Helena Mc Keever ID. 3112874 User Education and Reference Skills 72.271Assignment 3

Task 1: Analysis of user education in Hawkes Bay District Health Board Library

The Hawkes Bay District Health Board Library is located at the Hawkes Bay Hospital, Omahu Road, Hastings. Entry is at Gate 5, Canning Road. The library is on the first floor, in the education centre above the emergency department. The current Education and Development manager is Viv Kerr BA (ILS), BLIANZA. Viv works in a team of four library staff alongside Alex Bellamy, Library and Education Centre, Nicole Kerr, Education and Development and Chanelle Deslandes, Programme Incubator. (V. Kerr, personal communication 19 October 2013). I spoke with Viv on the topic of user education in this library on Tuesday 15 October to assist to write an initial report that describes and evaluates the user education offered. (V. Kerr, personal communication, October 15, 2013).

The DHB library, one of 25 medical libraries set up in New Zealand hospitals (Pryor, L, n.d), serves medical nursing and allied health professionals in the geographic area of Central Hawkes Bay, Chatham Islands, Hastings, Napier and Wairoa. It also serves the 2,600 employees of the District Health Board (C. Deslandes, personal communication, October 24, 2013). The library has a role of acting as a repository for medical knowledge use for care of patients and diagnosis as well as with the continuing education and education and information needs of nursing and allied health professionals. (Pryor, L, n.d, p.155)

Baseline customers are new graduates, nursing students and staff, house officers, trainee interns, registered medical officers, consultants and elective students. In general, consultants browse for interest whereas students search for content because they have to. Elective students are often using English as their second language. Nursing students have an average age of 45 and their further education is constant. There can be a struggle with computer literacy with both these groups. There is group teaching for users along with one-to-one teaching which is more We look after health professionals in the community and not just the DHB professionals. Some users have likely used Wellington and Otago medical libraries: they are an academic user. (V. Kerr, personal communication, October 15, 2013).

Core resource holdings are required by the medical council and are audited every three years which allow hospitals to teach. The main holdings are journals (300 journals) and electronic databases held by the library (2,500 full text journals). Recommended texts for medical libraries to support medical education in the immediate postgraduate years prior to vocational training are set annually (Medical Council of New Zealand 2012). 59

The library is no longer a stand-alone library but for the last three and a half years part of Education and development. The education centre has a large new conference room, four other new rooms, each with video conferencing, and two additional rooms recently added and an Internet suite of 15 teaching computers 5 minutes walk away. The Otago University baby interns (medical students) are housed on this floor and Victoria University has a room for its students. This has an impact on the user education offered as the library no longer works separately but in collaboration with users of the education centre.

The library keeps DHB records, archiving clinical and non-clinical records. Learning and Development staff create and design all e-learning modules working in partnership with different departments The library holds all training histories for all DHB staff. This is audited every 2 or 3 years as each profession has its own audit cycle. Library staff teach all DHB staff how to use Moodle as all must complete an initial module on Moodle to get further access to essential education and resources (including first aid and fire safety training, the library catalogue and databases).

Records and User education

User education involves teaching what is a record/non record. What is an organisational record and why cant we save to our personal drives. (V. Kerr, personal communication, October 15, 2013).

Managing the Education centre for user education

There is a great amount of user education in technology. Staff book out the rooms, assist with computers drivers, teach users how to save presentations in correct formats, the use of projectors and also train the trainers in different presentation styles and skills.

User education and Programme Incubator for District Health Board and health sector

We take three to four health professionals to 23 high schools with the kids between 12 and 13 years. (V. Kerr, personal communication, October 15, 2013) The education and development team speak, mentor and encourage students into health careers. The hospital library team help prepare the speakers to speak with the high students and suggest they tell stories to the children that pique their interest about various careers. DHB employees are voluntarily engaged to participate in Programme Incubator (Hawkes Bay District Health Board, n.d).There is a National Coordinator who travels with a team as well as Chanelle Deslandes from the library team (V. Kerr, personal communication, October 15, 2013).

Guest Programmes/Guest Speakers for user education

Examples of programmes on offer include: Palliative (multidisciplinary care to relieve suffering) care study day International conference on Autism Spectrum Disorder (Monash University, Australia) Sleep Course & Behavioural Course for psychologists and psychiatrists Dental health for teenagers and the older person.

Library staff work to liaise with the users regarding courses, how to use the rooms and to gain understanding of what users want and what the organisation and library staff want or need.

LIANZA User Education

There are two health Study days for health libraries (two days mid-year) (V. Kerr, personal communication, October 15, 2013).Database training

Databases/Database Training User education

EBSCO are good suppliers. They come to the library to give training and consultation. (V. Kerr, personal communication, October 15, 2013).There are also electronic journals from international publishersDatabases include: Rehabilitation Reference, Medline, CINAHL (nursing databases) Psych Info, Psychology Science and Behavioural Collection, Health Business Elite, TOXINZ, Up-to-date (diagnostic tool).

Library Databases can be made available from home for DHB employees with access.There is no library access on the DHB general website. However DHB staff have access via Intranet and internet offsite access to databases and the catalogue.

Websites book marked on the library intranet include:MP Consult (52 eBooks, 72 journals, reports).Case SearchCochrane libraryGoogle Scholar Peer reviewed articlesAnd Drugs Information Portal amongst others.

Intranet localised internal server for DHB named Nettie

Library Catalogue - Liberty 5 is accessed from the intranet. The library has one of several main tabs across the top of the home page from which the catalogue, database and other resources can be accessed. Teaching how to access the catalogue is not a key part of user education offered on any regular basis, staff comment that it is used less that it should be and that not all staff know how to use it, preferring to come to the library and request resources, to browse or to use a paper based catalogue retrieval tool.Library services Free internet for staff of the DHB Free photocopying of journals for staff. Journals cannot be issued. Access to the intranet and catalogue by some external users such as Cranford hospital staff Ask a Librarian Service that will hold the users search and send that info to the library Request form - if not on a database, if requesting a book or interloan.

