I've got quite a nice project this week: cataloguing a delivery of new books for our Careers Adviser. It's nice to have the opportunity to engage with other departments and is always good to show willing and show the LRC's worth!
In doing this I've been looking at the Connexions Resource Centre Index which our Careers Department use. It is a fairly basic system made up of symbols which are stuck on the spine of the book (we have decided not to use Dewey as the collection is fairly small). The General Information section of the index includes 11 headings such as Travel and Transport, Relationships, Health and Work and Training. The Work and Training section is broken into 23 main job families which each have their own sticker. The way that they have classified jobs into each family is quite interesting. In case you're wondering, us librarians are under 'Languages, Information and Culture'.
In other cross-department collaborations, last week I was invited to see the BTEC Business Studies students market research presentations as some students had done their projects on the LRC. It was really interesting to hear their take on things and one student in particular had some useful points. As she is one of our Student Assistants she may have had inside information but I still told her teacher how impressed I was. On the plus side, the main finding was that we need more computers, which we had already ordered.
P.S. I know it's been a while since my last post. I've not been slacking, I've been stuck in Australia due to the volcanic ash. More about that later..
Showing posts with label student volunteers. Show all posts
Showing posts with label student volunteers. Show all posts
Thursday, 6 May 2010
Wednesday, 17 February 2010
Reflecting on the Student Assistants Programme
Back story: I am a Learning Resource Centre Assistant in a sixth form of approx 900 students in north east London, in a team of 4: my boss, myself and two part time LRC Assistants. Approx half of our students are vocational and half are doing A’ Levels. At least 50 of our students are moderately to profoundly disabled and undertake Level 1 courses and classes in life skills.
Back in October 2009 during my first few weeks in my job we had a request from a student to become a helper in the LRC. As there wasn't such a scheme in place, we sent an All Students email to see if anyone else was interested. We were contacted by several students, who left their names with staff at the Circulation Desk. At this point my manager suggested that I take the project on as it would be good management experience for me.
I emailed the students who had expressed an interest and asked them to send me a paragraph within a week about why they wanted to be student assistants. About half sent me something by the deadline. Many students don’t check their college email account, and some thought that simply by showing an interest that they could just show up whenever they fancied to work! I felt a little guilty turning people away, but I wanted to make it clear that this was a proper work experience with a proper result (a certificate after 10 hours of volunteering). I emailed the successful applicants (7 in total) a training pack that I had created which included descriptions of the tasks they would be doing and exercises. The exercises included putting shelfmarks in the correct order and reflecting on customer service issues.
The tasks I assigned for the students were: shelving, strict shelf checking in the LRC and in the Study Centres, filling printers with paper, weeding newspapers over one month old, shredding one month old signing in sheets, labelling new items, helping put up or take down displays and other tasks as they came up.
I was very aware of Data Protection in assigning tasks. Our LMS system includes tabs with borrower information such as address and date of birth as well as loan history etc so I felt it was inappropriate to have students using the circulation system, although they did shadow us doing the basics but didn't see the full borrower record. I have a tendency to err on the side of caution, much more so than the rest of my team. I felt it was prudent not to have students working behind the Circulation Desk to make a clear line between the role of an LRC assistant and a student volunteer. This is for two reasons: firstly to keep the respect of the staff and students and secondly to ensure that higher powers don’t get the impression that the library could be run partly by volunteers and that we are expendable!
Setting tasks was challenging. I wanted to ensure that the students got some relevant experience and actually did some work that was of value to us. I wanted to make sure that students were safe and felt comfortable in what they were doing. I think I erred on the side of caution too much with this, at one point a student was strict shelf checking in an unsupervised study centre that I felt was becoming a bit raucous. I stuck my head in twice to check on her and she probably thought why is this batty librarian worrying about me?! I repeatedly told the student assistants that we really appreciate their hard work and that if for any reason they felt unsafe or uncomfortable with a task to let me know. I hope that I made them feel comfortable enough to have done so if they needed to. I was also aware of the health and safety of the overall space, and ensuring that my time spent with the student assistants wasn’t detracting from the overall service. There were also individual considerations, for example one student volunteer is a really pretty girl and I noticed that boys would come in to the library when they knew she was working!
