Presented at LILAC 2024.

1. Transforming library skills teaching
92% of library skills teaching
sessions are embedded in the
curriculum
70% of library staff who teach have completed
or are working towards a teaching qualification
or accreditation
• Evidence suggests that moving from induction to embedded
teaching supports learning and retention.1-3
• Adopting a framework is Higher Education best practice. 3-6
• The aim of cross-degree curriculum mapping is to
constructively align teaching with core module learning
outcomes and assessment. 1,7
• Aiming to provide timely, sustainable, consistent and
effective library skills teaching, including in new skills areas
to develop programme specific and transferrable skills.
• Engagement Librarians recognised for expertise and
innovative teaching practice.
• We also provide co-curricular student support: bookable
appointments, training and workshops and 24/7 access to
online learning objects and web content.
279
224
144
169 166
143 133
20 16 14
0
50
100
150
200
250
300
18/19 19/20 20/21 21/22 22/23
Library research skills teaching embedded versus
induction academic year 18/19-22/23
embedded session induction
Our Library Research Skills Framework (LRSF), introduced in
2022, has had overwhelming support,
https://library.soton.ac.uk/library_research_skills_framework
“The Library Research Skills Framework is a welcome approach to
improving students’ information literacy and awareness of
library resources and support.” Neil Ford, Principal Teaching
Fellow, Education Development, Southampton Business School
“I don't remember anything that I
got taught during induction week
and stuff. So, making sure that
everyone gets the library skills at
the time when they need it to do
the assessment.”
A Student intern
“Curriculum mapping
initially looked very daunting, but
the aims, rationale and process
were so well explained that it
was straightforward and clear to
see the benefits.”
An Engagement Librarian
Anna Hvass Head of Curriculum Engagement a.m.hvass@soton.ac.uk
Michael Latham Engagement Librarian m.j.latham@soton.ac.uk
Point of need skills delivery strategy
Library Research Skills Framework (LRSF)
References
1. Buchanan H, Kavanagh WebbK, Harris Houk A, Tingelstad C. Curriculum mapping in academic libraries. New Rev Acad Librariansh [Internet]. 2015 Feb 18 [cited 2024 Mar 25]; 21(1): 94-111.Available from:https://doi.org/10.1080/13614533.2014.1001413
2. De Rodanas Valero M, Reid T, Dell G, Stacey D, Hatt J, Moore Y, Clift S. Embedding employabilityand transferable skills in the curriculum: a practical, multidisciplinary approach. High Educ Pedagog [Internet].2020 Sep 16 [cited 2024 Mar 25]; 5(1): 247-266.
Available from: https://doi.org/10.1080/23752696.2020.1816846
3. Torres L, Jansen S. Working from the same page:collaboratively developing students' researchskills across the university. CUR Quart [Internet]. 2016 Sep [cited 2024 Mar 25]; 37(1);26-33.Available from:https://doi.org/10.18833/curq/37/1/9
4. The Open University. DILframework [Internet]. 2024 [cited 2024 Mar 25]; [1 page].Available from: https://www5.open.ac.uk/library-skills-framework/DIL-framework
5. WillisonJ. Researchskills developmentframework[Internet]. 2024 Feb 07 [cited 2024 Mar 25]; [1 page].Available from: https://www.adelaide.edu.au/melt/ua/media/765/rsd_4nov19.pdf
6. Torres L, Salisbury F, Yazbeck B, Karasmanis S, Pinder J, OndracekC, editors.Connecting the library to the curriculum: transformative approaches that enhance skills for learning. Singapore:Springer;2021.319 p.
7. Castillo TL, Ho S. Mastering environment and sustainability: how the researchskills developmentframeworkbrought harmony to an interdisciplinary program. In: L Torres et al, editors.Connecting the library to the curriculum: transformative approaches that
enhance skills for learning. Singapore: Springer;2021.p. 69-85.
Library
Research Skills
Transition
skills
Skills for
studying
online
Finding
Information
Evaluating
Information
Citing and
Referencing
Digital
literacy
7
3 2
22
6
2 2
5
4
2 3
9
5
10
8
16
12
1
3
28
0
5
10
15
20
25
30
19/20 20/21 21/22 22/23
New teaching areas 19/20 - 22/23
Connecting Collections Bibliometrics
Copyright Open Access & Publication Practice
Data Management
Data analysis to show how our teaching has changed
Next steps
• Full gap analysis of our curriculum mapping.
• Continued discussions with academics regarding the new
Programme Approval and Review process.
• Secure University Ethics approval to complete evidence-based
research on the roll out of the Library Research Skills Framework.
• Progress on-going team training and guidance.
• On-going Library Research Skills Framework review to add new
content such as on generative artificial intelligence and guidance
on the equality of information.
Developing partnerships
• Collegiate relationship with the University’s Centre for Higher
Education Practice.
• Contributing to Equality, Diversity and Inclusion Policy, Reading
List Diversity Checklist, and the new Programme Approval and
Review process.
• Working closely to respond quickly to new areas of support, for
example, providing a requested staff induction resource, as well
as evaluation guidance in response to the increased use of
generative artificial intelligence.
• Collaborative relationships with programme and module leads to
ensure teaching is embedded at the right point of need in line
with the learning outcomes and the assessment.