Nora Hegarty

Crossing a bridge

Purpose – To describe the challenges involved in developing and delivering a pilot library skills course to a group of international bridging studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges.Design/methodology/approach – The paper documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined.Findings – The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process.Research limitations/impl...

On the cat‐walk: WIT libraries learning support model

The need for learning support programmes in academic libraries is discussed. The development and progress of WIT Libraries programme, from its origin in 1996 to its present day initiatives, is documented. The service began on a small scale in a small library building in 1996. Today, seven years and a new library building later, the service is going from strength to strength. Advances have been made in line with learner needs and expectations and according to the goals of the Library Strategic Plan. The programme currently consists of a number of modules, including a specific programme for first years, one for second to final years and tailored research sessions for postgraduates and staff. Furthermore, it incorporates a combination of modes of delivery. Face‐face training is complemented by an evolved online element.

Learning by Doing – Reactivating the Learning Support Programme at WIT Libraries

The purpose of this paper is to describe the process involved in re-designing Waterford Institute of Technology (WIT) Libraries’ information literacy programme for first year students. It is written by some of the members of the library learning support team, who deliver the programme. It describes the steps involved in the programme’s development and design, discusses the pedagogical principles that influenced the initiative, and summarises the evaluations we have undertaken to date. These evaluations have yielded positive informal and formal feedback from the students and lecturers who participated in the programme. The value of a pedagogically sound, active learning approach to information literacy training is highlighted throughout the results. By providing constructive solutions for incorporating active learning into library user education programmes, this paper is expected to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. It is likely to be of particular interest to librarians involved in information literacy education.

Breaking a leg: going on stage with the educators

Purpose – The purpose of the paper is to report on the experience of a library‐based Learning Support Unit at Waterford Institute of Technology (WIT). It examines the background to the educational experience in libraries, major trends and resources in the area of library education, emerging strategies and how they are being translated into practical activities at WIT.Design/methodology/approach – The paper provides an overview of the educational initiatives of libraries in general and of WIT Libraries in particular. It takes a descriptive or instructional “how to” approach to its topic. Research methods used include a qualitative analysis of contemporary writings on the subject, first hand accounts and evaluations of the experience of library staff at WIT Libraries, and formal and informal student surveys.Findings – The paper underlines the need for the library to be an equal partner in the educational process. The value of the librarian/lecturer partnership to the student experience is recognised. The pa...