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www.chuukaku.com

Katie Fraser's blog and website

I'm an academic librarian, working in the UK Higher Educational sector, supporting academics and students. Prior to this, I was a researcher, working with social and learning technologies.

My interests include the application of all kinds of technology, research support in libraries, learning spaces (my Librarianship dissertation studied an Information Commons project), evidence-based practice and the professional development of library and information workers.

You can find out more about more about me from the links to the left.



Library Day in the Life – Round 7

July 28th, 2011

Station platform

Station platform, where my morning commute begins.

For this round of Library Day in the Life, a project which aims to capture the day-to-day lives of librarians and other information professionals around the globe, I decided to put together a photo diary. You can see the results here:

Photo Diary Day 1

Photo Diary Day 2

It was really interesting to see how using a photo diary changed the day for me. It made my participation in the event far more visible: both to my colleagues, who saw me photographing everything, and to my non-library friends, as I shared the photos through Google Plus. I got far more comments and engagement from non-librarians than I’ve ever had before with this exercise!

You’ll notice that there are few people in my photos: I was somewhat wary about the complexities of getting permission. I hope it hasn’t made it look like I don’t interact with people during my day, as I do very little else!


USTLG Information Literacy Meeting

May 16th, 2011

This post is a copy of the original, hosted at the University of Leicester institutional blog at http://uollibraryblog.wordpress.com/2011/05/16/ustlg-information-literacy-meeting/. It is replicated here to preserve this blog as a central record of my professional development.

Programme for the day

Programme for the day

This Monday I attended the University Science and Technology Librarians’ Group (USTLG) Spring meeting on Information Literacy. It was my first USTLG meeting (regular blog readers will have gathered that we try and send at least one science librarian to each) and was at the University of Sheffield, where I studied for my MA in Librarianship. The full information literacy presentations are available on the USTLG website.

The talks fell into three themes: two on researcher support, two on outreach, and two on online tutorials, alongside a presentation from the British Standards Institution, which sponsored the lunch. I’ll tackle the talks in terms of theme, rather than in the order they occurred.

Researcher Support

Moira Bent, from the University of Newcastle, spoke about the revised version of the 7 Pillars model of Information Literacy. This model, well known in the library world, mapped the different skills an information literate person should possess. The revised model addresses some concerns which have been raised in recent years: it is no longer linear, the focus is not just on skills, and each ‘pillar’ has a simple name (Identify, Scope, Plan, Gather, Evaluate, Manage and Present).

To further increase the model’s ease of application, a ‘research lens’ has been produced: looking at which skills and attitudes researchers would find productive under each pillar. The lens draws some of its terminology from theResearcher Development Framework, the UK’s widely-endorsed model of researcher development, in order to ensure its relevance. Moira emphasised that she was keen to use other ‘lenses’ to more increase the accessibility of the model in the long-term, perhaps for schools, undergraduates, or the workplace.

Further pursuing this theme, Sheila Webber, from the University of Sheffield, spoke about the influence of PhD supervisors on information literacy. She related Brew (2001)’s model of conceptions of research and Lee (2008)’s work on conceptions of supervision to simply demonstrate how a supervisor’s views were likely to influence the types of training they directed PhD students towards. She also made the interesting point that information literacy might not look the same in every field: a small field might be relatively easy to keep up-to-date with, while other PhDs might require a broad interdisciplinary approach and need a student to access many different tools and literatures.

Outreach

The two talks on outreach looked at science / technology librarians working with academic departments: one from Evi Tramatza at the University of Surrey, and one from Elizabeth Gadd at Loughborough University. Evi’s was a real success story, about the work she’d done to embed herself into the departments she supports using a focus on shared ground, pilot lectures and the support of the wider library to make sure she delivered on her promises.

Elizabeth talked about a more specific contribution she’d made towards improving teaching for a Civil Engineering literature review assignment. Elizabeth’s talk really emphasised for me how useful evidence can be in developing teaching: she’d used simple measures of the quality of the reviews before and after the teaching was introduced to demonstrate its impact, and was building upon this with other departments. You can see more of the evidence she used in Loughborough’s Institutional Repository.

Online Tutorials

Lastly, the two talks on online tutorials. The first was David Stacey, from the University of Bath, talking about the library’s role in creating an online tutorial on academic writing skills. This was a great illustration of how different specialists across the university (including the library and a Fellow from the Royal Literary Fund) had worked together to obtain funding to create this helpful resource. Unfortunately the tutorial is not currently accessible to those outside Bath (there’s some screenshots in his presentation slides) but they may produce an Open Educational Resource (OER) in the future.