For the first two weeks the student assistant scheme took up a lot of my time as I was training each of them individually. It was a challenge for me to communicate successfully with sixth form students who have never worked in a library before. Each library I've worked in has its own local terminology (e.g. shelfmark/pressmark/classmark) but a person with experience in a library will understand broadly what is required. I learnt never to say ‘Do you understand?’ as they will say ‘Yes’, but rather to ask a question to confirm their understanding such as ‘Which book out of these two goes next on the shelf?’ I learnt how important it was to explain not only what literally had to take place (e.g. explaining the physical act of a book move) but also to explain the context and motivation behind the book move (e.g. we’ve got lots of new books around 300-330 so we’ve added a bay of shelves here and need to move the whole collection round etc). I learnt by making mistakes: at one point my lack of clarity in explaining a book move ended up costing me half an hour as I corrected the mistake. At some points in these early stages of training and supervising the students I wondered if it was worth the time: whether it would be easier just to do these tasks myself than explain them to other people to do. I also had to get over my own slight feeling of embarrassment about telling people to do things as I had little management experience.
By week five I realised that my system of writing a rota for the assistants simply wasn’t working. It was too difficult to predict what exactly would need doing. Instead I created a chart of what tasks I would like completed over the week and as each student arrived I assigned tasks and ticked them off. This way I could respond to a particular request – such as if we’d had a complaint that one study centre was particularly messy then I could prioritise it. By this stage I was also becoming aware of individual preferences and abilities and worked with that as much as possible. I juggled my lunch breaks so that I would always be available.
A problem came in around this point: one of the part time LRC Assistants started to complain about the Student Assistants. She felt that they were strict shelf checking too quickly and thus couldn’t be doing it properly but didn’t have examples of the shelves being in the wrong order. I feel unwilling to go behind each student and check the shelves: if I’m going to do that then we might as well not bother having them! I did spot checks and couldn’t find any problems. I also had a little briefing with the student assistants on their first shift back after Christmas to check they could remember how to do all the tasks and give a little refresher. My colleague also complained that she didn’t have as much to do. This was a shame and I explained to her that being released from the ‘housekeeping’ tasks allowed us more time for engaging in more challenging projects. This slight tension has remained but I feel I have reassured the staff that the students aren’t taking their jobs and frankly I don’t know what more I can do. I also advised the staff that the student assistants can help them when they are particularly busy. They are hopefully now being seen as a help not a threat! At times I had to be a little bit creative in finding tasks for the students to do, especially as they were very speedy so a pile of labelling that I would expect to take them half an hour would be done in ten minutes. This was all a learning curve for me.
Around week seven I set a schedule to recruit the next round of student assistants. Firstly I spoke to all of the current assistants to ask if they wanted to continue beyond week ten. I got a positive response from all of them, but advised them to go away and think about their work load and let me know the following week. Two came back to me saying that they weren’t going to continue but the other four will carry on which is really nice. I must be doing something right!
I recruited two more student assistants by the same method of putting up posters and sending an All Students and asking students to contact me with a paragraph detailing why they want to work in the LRC and why they think they will be good at it. I was happy to recruit a student who had expressed interest in the first round but hadn’t sent in her paragraph and a student who had worked in her previous school’s library.
Training for the second round of student assistants was much easier and didn’t take up as much of my time. I think this was due to a combination of me being more confident and experienced and the fact that one student had library experience and the other’s best friend already was a student assistant so she would have explained a lot of it already.
The student assistants from the first round are now getting more challenging tasks where possible.
