1. Ihar Ivanou, Lin Armstrong, NWHC INVOLVING THE LIBRARIAN INTO TEACHING: A CASE STUDY FROM HE IN FE

2. WHAT WE DO NORMALLY  Induction  Information skills session  Library catalogue (in comparison to Google)  Resources – printed, video, digital  Referencing  More group sessions and 1-2-1s on request

3. WHAT WE DID DIFFERENTLY  Several weekly sessions:  Sources appropriate for learning and research  A session on Wikipedia, incl. editing and discussion  Online searching techniques: Google  Google Books and Google Scholar  Productivity tools, e.g. Delicious

4. LATER DEVELOPMENTS  Developing professional attitudes:  Terminology  Trade publications  Literature review sessions

5. Used for:  Portfolio tool  Connectivity, community of practice  Support group  Self-expression  Reflection Library’s input:  Initial session and remedial support (tips, overcoming stumbling blocks)  RSS session  Award ceremony BLOGGING 1

6. BLOGGING 2

7.  Educators’ attitudes may prevent use of librarians’ skills and knowledge  FE and often HE structures assume that knowledge is passed from teacher to learner, rather than discovered by a learner with assistance of many people: teacher, librarian, peers  Partnership = teachers + librarians (and others) + learners PARTNERSHIP MODEL

8. nwhc-librarian.blogspot.co.uk/2011/12/ i-was-celebrity-it-was-fun.html linarmstrong.blogspot.co.uk/ LINKS