The second, I already knew a little about, as Leicester is an observer on the project. This was the East Midlands Research Support Group (EMRSG), represented at USTLG by Elizabeth Martin from De Montfort University and Jenny Coombs from the University of Nottingham, who have been working together to produce a resource for researcher training. Again, this project was a triumph for collaboration, with four different universities – Loughborough and Coventry being the other key players – working together to get funding. I was really pleased to see how far the project has come since the last meeting I attended: they have developed a fantastic resource, with videos of senior researchers explaining core concepts and plenty of interactivity. Again, screenshots are available in the presentation slides right now, but the group intend to make an OER available in Jorum and Xpert in the future.

Overall, this was a great event, with good breadth, and plenty of practical ideas to bring back (particularly the focus on evidence and collaboration). I’ll look forward to my next USTLG meeting.


University and College Union strike today

March 24th, 2011

University and College Union Logo

University and College Union logo taken from http://www.ucu.org.uk/index.cfm?articleid=1694

I’m on strike today as part of the University and College Union protest about changes to pensions and pay. There’s a leaflet on the UCU website which explains the background to the pensions element of the strike much more succinctly than I would be able to: please do go and read it.

Although the UCU is primarily thought of as academic staff – see, for example, the BBC’s coverage of the event - workers on specific academic-related contracts are also eligible to join. As I work in an academic liaison role, in partnership with academic colleagues, and also have significant teaching within my role I think that being part of the same union makes a lot of sense. Plus, rather pertinently for today, I’m on the same pension scheme!


Pancakes and Mash: Exposing your data, institutional mashing and local affordable CPD

March 14th, 2011

Mashed Library Lanyard

Genuinely the coolest lanyard I've seen at a conference: it had the programme, wireless internet log-in, campus map, a QR code for the updated programme on the event wiki and a barcode giving access to the university library.

On Tuesday last week I went to my third (and the eighth overall) Mashed Library event at the University of Lincoln. It probably goes without re-saying that I love these events: both as an opportunity to expand my knowledge of what can be done with technologies in libraries and as a chance to network and swap ideas with like-minded information professionals.

Pancakes and Mash (named as it fell on Shrove Tuesday) kicked off with an opening keynote from Gary Green from Voices for the Library, talking about the role of social media and data in his team’s project to save public libraries in the UK. I won’t go into much detail here, but please do go and check out the website and at least read their guide to 10 things you need to know about library closures / campaigns.

This Mashed Library I wasn’t aiming to extend my techie skills, but instead focused on learning more about the kinds of events and projects others were using tech to support. Exposing your data with Nick Jackson and Alex Bilbie from Project Jerome was a great introduction to the kinds of challenges libraries face in using data. Key learning points from this session for me:

  • Cultural change is required to truly seize open data in libraries: asking what companies will allow you to do with data when taking on new software and services
  • Licensing of data is immensely complex, but it is worth trying to negotiate changes or exceptions to terms and conditions
  • It’s easy to substitute data you’re not allowed to use (e.g. bought-in catalogue records) for data you can use (e.g. by matching data by ISBNs)
  • It’s not unusual to find obtaining rights to use data which belongs to your own institution as complicated as using external data.

After lunch, I then went to see Alison McNab talking about De Montfort University Library’s Mash at Lunchtime events – see their blog at http://librarymashups.our.dmu.ac.uk/. Essentially this is a platform DMU is using to share knowledge about technology in libraries internally (within library and across the institution) and represents an interesting model for developing a technologically aware community. This was followed by an interesting chat led by Stephanie Taylor about the ways in which librarians and geeks can work together: although it soon grew clear that library-geeks talking to computer-geeks was a better analogy, as most of the communication challenges were two way!

University of Lincoln Great Central Warehouse Library interior

Shot of the University of Lincoln Great Central Warehouse Library interior.

To finish, a few of us went to have a look around the interior of the Great Central Warehouse Library of the University of Lincoln. Rather appropriately for a Mashed Library event the architecture is a beautiful combination of old and new, with modern glass panels in amongst the old brickwork, and there’s some ambitious use of new technologies like information screens to convey library information and get feedback. Also on the techie side, I have to say that this conference was the best I’ve ever attended for wireless internet access and availability of power points for charging laptops: good work Lincoln and the organisers!