Conclusion
The sum total of all of this is that the LRC has benefitted from over 60 hours of shelving, strict shelf checking etc. Our entire collection and all four of the study centre are now strict shelf checked on a weekly basis which certainly wasn’t happening before. This in theory has freed up LRC Assistants to do over 60 hours stock promotion, displays and other projects to further our role within the college. The students have benefitted from work experience which should have been engaging and will look good on their UCAS form or on job applications.
The benefits for me have been immense in terms of my communication and management skills. I hope that learning from the mistakes I’ve made with this project will make me a great manager when the time comes.
Having the students assistants programme and my management experience from it in place allowed us to take on two work experience students at the very last minute which I have already blogged on.
Next steps: find out more about how other schools/colleges do their student assistant programmes and read up on management skills.
Back in October 2009 during my first few weeks in my job we had a request from a student to become a helper in the LRC. As there wasn't such a scheme in place, we sent an All Students email to see if anyone else was interested. We were contacted by several students, who left their names with staff at the Circulation Desk. At this point my manager suggested that I take the project on as it would be good management experience for me.
I emailed the students who had expressed an interest and asked them to send me a paragraph within a week about why they wanted to be student assistants. About half sent me something by the deadline. Many students don’t check their college email account, and some thought that simply by showing an interest that they could just show up whenever they fancied to work! I felt a little guilty turning people away, but I wanted to make it clear that this was a proper work experience with a proper result (a certificate after 10 hours of volunteering). I emailed the successful applicants (7 in total) a training pack that I had created which included descriptions of the tasks they would be doing and exercises. The exercises included putting shelfmarks in the correct order and reflecting on customer service issues.
The tasks I assigned for the students were: shelving, strict shelf checking in the LRC and in the Study Centres, filling printers with paper, weeding newspapers over one month old, shredding one month old signing in sheets, labelling new items, helping put up or take down displays and other tasks as they came up.
I was very aware of Data Protection in assigning tasks. Our LMS system includes tabs with borrower information such as address and date of birth as well as loan history etc so I felt it was inappropriate to have students using the circulation system, although they did shadow us doing the basics but didn't see the full borrower record. I have a tendency to err on the side of caution, much more so than the rest of my team. I felt it was prudent not to have students working behind the Circulation Desk to make a clear line between the role of an LRC assistant and a student volunteer. This is for two reasons: firstly to keep the respect of the staff and students and secondly to ensure that higher powers don’t get the impression that the library could be run partly by volunteers and that we are expendable!
Setting tasks was challenging. I wanted to ensure that the students got some relevant experience and actually did some work that was of value to us. I wanted to make sure that students were safe and felt comfortable in what they were doing. I think I erred on the side of caution too much with this, at one point a student was strict shelf checking in an unsupervised study centre that I felt was becoming a bit raucous. I stuck my head in twice to check on her and she probably thought why is this batty librarian worrying about me?! I repeatedly told the student assistants that we really appreciate their hard work and that if for any reason they felt unsafe or uncomfortable with a task to let me know. I hope that I made them feel comfortable enough to have done so if they needed to. I was also aware of the health and safety of the overall space, and ensuring that my time spent with the student assistants wasn’t detracting from the overall service. There were also individual considerations, for example one student volunteer is a really pretty girl and I noticed that boys would come in to the library when they knew she was working!
For the first two weeks the student assistant scheme took up a lot of my time as I was training each of them individually. It was a challenge for me to communicate successfully with sixth form students who have never worked in a library before. Each library I've worked in has its own local terminology (e.g. shelfmark/pressmark/classmark) but a person with experience in a library will understand broadly what is required. I learnt never to say ‘Do you understand?’ as they will say ‘Yes’, but rather to ask a question to confirm their understanding such as ‘Which book out of these two goes next on the shelf?’ I learnt how important it was to explain not only what literally had to take place (e.g. explaining the physical act of a book move) but also to explain the context and motivation behind the book move (e.g. we’ve got lots of new books around 300-330 so we’ve added a bay of shelves here and need to move the whole collection round etc). I learnt by making mistakes: at one point my lack of clarity in explaining a book move ended up costing me half an hour as I corrected the mistake. At some points in these early stages of training and supervising the students I wondered if it was worth the time: whether it would be easier just to do these tasks myself than explain them to other people to do. I also had to get over my own slight feeling of embarrassment about telling people to do things as I had little management experience.
