Helen Fallon

A writing support programme for Irish academic librarians

Purpose – The purpose of this paper is to explore the benefits of a writing support programme in developing the skills and motivation of librarians to write for academic publication.Design/methodology/approach – A brief review of the literature is presented. The model developed and implemented by this author is outlined. Findings from a survey of participants are discussed.Research limitations/implications – The formal programme commenced in 2007. The publication process takes time, particularly in the case of peer‐reviewed journals. This is exploratory work. It will take time to build up a body of information and a community of librarians writing for publication. Initial evidence indicates there is significant value to the programme.Practical implications – The model is transferable and could help in building skills and confidence in academic writing. In addition academic writing could serve as a bridge between lecturing and library staff, addressing issues of common concern across the Academy.Originalit...

Using a Blended Group Learning Approach to Increase Librarians' Motivation and Skills to Publish

While there is considerable research on interventions to support academic staff in writing for publication, there is limited literature on writing interventions for librarians. This article explores the potential of a blended learning approach to support librarians to develop the motivation and skills to write for publication. The program combines three elements: a formal writing seminar; a structured series of online exercises and mentoring support; and two peer-feedback days. The article suggests that the combination of online and face-to-face activities has the potential to be a sustainable model for helping to develop librarians as academic writers. It suggests that this type of model could provide a context, which is currently lacking, for librarians to develop their identity and skills as academic writers.

Engaging with leadership development in Irish academic libraries: some reflections of the Future Leaders Programme (FLP)

Four librarians from Irish university libraries completed the U.K. Future Leaders Programme (FLP) in 2010. In this article they recount their experience and assess the effect of the programme on their professional practice and the value for their institutions. The programme is explored in the context of the Irish higher education environment, which is facing significant challenges due to the demise of the Celtic Tiger economy. A brief review of the literature relating to structured programmes to prepare librarians for senior positions, is presented. The structure and content of the FLP and the learning methodologies, theories, tools and techniques used throughout are discussed. The article suggests that the programme has real value for both individuals and institutions and that it can play a significant role in succession planning and the leadership development of librarians.

Self and Peer Assessment at Maynooth University Library

This case study explores the model of quality review utilised in Irish university libraries. Following brief contextual information setting the context, the case study outlines the processes involved in two of the three quality reviews undertaken to date at Maynooth University Library. The method of selecting peer reviewers and the role they play is described. The site visits and subsequent reports are explored from the perspectives of both the reviewer and the reviewee. The authors suggest that the Irish model of periodic quality review offers tangible benefits to the Library and the University under review.

Using a World Café to Explore New Spaces and New Models for Front Line Services: A Case Study from the Irish University Library Sector

ABSTRACT World Café, sometimes termed Knowledge Café, is now an established method of facilitating productive dialogue between a group or groups of people around an issue that matters to the group as a whole. Now a world movement, the methodology is straightforward and uses conversation as a key process to connect people, who may be from different organizations, age groups, cultures, continents, and so forth. Café conversations draw on the wisdom and creativity of the participants to explore issues of concern to them and to confront real life challenges. Following some background information and a brief review of the literature relating to the World Café, this article presents a case study of the application of the model to facilitate discussion and learning around a topic of common concern, frontline desk services, for 61 staff from 11 Irish academic libraries at Maynooth University (MU) Library in October 2015. This was part of a one-day staff development event: MU Library Innovation Day. The application of the World Café methodology is described. The results of the evaluation of the event are presented and discussed. Actions and outcomes are provided. Limitations of the case study are presented.