This event was great fun and has yet again extended my knowledge of what libraries can do with data and information. However, one thing that was discussed both at the (un)conference and on the associated Twitter feed, was that many of those attending weren’t funded by work (in my case a combination of different reasons meant I didn’t feel it was appropriate to ask). I encountered mixed feelings about this: the Mashed Library events in general always seem affordable for those living locally, which is great, but it’s also a shame that for most of us this kind of developmental work just isn’t central to our job descriptions. In tough economic times, however, perhaps that’s inevitable.


Library Day in the Life — Day 2 — 27/07/10

August 2nd, 2010

My desk at work

The view of my desk at work

As I was only in for two days this week a major goal for today was clearing my inbox as far as possible! I tend to have folder for projects so this isn’t too alarming a task, but I had a few queries to follow up and things to get done before I went.

Firstly, I followed up on the map query from yesterday by establishing contact with the map library. They were very helpful. Unfortunately, copyright restrictions meant the maps couldn’t be copied without permission from the publisher, but they did fax me through the details of the series of maps I needed. Once I had the publisher’s name I was able to source quite a few alternative points of access: one local stockist of a CD with the maps on, and also online versions of the maps (which were useable with help from Google Translate!)

My original plan was to be in work on Monday and Wednesday this week, so I didn’t think I would be in today, and only belatedly remembered I’d said I was unable to help with some teaching on Tuesday morning. The teaching was unique to this time of year: helping tutors who were going to be supporting international students in researching essays for our summertime international induction courses. I was able to pop in to the session and help support one of our biological science librarians in demonstrating some general science resources which might be relevant for students to search.

I made my way through the majority of the emails I had – mostly small things – as the day progressed. This included providing some text for a distance learning handbook for Geography with details of library services. I was able to borrow a large part of the text from another of our librarians who has a much larger portfolio of distance learning students in the departments she supports. However, I needed to check a lot of the details of services provided, including where a graduate certificate fitted in our various borrowing and service categories!

Lastly, I was down to two messages in the inbox, and had to finish sending off the details of our subscriptions to individual academic journal titles to one of the departments I support. I’ve been trying to find time within a staff meeting to discuss these within departments, but as this department doesn’t have a staff meeting scheduled until after our deadline for decisions, we decided to email the list of current subscriptions round, like previous years. As I send the email, I’m thinking there must be a better method than inviting email comments, perhaps some kind of online questionnaire? I make a note to investigate this further with the other departments when I came back from my break, and then my library day in the life week for Summer 2010 is over!


Library Day in the Life — Day 1 — 26/07/10

August 2nd, 2010

Victoria Park, Leicester

Victoria Park, which sits behind the University.

This is my second set of posts as part of the Library Day in the Life project, although it’s the fifth round of the project as a whole, which aims to record typical (and atypical) days of library workers around the world. You can find all of my posts within this project under the librarydayinthelife tag. For those new to this blog, I am an academic librarian, providing scientific subject support at a UK university.

I was only in the library on Monday and Tuesday this week. My current post is usually part-time, working Tuesdays, Wednesdays and Friday mornings, but this week I swapped Wednesday for Monday and ended up taking Friday morning off to give myself a short break. This crammed a lot of activities into two days!

My first activity on Monday was attending the Web 2.0 forum – a group of librarians, researchers, student support, educational technologists etc. who meet up to discuss web 2.0 and its use in the university. I’ve never been before as I’m rarely in work on Monday mornings, so it was an interesting experience, although attendance was low because of the summer break. There was lots of discussion of e-books – both in terms of e-book readers and support for e-books provided by the library – and also mobile web access to university resources. Lots to be thinking about!

When I got back to the office I finished checking my email and started addressing a query from a member of academic staff about obtaining some topographical maps of Iceland: they were out-of-print, but he’d heard they might be obtained from the British Library. A quick visit to our Document Supply department across the office established we weren’t quite sure of the details, so I ended up contacting British Library customer service, who told me it might be possible to obtain something through the imaging service rather than the document supply service, but that it was best to contact the Map Library directly for details.

A member of staff from our Student Development team contacted me via Twitter to ask if I’d be interested in joining the new dissertation wiki she’d set up. I’ve got a user account on at least five different wiki sites, so I spent a few minutes researching my own account details for the right one, and then sent a request to join.