By week five I realised that my system of writing a rota for the assistants simply wasn’t working. It was too difficult to predict what exactly would need doing. Instead I created a chart of what tasks I would like completed over the week and as each student arrived I assigned tasks and ticked them off. This way I could respond to a particular request – such as if we’d had a complaint that one study centre was particularly messy then I could prioritise it. By this stage I was also becoming aware of individual preferences and abilities and worked with that as much as possible. I juggled my lunch breaks so that I would always be available.
A problem came in around this point: one of the part time LRC Assistants started to complain about the Student Assistants. She felt that they were strict shelf checking too quickly and thus couldn’t be doing it properly but didn’t have examples of the shelves being in the wrong order. I feel unwilling to go behind each student and check the shelves: if I’m going to do that then we might as well not bother having them! I did spot checks and couldn’t find any problems. I also had a little briefing with the student assistants on their first shift back after Christmas to check they could remember how to do all the tasks and give a little refresher. My colleague also complained that she didn’t have as much to do. This was a shame and I explained to her that being released from the ‘housekeeping’ tasks allowed us more time for engaging in more challenging projects. This slight tension has remained but I feel I have reassured the staff that the students aren’t taking their jobs and frankly I don’t know what more I can do. I also advised the staff that the student assistants can help them when they are particularly busy. They are hopefully now being seen as a help not a threat! At times I had to be a little bit creative in finding tasks for the students to do, especially as they were very speedy so a pile of labelling that I would expect to take them half an hour would be done in ten minutes. This was all a learning curve for me.
Around week seven I set a schedule to recruit the next round of student assistants. Firstly I spoke to all of the current assistants to ask if they wanted to continue beyond week ten. I got a positive response from all of them, but advised them to go away and think about their work load and let me know the following week. Two came back to me saying that they weren’t going to continue but the other four will carry on which is really nice. I must be doing something right!
I recruited two more student assistants by the same method of putting up posters and sending an All Students and asking students to contact me with a paragraph detailing why they want to work in the LRC and why they think they will be good at it. I was happy to recruit a student who had expressed interest in the first round but hadn’t sent in her paragraph and a student who had worked in her previous school’s library.
Training for the second round of student assistants was much easier and didn’t take up as much of my time. I think this was due to a combination of me being more confident and experienced and the fact that one student had library experience and the other’s best friend already was a student assistant so she would have explained a lot of it already.
The student assistants from the first round are now getting more challenging tasks where possible.
Conclusion
The sum total of all of this is that the LRC has benefitted from over 60 hours of shelving, strict shelf checking etc. Our entire collection and all four of the study centre are now strict shelf checked on a weekly basis which certainly wasn’t happening before. This in theory has freed up LRC Assistants to do over 60 hours stock promotion, displays and other projects to further our role within the college. The students have benefitted from work experience which should have been engaging and will look good on their UCAS form or on job applications.
The benefits for me have been immense in terms of my communication and management skills. I hope that learning from the mistakes I’ve made with this project will make me a great manager when the time comes.
Having the students assistants programme and my management experience from it in place allowed us to take on two work experience students at the very last minute which I have already blogged on.
Next steps: find out more about how other schools/colleges do their student assistant programmes and read up on management skills.
Friday, 4 December 2009
A Week In the Life - Thursday
Opened up at 8.30am. Started with my usual tasks: stats, journals.
Spent the morning on the Circ Desk, inbetween serving users I got some admin jobs done. Contacted The Reading Agency about ordering more diaries, certificates and bookmarks for the Six Book Challenge - we've got 50 places and after 4 days of registration we've got 30 participants already! Looks like my publicity campaign has worked. Sent round my weekly All Students email bulletin about the week's new journals and newspapers.
