Introduction

In the first part of this book we explored the diversity of scholars’ information-seeking behaviours and academic cultures, concluding that effective library services for researchers must be based on the principle of understanding the multiplicity and complexity of user needs. And, following on from the previous chapter, it is important for libraries and librarians to provide an array of support activities so that researchers develop their information fluency. We will now move away from the range of informal ‘library’ services already discussed to a more detailed account of the ways that libraries and information services can create training and staff development opportunities for researchers at every career stage.

Starting to teach

However advanced your audience, remember that you are designing learning and teaching opportunities, and you need to approach the design, delivery and evaluation of these activities professionally. If you are new to this role, we strongly suggest that before starting out you find some time for personal learning and development. This may in the form of attending courses on how to teach, mentoring from a colleague, or guided reading. Our starting point for the development of learning and teaching activities are the principles discussed in Webb and Powis (2004), summarized very brief ly below:

• 1 Audit the needs of your learners and be clear about the context in which you will place your learning and teaching.

• 2 Be conscious of the learning and teaching preferences of your students. It may be helpful to consider any cross-cultural issues raised by working with international staff and researchers.

• 3 Plan your learning and teaching activities based on what you have found out about the needs and wants of your learners, combined with your own understanding of the information environment.

• 4 Choose appropriate delivery techniques suited for the needs of your learners, resources available (time, information, technology) and your preferences as a teacher and designer of learning opportunities.

• 5 Use formative and/or summative assessment to ensure that the learning outcomes have been met.

• 6 Evaluate the effectiveness of what you have done and modify and enhance your practice for the future.

We do not claim to offer sure-fire recipes for success, but instead a mixture of theory, discussion, experience and a few suggestions which might help to illuminate your own situation.