This was followed  by a meeting of the team redesigning the library website. Next academic year the library is in line to move its website onto the University’s new content management system: this project is looking at making some changes to the website for the upcoming academic year, and then will move on to the redesign as a whole in collaboration with the web team. I had to quickly finalise my choices of interesting library site designs to take to the meeting.

In the meeting we had a productive conversation about the strengths and weaknesses of the sites we’d brought, and ended up with a task to put together some suggested layouts for our new pages for next year. In addition, I need to learn a bit more about Google Analytics, which the library systems team have set up on the current webpages, to help interpret our usage statistics.

Tomorrow: the map query, part 2!


Information Literacy within our Institution: Thoughts from LILAC

April 15th, 2010

This post was originally written by me and posted on the University of Leicester library blog at http://uollibraryblog.wordpress.com/2010/04/15/1266/. It is replicated here to preserve this blog as a central record of my professional development.

LILAC Tweet Wordle

Word Cloud of tweets during LILAC 2010 courtesy of http://www.flickr.com/photos/davepattern/

Just before Easter I attended the Librarians’ Information Literacy Annual Conference, held this year in Limerick, Ireland. It was my first chance to step back and think about my new role as an Information Librarian at the university, so great timing for me.

I attended a range of different talks on areas relevant to my own personal development (on librarians’ roles as teachers, and case studies of online tool use), but in this post I’m focusing on talks which I felt had institutional significance in terms of what we’re doing with information literacy, how we’re doing it, and what else we can do.

What are we doing?
The amount and kind of information literacy teaching inevitably varies within as well as between institutions: different courses and different disciplines have different needs. However, when responsibilities for information literacy are split between different departments and services across a university there are obvious benefits from tracking who does what: to make sure students acquire key skills, and to identify opportunities for collaboration. I believe librarians, as specialists in the area, have the responsibility to make sure these skills are developed, even if we are not always responsible for delivering them ourselves.

Gillian Fielding’s presentation on The Information Literacy Audit at the University of Salford described an institutional audit as one way of doing this. The team at Salford took a checklist of key information skills to programme leaders across the university to determine what training was provided, how it was provided, at which level (pre-entry, induction, year 1, 2, or 3, or at Masters or PhD) and by which department / service. Despite difficulties with timing of the audit 70% of undergraduate course leaders participated, and it seemed like a really good way of opening up dialogues between central services and departments about what needs covering and how it can be offered. It certainly sounded like information I’d find useful, although they did have large number of subject specialists to carry out the audit compared to us!

How are we doing it?
One of the big themes of the conference for me was about how the library collaborates with others in the university. In fact, the workshop I was at the conference to lead (focusing on central services’ roles in supporting research student communities of practice) was looking explicitly at the library’s role in the wider university community. Sophie Bury from York University in Canada covered a similar theme in her presentation on academics’ views of information literacy.

The academics she surveyed pretty universally agreed that information literacy skills (as defined by the ACRL standards) were important. Furthermore, the majority thought librarians and academics should be working together to deliver sessions, a finding that she noted was echoed in some previous studies, with others suggesting that librarians should be handling this area. However, she also found a fairly even split between academics believing that sesssions should take place outside or within class time. This is an ongoing issue: sessions which take places outside of class time are not as well attended, but it’s easy to understand why academics are reluctant to jettison discipline-specific content for more general skills. How we fit information literacy into the student experience AND the student timetable is something I’ll be thinking about more over the summer as I look at my teaching for next year.

What else can we do?
Finally, as well as more ‘traditional’ information literacy, the conference also got me thinking about ways in which information literacy teaching can impact on a broader range of skills (see also Selina’s previous post about Critical Appraisal). Stephanie Rosenblatt from California State University gave a talk entitled They can find it, but they don’t know what to do with it looking at students’ use of academic literature and found that students were already competent enough at finding scholarly literature (the main focus of her teaching) but that they didn’t know how to use the academic materials. Should librarians be developing a more rounded approach to teaching information literacy? Aoife Geraghty and her colleagues from the Writing Centre at the University of Limerick discussed a way in which centralised student services could work together to support such activities.

Lastly, Andy Jackson from the University of Dundee ran a workshop on generic graduate attributes, challenging us to develop attributes such as ‘cultural and social and ethics’ into teaching Endnote and Refworks use. This was immense fun (once we’d worked out that attribution and intellectual property could be seen as cultural and social ethical issues!) and made me think about all the different angles and educational opportunities that even the most basic software training workshops offer.