One of the English teachers sent round an All Staff and Students email about getting more contributors to the college blog. After speaking with my manager I contacted her about the LRC putting up blog entries on new stock, events, promotions and book reviews. I'm quite keen to push some of our 6 Book Challenge participants to write book reviews that we can put up, I'm also going to speak to some of our keen readers that come in - that's something to work on next week.
Today's Student Assistant came in at 1.15, I sent her to strict shelf tidy in the study centre next door. From the library I kept hearing a lot of noise coming from the study centre and popping in to check she's okay - I think she thinks I'm a bit odd! Also spent time on the desk with her shadowing me.
Sorted out next week's Student Assistant rota after checking that other LRC staff don't have any tasks to add to it, and discussed with my manager what jobs to give the assistant who'll be in tomorrow as I won't be in.
Typed up a set of Till Procedures to go in our new staff shared drive. Adapted one of the info skills powerpoints to make it specific to science for a session we are running next week. Started work on procedure/training notes on cataloguing as there is nothing in place already!
In the evening I had a meeting with the other owners at my block of flats as myself and another owner manage the flats. Stressful stuff. In the midst of it received a text from my boss, the Info Skills USB is missing. Hardly slept for worry.
Spent the morning on the Circ Desk, inbetween serving users I got some admin jobs done. Contacted The Reading Agency about ordering more diaries, certificates and bookmarks for the Six Book Challenge - we've got 50 places and after 4 days of registration we've got 30 participants already! Looks like my publicity campaign has worked. Sent round my weekly All Students email bulletin about the week's new journals and newspapers.
One of the English teachers sent round an All Staff and Students email about getting more contributors to the college blog. After speaking with my manager I contacted her about the LRC putting up blog entries on new stock, events, promotions and book reviews. I'm quite keen to push some of our 6 Book Challenge participants to write book reviews that we can put up, I'm also going to speak to some of our keen readers that come in - that's something to work on next week.
Today's Student Assistant came in at 1.15, I sent her to strict shelf tidy in the study centre next door. From the library I kept hearing a lot of noise coming from the study centre and popping in to check she's okay - I think she thinks I'm a bit odd! Also spent time on the desk with her shadowing me.
Sorted out next week's Student Assistant rota after checking that other LRC staff don't have any tasks to add to it, and discussed with my manager what jobs to give the assistant who'll be in tomorrow as I won't be in.
Typed up a set of Till Procedures to go in our new staff shared drive. Adapted one of the info skills powerpoints to make it specific to science for a session we are running next week. Started work on procedure/training notes on cataloguing as there is nothing in place already!
In the evening I had a meeting with the other owners at my block of flats as myself and another owner manage the flats. Stressful stuff. In the midst of it received a text from my boss, the Info Skills USB is missing. Hardly slept for worry.
A Week In the Life - Tuesday
Started work at 9am. On Tuesdays and Wednesdays the other library assistant is doing the course I've just completed so I'm always happy to see her and hear what's happening.
I did my regular tasks first such as doing yesterday's stats. The post is coming really late at the moment but once it'd arrived I inputted and stamped the journals and took them round the study centres.
I spent most of the morning on the circulation desk unpicking some of the cataloguing problems. We have a situation where a lot of people have been cataloguing over the library's 2 year history - most of them unqualified library assistants with no previous experience of cataloguing and no training. Once we get our LMS update in a few weeks I can really get stuck in with some block changes but for now I'm just trying to unpick a few things. At the moment it isn't a massive problem as we have a small collection and no dedicated OPAC so the only people who search the catalogue are LRC staff, but we're hoping to change this with the Info Skills sessions and getting an OPAC PC in the new year.
Had a group of media student taking pictures in the LRC this morning without asking the manager for consent, or asking consent of the individuals they were photographing (myself included) and refused to delete images when requested. As my BA was Photographic Arts I find it really frustrating when students don't appreciate the ethics around these things. That said we have a digital native/immigrant divide between the staff and students and these students' attitude to questions of privacy and representation reflect that. I had a quiet word with the Learning Mentor for Creative Arts who took the problem back to their teacher - seemed like a more political approach that sending a pointed email to All Staff.
