1. Diversifying our Services: Steps towards inclusion and enhancement
8 May 2019
Caroline Thomas
Heather Barker

2. “iterative - pragmatic - adaptive – …..and still evolving”
Introduction
Case study of an approach to organising academic support services in which service delivery has been diversified in order to recognise and respond to the diversity of the student body.
Context and what we hoped to achieve
The realignment of services and the redefinition of roles
The benefits and impact
“iterative - pragmatic - adaptive – …..and still evolving”
#uniofsurrey

3. Let’s see how you feel at the end of our journey.
A question of identity?
Who do you think you are?
Is there anyone in the audience who doesn’t consider themselves a Librarian?
How else might you define yourself ?
Does it matter?
Let’s see how you feel at the end of our journey.
#universityofsurrey

4. Students with a disability International Students
University profile
University of
Surrey founded
1968
13,289
FT and PT
UG Students
2,526
PG T
Students
PG R
Students
1,085
Students with a disability 9%
(1,500)
36%
International Students
1,027
Research Active Staff
£44.8m
Research Income
#uniofsurrey

5. Library mission
To foster discovery, creativity and critical thought in our student, research and teaching communities through maximising access to spaces, resources, and support that provide everyone with the opportunity to fulfil their potential.
With an integrated academic support perspective, we focus on partnerships across the institution to deliver excellence.
#uniofsurrey

6. Library and Learning Support Services
Context in 2015
A recently extended building
Very strong library services NSS (93%)
Collection of individual academic support services – i.e. located in the same building
Excellent and innovative ‘learner development services’
focussed on both high achievers (STARS) and students who were struggling (Back on Track)
SURJ
Emerging contribution to supporting widening participation and outreach
BUT …..
Colocation but not collaboration
Roles defined by tradition rather than function
Problem – trying to do too much with too little ……
Dislocated spaces and services.
#uniofsurrey

7. The context for the realignment
Institutional expectations
External drivers
Organisational efficiency
staffing levels – across the services
student or staff focussed (?)
Effectiveness
nature of ‘liaison’ roles
engagement and University plans for growth
increased capacity for research support
Coherence / equity of support
transparency of services
consistency across the provision
Growing recognition of WPO within the University
Initially:
Government expectations re. inclusion
reduction in DSA
HEFCE Review of models for Support for Disabled Students (2015)
Inclusive Teaching and Learning in Higher Education as a route to Excellence - Disabled Students’ Sector Leadership Group (2017)
More recently:
Expectations of the TEF
Impact of OFFA and the expectations of the Office for Students
#universityofsurrey

8. Purpose of the realignment
Departmental perspective / aims
Enhance the learner experience through:
integrated academic skills support
recognising and responding to diversity
removing barriers – organisational and physical and improving access to services
Increase LLSS visibility through engagement:
bring clarity and consistency to liaison activity with Faculties
focus on the strengths of individuals
Increase opportunities for collaborative service development and delivery:
within LLSS
across the University - with WPO, and DHE, TEL .
#uniofsurrey

9. The critical changes Roles: Redefinition of ‘liaison’ role
creation of ‘Faculty Engagement’ and ‘Information Skills’ roles
review of the FTE
Expanded remit for the Learning Development Manager
Organisational alignment:
Learning Development team expanded to include:
Information Skills Librarians
All disability roles (Advisors, Tutors, Mentors)
Outreach and progression focussed roles funded by the WPO department
#uniofsurrey

10. The critical changes –how it was
Student Learning Advisers
SpLD Learning Support Tutors
Academic Liaison Librarians
#universityofsurrey

11. Diversifying the Librarian role
Academic Liaison Librarians
Information Skills Librarians
Faculty Engagement Librarians
Academic engagement
Faculty meetings
Resource awareness
Student Engagement
Subject embedded
Learning and teaching
#universityofsurrey

12. Evolving student facing academic support services
Advisers
Disability Tutor Advisers
SpLD 
Librarians
Learning
Development
&
#universityofsurrey

13. Conceptualising common ground
Environment
Inclusive
Interactions
Literacies
Information and academic
Active
and
adaptive
Virtual
and physical
Diversity and
discourse

14. Evolving pedagogy with place
#universityofsurrey

15. Impact on Practice
#universityofsurrey

16. Impact in Practice
#universityofsurrey

17. Impact on learners
Student Feedback: ALS Weekly Workshop September – December 2018
Importance of critical. Questions when researching and reading. 'Is that important, valuable, relevant', 'so what'.
Being able to put together a paragraph and understand how to use my evidence.
#universityofsurrey

18. Collaboration…. …..complementary
Location sends powerful message about focus of Disability Service (same destination!);
Relationships between services increase awareness of disabilities/differences amongst staff;
Staff more confident in delivering/differentiating/ensuring inclusive practise;
Maintain specialisms and expertise (e.g. Tutors/Mentors/Librarians/LDs) whilst increasing accessibility (e.g. resources);
Build bridges that enable students to access resources e.g. Academic Skills & Development input at specialist Workshops; staff liaise to remove barriers to Sprint;
…..complementary

19. Benefits and challenges
Enhanced, holistic student experience
Sharing practice and understanding
Informed, inclusive interactions
Non-siloed expertise in one place
Developing a Learning Development Librarian identity
Challenges
Understanding of roles by academic staff
Perceptions of service offering and channels of communication
Developing distinct yet similar identities
Balancing the integration of the librarian role
#uniofsurrey

20. The ripple effect Professional Influence Institutional Strategy
Faculty embedded
Holistic Learning Development
#universityofsurrey

21. IMPACT / Ripple effect Learner Faculty University Professional
holistic development – an enhanced and enriched experience
Faculty
curriculum embedded activity across ‘academic support’
co-development and co-delivery of programmes
integral to the development of new programmes Foundation Degree (and Degree Apprenticeships)
University
Strategic influence in the Curriculum Design Review
Strategic involvement in Access and Participation Strategy
Leading role in University approaches to inclusive learning, teaching and assessment
Professional
The expanded identity and credibility of individuals (promotions, secondments with DHE / TEL / Faculties)
#uniofsurrey

22. Questions ?
Who do you think you are ?
#universityofsurrey

23. References
Austin, T. and Bhandol, J. (2013) ‘The Academic Librarian: Buying Into, Playing Out, and Resisting the Teacher Role in Higher Education,’ New Review of Academic Librarianship, 19(1), pp.15-35, DOI: / Coonan, E A new curriculum for information literacy: theoretical background. Teaching learning: perceptions of information literacy. Available at: (Accessed: 30 April 2019) Department of Education (2017) Inclusive teaching and learning in higher education as a route to excellence. Available at: (Accessed: 6 May 2019) HEFCE (2015) Support for Higher Education Students with Specific Learning Difficulties. Available at: ar/2015/spld/ (Accessed: 6 May 2019) Melling, M., & Weaver, M. (2017) ‘The Teaching Excellence Framework: What does it mean for academic libraries?’ Insights: The UKSG Journal, 30(3), pp Otto, P. (2014) ‘Librarians, Libraries, and the Scholarship of Teaching and Learning.’ New Directions for Teaching and Learning, (139), pp.77–93. Wheeler, E. and McKinney, P. (2015) ‘Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching roles.’ Journal of Information Literacy, 9(2), pp
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