Where Now?
The conference ended with a Keynote from Dr Ralph Catts talking about developing our research methods and evaluation (in time for the conference next year!). The appeal for librarians to involve educational researchers in their planning and evaluation was a little misplaced for me (I have a background in educational research, and was rankled by the implication that librarians universally lacked the ability to evaluate, rather than the resources to do so). However, I think his message about the importance of evidence in instigating, developing and evaluating our practices was sound. I definitely hope to use the research I learnt about at LILAC in the next few months, and I hope to do more reflection and evaluation as I settle in to the post.


Library Day in the Life — Day 3+ — 27/01/10 – 29/01/10

February 1st, 2010

Decided to merge my last three days of Day in the Life together, as I did too much miscellaneous stuff, and not enough sitting down and writing. Consider this edited highlights!

Wednesday morning I spent looking for some new DVDs providing training in team building, meetings, and other workplace communication skills. Unfortunately the only materials I could source which seemed good enough to keep student attention were the ones we already owned (but on DVD rather than video). Too expensive to justify buying twice, so I’m still looking, if anyone has any ideas!

After that, an induction session. It was arranged as part of an induction programme for a small course, but only the library session was on Wednesday. Isolate library sessions never seem to encourage students to attend. Terrible turnout: a few arrived on time and a few late, making eight out of an expected twenty. I wasn’t presenting, but did lead the tour, and felt a bit better about making the effort to organise the session when the students who did come were interested and asked lots of questions.

Most of the rest of the day week involved wrapping up activities, as this was my penultimate full-time week in the post. Wednesday concluded with my late night in which I created (by request from the head of my section) a list of keywords for induction demonstrations (such as databases) for the different departments I cover. There’s some general subject-specific keywords, some comparative ones to show the difference keyword choices make, and a classic article to use in citation searches for each of the four departments. Sourcing and trialling these took me most of my late night shift, bar ten minutes which I spent editing margins so the crib sheet fitted onto a single handy sheet of paper!

Thursday and Friday morning (I work only the morning on Fridays to compensate for the late night) involved summary activities which more or less ran into each other. There were a couple of highlights. On Thursday afternoon we had an interesting session on the government’s new Customer Service Excellence standard, which we’re working towards, identifying measures we could use to demonstrate our excellence.

The best part of the week for me, though, was the announcement that I’ve made the Project Board for the Big Conversation: a discussion that CILIP (the Chartered Institute of Library and Information Professionals in the UK) is running to determine its future. I’m really pleased and got lots of nice comments on Twitter from people who were happy to have a New Professional on the board. I’ve got project experience from my PhD and other academic activities, plus a billion opinions on research methods, so I’m hoping to be valuable in choosing a strategy for the project. The first meeting kicks off in February. Definitely a memorable week for me!

Picture: Sign at the new Nottingham Contemporary art gallery. I caught the end of the David Hockney exhibition on my week off this month.


Library Day in the Life — Day 2 — 26/01/10

January 26th, 2010

Tuesday, and I started the morning by working on my module spreadsheet: my somewhat haphazard knowledge management project. I don’t have access to any centralised information about the modules I support, so every time I get a little bit of information – module details, leaders, student numbers etc. – I squirrel it away in my spreadsheet. I’d gathered from a departmental meeting that a lot of the module codes for Human Resource Management were changing this year, so I asked for a list of the changes from the HRM module admin to update my info. I’m hoping to compare this information to our reading list stock before I leave to get some idea of which need updating and which we can drop off the system.

After that, I started updating the library ‘How To’ sheets on Internet searching. It’s something I’ve been asked to look at before I go. At the moment my major dilemma is how much to expand them. It’s tempting to put in lots of information, but I actually think their current simplicity is a strength, so I’m mainly concentrating on updating them for currency.

As well as the work I plan to do, there’s always a little bit of work which travels over to my desk when I’m not there, in the form of notes or mysterious items. I went for a hot chocolate after being thoroughly chilled by some unnecessary air conditioning, and returned to discover a textbook and a copy of the Radio Times TV listing magazine on my desk. While I was deciding whether or not to withdraw and / or replace the first textbook (missing some index pages) by looking at usage and considering its currency, a second textbook arrived. Luckily the second book was hardly used, badly damaged and had a second copy, making at least one easy decision. Once the books were sentenced I read through the Radio Times, sadly finding no business-related TV for the week to record, and headed up to the Information Desk for my shift.