I went to speak to an ESOL class about the 6 Book Challenge at 11.15 but found that the class was cancelled as the teacher wasn't in, which was a shame as I'd psyched myself up!
After lunch a Student Assistant came in to do her rotaed hour so I spent some time with her, showing her the tasks that need doing and spending some time with her shadowing me on the counter. Another Student Assistant came in to make up the hour that he missed last week. These kids are so enthusiastic and efficient that they get the work done in no time at all - sometimes I have to be a bit creative finding something purposeful for them to do!
I was expecting to go to help present Info Skills class at 1.45 but that had to be cancelled. Bit disappointing but we've rescheduled for next Tuesday.
We had an informal team catch up before shutting the library early as we had a larger meeting with the learning mentors which went well.
I did my regular tasks first such as doing yesterday's stats. The post is coming really late at the moment but once it'd arrived I inputted and stamped the journals and took them round the study centres.
I spent most of the morning on the circulation desk unpicking some of the cataloguing problems. We have a situation where a lot of people have been cataloguing over the library's 2 year history - most of them unqualified library assistants with no previous experience of cataloguing and no training. Once we get our LMS update in a few weeks I can really get stuck in with some block changes but for now I'm just trying to unpick a few things. At the moment it isn't a massive problem as we have a small collection and no dedicated OPAC so the only people who search the catalogue are LRC staff, but we're hoping to change this with the Info Skills sessions and getting an OPAC PC in the new year.
Had a group of media student taking pictures in the LRC this morning without asking the manager for consent, or asking consent of the individuals they were photographing (myself included) and refused to delete images when requested. As my BA was Photographic Arts I find it really frustrating when students don't appreciate the ethics around these things. That said we have a digital native/immigrant divide between the staff and students and these students' attitude to questions of privacy and representation reflect that. I had a quiet word with the Learning Mentor for Creative Arts who took the problem back to their teacher - seemed like a more political approach that sending a pointed email to All Staff.
I went to speak to an ESOL class about the 6 Book Challenge at 11.15 but found that the class was cancelled as the teacher wasn't in, which was a shame as I'd psyched myself up!
After lunch a Student Assistant came in to do her rotaed hour so I spent some time with her, showing her the tasks that need doing and spending some time with her shadowing me on the counter. Another Student Assistant came in to make up the hour that he missed last week. These kids are so enthusiastic and efficient that they get the work done in no time at all - sometimes I have to be a bit creative finding something purposeful for them to do!
I was expecting to go to help present Info Skills class at 1.45 but that had to be cancelled. Bit disappointing but we've rescheduled for next Tuesday.
We had an informal team catch up before shutting the library early as we had a larger meeting with the learning mentors which went well.
Monday, 30 November 2009
A Week In The Life - Monday
***Disclaimer: I wanted to add to the week in the life of a librarian wiki project. It was only half way through this post that I realised that it was a project that was supposed to be done in a specific week in July. I have decided to carry on with this regardless and document a typical working week in my role.***
This morning as I walked from the bus stop in the pouring rain a vicious white van man drove through a puddle and absolutely soaked me and some other ladies walking near by. Even my face was soaked *argh*. So my first task this morning was washing my fringe and face in the bathroom and reapplying my make up. Good job I always come in 15 minutes early. I started work at 8.30 and was opening up: turning on the computers and printers, putting float in the till, etc. I wrote the day's headlines on the white board next to our newspaper rack and stamped the papers with the college stamp.
On the main circulation desk until 11, serving students and staff. During this time I completed some admin tasks. I inputted last week's stats for student use and for enquiries. Our data collection isn't ideal at the moment as we are relying on a sign in system rather than a gate count. I also did some more work on an email to my manager of suggested acquisitions based on requests for new stock, multiple copies of current stock and items that I think the users would like.
