme Every Wednesday afternoon Talks, Visits, IT Training Attendance and feedback Extra experiences

Trainee experience

Applying to Library School Deadlines are quite early AHRC Funding Provide help and advice

Trainee experience

Feedback End of term review End of year review Meeting supervisor Do talk to Staff Development Advice from last year’s trainees

Time for …

Learning Styles

Which is your preference?

How To Learn Effectively

To discover your learning style: Look at learning in general Learn about the learning cycle Do questionnaire Look at different preferences How knowing your preferences helps you and

others

Learning Theory

Honey and Mumford 4 years in the late 70’s looking at learning

style preferences of managers Published the Manual of Learning Styles in

1982

What is learning?

OED states:

“ To acquire knowledge of (a subject) or skill in (an art, etc.) as a result of study, experience, or teaching. Const. from, of (arch.), at (a person). Also, to commit to memory (passages of prose or verse), esp. in phrases to learn by heart, by rote”.

The Learning Cycle

Stage 1Have an

experience

Stage 3Conclude from

experience

Stage 4Planning thenext steps

Stage 2Review theexperience

What happens when the learning cycle goes wrong?

Distortions: Addicted to the experience Analysis to paralysis Quick fix Jumping to conclusions

A Starting Point

Various factors influence learning: The learner Your situation Subject matter Methods used

Now for the science bit…

Different Styles

Activist

Reflector

Theorist

Pragmatist

Activists

Like to learn from: New experiences Here and now In at the deep end Involved with others

Find learning hard if: Passive role Repetition Instructions Detail

Reflectors

Like to learn from: Rumination Stand back Painstaking research Own time

Find learning hard if: Forced into limelight Action and no plan Insufficient info Spontaneity

Theorists

Like to learn from: Logic Inter-relationships Question basics Complexity

Find learning hard if: Feelings Hotchpotch of methods Banal/Shallow Out of tune with

colleagues

Pragmatists

Like to learn from: Practical learning Link between learning

and problem Chance to implement

skills End product

Find learning hard if: No immediate need Not realistic Round in circles Political obstacles

How can we learn better?

Learning preferences are not fixed Need to be a good all rounder to learn well Play to your strengths Strengthening your least favourite styles Learning log

How does this help me and others?

Optimise your learning Become a better learner Find a suitable job Relationships Manager Team work Presentations

Final Thoughts

Background to the university Background to the programme and what to

expect Background to learning effectively Enjoy your time here Questions?