I was on the Information Desk for an hour. It’s always hard to tell when we’ll be busy, and so it’s not too unusual that the first 15 minutes were deserted, and the next 45 frantic. I pointed one student towards books on dissertation / research project writing and gave some literature searching hints and tips, including explaining peer review. I found a spelling mistake on a reading list which was stopping one student finding a book on the catalogue, and tried to help another find some photographs of insects as a reference for drawing. As so often happens, as soon as I got back to my desk I thought of better places to look, but hopefully I did enough, and at least I’ll remember next time! Then lunch.

After lunch I was ‘on call’ for the Research Training Programme for PhD students we hold in our lecture theatre. There’s a morning looking into the process of literature searching, current awareness etc. and then the students get a practical session on Endnote (the reference management software) in the afternoon. This wouldn’t always happen, but there’s a bit of library flu going round, and so we were short of staff with Endnote knowledge to support the session. However, if I’m around during this bit of the session I do pop down occasionally as I used Endnote to manage my references for my PhD, and so I’ve got lots of practical hints and tips on use. I went down to answer some general questions, including those of one repeat customer who’d picked up importing references to Endnote at the last session, and now wanted me to demonstrate a bit of Cite While You Write (using Endnote in conjunction with Microsoft Word).

I then went back up to the office (answering one more Endnote query remotely!) and did a little more office work. I finally crossed off one of the ‘to-do’ items I’ve had on my list for a while. Since I arrived we’ve been setting up a new database, and one with relatively unusual requirements and demands. I’d asked for some information from other librarians on a mailing list on how they ran the database, and needed to collate their responses to feed back to the list. I went through their mostly unstructured responses and categorised them, to make it clear which strategies other libraries had used and finished just in time to re-check my emails and go home.

Photo: Note the cunning tie-in via the use of the word ‘squirrel’ in the first paragraph. The bird seeds at home have been subject to attack by this furry critter.


Library Day in the Life — Day 1 — 25/01/10

January 25th, 2010

I am participating for the first time in the Library Day in the Life project in which library workers all around the world blog or otherwise record their working days for a week. Check out the Library Day in the Life wiki for further details. For those new to the blog I am currently working as an academic librarian, supporting Business and Accounting, in the UK.

I’ve been away from the library for six working days with my MA Librarianship graduation and a week’s annual leave. I’m approaching the end of my contract as academic liaison librarian for business at De Montfort University so was using up the annual leave I had left. I came back from holiday to have a familiar panic that I was supposed to be on the help desk first thing (I always have Friday afternoons off, and often miss the rota coming round) but didn’t have any shifts today. I seem to be getting better at avoiding a last minute dash!

On the train in the morning I was occupied with reading my notes for the presentation I was giving at lunchtime. This was on my MA dissertation project, and consisted of talks I’d given to a visiting group from UCR Wales in the Information Commons at the University of Sheffield (on which my dissertation focused) and at the Society for Research in Higher Education (SRHE) Annual Conference. I’d presented both parts (the findings and theory) separately before, so once at work I just produced my handouts and then started wading through my accrued email from the previous week.

I’d reduced my emails to one page by the time I had to head to the Academic and Professional Development Unit, where I was presenting. The two talks seemed to gel together quite well, and I was pleased to get some practice presenting. I’m going to be giving regular lectures in my new job starting in February (as part-time academic liaison librarian for science at Leicester University). The questions after the talk were really interesting, and we had a great discussion about how students can be encouraged to use learning spaces in new ways. Plus, free sandwiches.

After a quick break for a walk I went to see Nathan (the normal business librarian, who is seconded into another post) deliver a lecture I’d written for him on library resources as part of a module on Professional Skills for Accountants. The talk seemed to go well – I liked the way he fleshed out my slides with lots of live searches as examples – but some students at the back talked all the way through, which was a shame. Last week I went to a staff-student committee in which students complained about other students talking in lectures (I heard some students shh-ing in this lecture too), and it’s making me consider whether to address this kind of behaviour more actively: it’s nerve-wracking, but I can see the benefits.

In the afternoon I caught up with a few more tasks. There are some which never seem to end, and two of my old faithful eternal projects (setting up a complex database, and a book I’m ordering through non-standard channels) came back to haunt me. I’m pleased to say that I made a bit of progress with both before hometime… maybe they’ll be finished before my contract ends!

Picture taken in Lincoln in October 2009, on the way to a comedy festival. Moving into librarianship seems to have given me an uncontrollable desire to photograph things with the word ‘library’ on them.