Our Six Book Challenge began today so I sent round an email to All Students reminding them to sign up and telling them about our brand new fiction items: last week I made a book display and wrote a one line synopsis of each item to include in the email to try to entice them. By 11am I'd had 4 sign up so I was quite chuffed.
At 11 I came off the desk and spent the next hour collecting items for the Psychology and Humanities Study Skills session that the manager and I are facilitating tomorrow. I selected as much variety of sources as possible: dictionaries, journals, encyclopedias, textbooks, maps etc. I then collected and processed the day's journals, put the relevant ones in the holder in the LRC and took one to the Study Centre next door.
At our college we have 5 Study Centres covering each faculty area which are staffed by Learning Mentors. The Learning Mentors work with students in the Study Centres but LRC staff are responsible for the stock that we keep in them. I am responsible for two of them (Humanities and Business & ICT) and for faculty liaison for those subjects.
At 11.15 the first of the day's Student Assistants clocked in. I chatted with her for a few minutes and showed her what needed doing - mostly strict shelf checking. She went up to the Business & ICT Study Centre to tidy it for 20 minutes as well - I try to get the Study Centres strict shelf checked by the Student Assistants as we rarely have time to do it ourselves. As ever she came with a great attitude and was happy to get on with it on her own. While the Student Assistants are in I am aware of what they're doing but don't really need to supervise them closely now as they've been with us for 4 weeks now.
At 12 I was back on the main issue desk for half an hour before going on my lunch. It's getting busy and a bit noisy now so I'm not continuing with my admin tasks until after the lunch time rush.
Lunch at 12.30. I rarely leave campus at lunch as there's not much nearby. I just sit and read in the office with my packed lunch.
After lunch I spent some time with the next Student Assistant and tidied up after the busy lunch break. I took the journals round to the Study Centres and collected newpapers and journals for the Info Skills session tomorrow. I spent much of the afternoon on the Circ desk, serving students and helping with the computers and printer/photocopier/scanner combo - a machine that requires my attention at least 5 times an hour. I also completed the new acquisitions email and sent it to my boss. I closed the library alone at 5pm.
In the evening I met the girls from my MSc for dinner. We had hoped to be celebrating/commiserating our dissertation marks and thus have our final marks for the year but it wasn't to be, we're still waiting on them. Still it was nice to catch up with everyone - especially as we were saying goodbye to Sarina who is returning to NZ at the weekend :(.
Saturday, 14 November 2009
Student LRC Assistants first week
What a week! Our programme of student LRC assistants has started. I'd prepared by sending them training notes including the tasks they'll be doing and exercises about how the shelves are arranged, and I made sure the rest of my team knew who is coming when and what they'll be doing.
On the whole I've been really really happy with the students that've been in this week. I was expecting seven: one was a no show, one was late so I'll see if she's late again next week. All the rest of the students came with a great attitude, happy for the opportunity and wanting to do extra hours which I might take them up on!
Writing the training notes and training the students in person was interesting. Usually working in libraries your colleagues know the terminology (strict shelf checking, shelf mark, spine label etc) even though there are local differences between libraries or sectors. In this situation I've got to consider that they are 16-19, possibly have never had a job before never mind a library job and there are ESOL factors to take into account. Interestingly, I had anticipated that the easiest task to give them would be doing a book move (very straightforward, we're just moving all our stock round because we've got a free bay) but this is the task that without fail the students have not understood! I thought it was me explaining it badly, but on Thursday my manager trained the volunteer as I was elsewhere and she said the same thing.
I've been careful to emphasise with the students that they need to be aware of health and safety (manual lifting, being aware of people using the space while they are doing tasks) and that if at any point they don't feel safe or comfortable doing a task or in the space to speak to me straight away.
So far the project has been time consuming, but I'm sure it'll pay off once the student assistants are confident with their tasks and can just come in and get on with it. On the plus side it looks like the student volunteers will be able to strict shelf tidy our entire collection each week which is fantastic, as we are so busy that we rarely get the chance to do any of it.
Next week we've got Ofsted in for 24 hours including our open evening, so that should be another exciting week! The whole college is busy putting up displays and getting the students (and staff!) on their best behaviour.
On the whole I've been really really happy with the students that've been in this week. I was expecting seven: one was a no show, one was late so I'll see if she's late again next week. All the rest of the students came with a great attitude, happy for the opportunity and wanting to do extra hours which I might take them up on!
Writing the training notes and training the students in person was interesting. Usually working in libraries your colleagues know the terminology (strict shelf checking, shelf mark, spine label etc) even though there are local differences between libraries or sectors. In this situation I've got to consider that they are 16-19, possibly have never had a job before never mind a library job and there are ESOL factors to take into account. Interestingly, I had anticipated that the easiest task to give them would be doing a book move (very straightforward, we're just moving all our stock round because we've got a free bay) but this is the task that without fail the students have not understood! I thought it was me explaining it badly, but on Thursday my manager trained the volunteer as I was elsewhere and she said the same thing.
I've been careful to emphasise with the students that they need to be aware of health and safety (manual lifting, being aware of people using the space while they are doing tasks) and that if at any point they don't feel safe or comfortable doing a task or in the space to speak to me straight away.
So far the project has been time consuming, but I'm sure it'll pay off once the student assistants are confident with their tasks and can just come in and get on with it. On the plus side it looks like the student volunteers will be able to strict shelf tidy our entire collection each week which is fantastic, as we are so busy that we rarely get the chance to do any of it.
Next week we've got Ofsted in for 24 hours including our open evening, so that should be another exciting week! The whole college is busy putting up displays and getting the students (and staff!) on their best behaviour.
Tuesday, 27 October 2009
Half term
As it's half term this week we're only open to students on three days - we only had one student in yesterday. I'm the only member of staff in the library because everyone else has leave or is term time only.
It's good to have the chance to get on with projects that are difficult with students in. I'm putting up some information skills displays to tie in with workshops we'll be running after half term. Yesterday's 'Evaluating websites' display looks good, but I'm having a few problems trying to make a display on bibliographies look appealing to 16-19 year olds! And I'm going to paint some shelves this afternoon (don't ask).
We're starting a student volunteer programme after half term which I'm going to be very involved with. I've written some training notes and am working on creating a certificate that they'll receive after completing 10 hours with us. I'm trying to make it seem grown up so that we'll only get serious students. I'm aware that I don't want to give students cause to believe that in a few hours of volunteering that they are able to do our jobs so I'm going to avoid letting them use the LMS. Beyond the fact that it is bad for our professional esteem/profile within the college, it could give someone higher up the idea that perhaps the library could cope with less staff and more volunteers - which is not the case. Hopefully I'll get some time later this week to do some more research and planning on this.
Also, I keep forgetting that I'm still waiting for my final MSc mark, then remembering and feeling a bit queasy! We should get them in a month..
It's good to have the chance to get on with projects that are difficult with students in. I'm putting up some information skills displays to tie in with workshops we'll be running after half term. Yesterday's 'Evaluating websites' display looks good, but I'm having a few problems trying to make a display on bibliographies look appealing to 16-19 year olds! And I'm going to paint some shelves this afternoon (don't ask).
We're starting a student volunteer programme after half term which I'm going to be very involved with. I've written some training notes and am working on creating a certificate that they'll receive after completing 10 hours with us. I'm trying to make it seem grown up so that we'll only get serious students. I'm aware that I don't want to give students cause to believe that in a few hours of volunteering that they are able to do our jobs so I'm going to avoid letting them use the LMS. Beyond the fact that it is bad for our professional esteem/profile within the college, it could give someone higher up the idea that perhaps the library could cope with less staff and more volunteers - which is not the case. Hopefully I'll get some time later this week to do some more research and planning on this.
Also, I keep forgetting that I'm still waiting for my final MSc mark, then remembering and feeling a bit queasy! We should get them in a month..
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