InterloansThe DHB library does interloan and is a member of the Te Puna Interloan Scheme and the NZ Interloan Scheme with Charter status in the NZ Interloan scheme (Directory of New Zealand libraries: Hawkes Bay District Health Board Library (n.d)). This compares well with other medical libraries as all Healthsig libraries use Te Puna. There are 21 Healthsig libraries (generalised health libraries) with interloans reciprocal, ie free items and 45 Healthlib library members included ACC. The library had special membership in HealthLi: HealthLib Inc.

Evaluation:

How suitable is the range of user education offered ?

User education statistics are not recorded so it is difficult to extensively evaluate the effectiveness of user education in the medical library. Orientation for new batches of DHB students occurs on the second week of every month and this could include more time for library education. (V. Kerr, personal communication, October 15, 2013).The death of a library team staff member had meant some slowdown this year and a reluctance to take on too much outreach. (V. Kerr, personal communication, October 15, 2013). The range of user education listed includes inter-loans, collaboration with the education centre and outreach with the users of the conference rooms and with a support programme for teenagers in Programme Incubator. Basic user education such as bibliographic instruction and teaching of the use of the catalogue and databases must improve. Access to the journals on site is not immediately apparent with little signage.

How appropriate is the visibility and placement of materials and signs

The library has minimised signage because people have a limited time to use the library (say 5 minutes). .signage doesnt work well and staff have just five minutes to show a user how to do something (V. Kerr, personal communication, October 15, 2013). There is a TV monitor providing a schedule in the hall way of the education centre leading to the library and other conference areas and signage giving opening hours of 8am to 4pm with 24/7 access to library for shift workers.

How well are user initiatives promoted?

Promotion of user education material is via staff notice boards in all departments and via email out within networks also public notice board to community. Library staff email their networks to get out invitations to conferences etc.

An important comment that Viv made was that The library has a low profile and fewer signsthis is partly due to the libraries location near emergency services. The main door to emergency services opens to the car park. A corridor to the right of this emergency services lobby leads to the stairs and a lift with signage for the library. On the second floor there to the right, the library and to the left conference rooms and auditorium. (V. Kerr, personal communication, October 15, 2013).

Part of the reason that only hospital staff have access to the resources is that We do not want self diagnosis.and the information held is not in the general public arenaand patients cannot have general public access (V. Kerr, personal communication, October 15, 2013).

User education materials are largely basic written hand-outs and face to face discussion. However the physical resources in terms of the the library, education and the conferencing capability in good. There is effective web layout for the library on the intranet.

Bhatti and Asghar (2010) examine student evaluations of a medical library and results show dissatisfaction with interlibrary loan services, user education and translation service, information services and reference services and a shortage of professional staff. More text books and the latest journals and facilities were wanted. In Harris and Peterson (2003) there is a recommendation for medical libraries to consider working in groups of libraries and to purchase electronic materials and to look at the possibility of resource sharing through consortia. Section 1.3 of Standards for New Zealand Health Libraries states that monitoring and evaluating strategic and annual plans and collection and analysis of statistical data are needed to develop strategies to address problems or deficiencies.

c) What can be done to improve user education at the HBHHB library?

There is a need for better introduction to the catalogue and digital resources and bibliographic instruction in particular for the catalogue, databases. (A Bellamy, personal communication, October 24, 2013). The physical resources are regularly browsed without reference to a catalogue. A paper based catalogue is used. (A Bellamy, personal communication, October 24, 2013).Databases should be evaluated as currently they are four months out of date, purchasing through consortia may improve this. Another problem is that Medical language can be difficult to understand. As it is shortened and abbreviated. We work in it but dont read it (V. Kerr, personal communication, October 15, 2013). In addition staff training in accessing a translation service for international students may help.

Signage could improve. Accessibility to digital resources could improve. The team could increase in size with staff working across portfolios and with increased ability to step into each others job. Improvement could be made to records and statistics kept, for example, door counts, and users education stats.

[Word count excluding quotes and references 1500].

Task 2: Planning a User Education Programme Planning a user education programme for the Hawkes Bay District Health board library, including selecting & describing target group, drawing up a needs assessment for the selected group, objectives, and detailed 3-session plan.The target group: Corporate groups with the DHB including but not defined to Human resources, Planning and performance, the CEOs office, Finance; new and existing corporate staff to be included in this target group. The DHB employs a total of approximately 2,600 staff. There are several types of people in the corporate users and these include organisational staff such as recruitment, education and development staff, payroll, occupational health, the doctors unit, communications, project management, organisational staff responsible for contracts and portfolios, legal staff and accountants. Most are aged between 20 and 65 and they are all engaged in paid work. There is mix of men and women and ethnicities. We identify corporate users as being infrequent users of library services and that will include online learning (V. Kerr, personal communication, October 15, 2013).Nicole named on her hand the number of corporate users who use the library. (N. Kerr, personal communication, October 24, 2013).

Corporate users are not the medical professionals or the medical students or nurses they are the other staff members of the DHB, although they may be clinically trained. They are not as likely to have course reading needs such as students have or need diagnosis tools provided my library literature and databases such as a medical, nursing and allied health professionals might have. There are approximately 120 corporate staff members working for the Hawkes Bay District Health Board (N. Kerr, personal communication, October 24, 2013).

Corporate members are not currently well served for user education, or do not use the library at all.

Corporate uses are likely to already know how to use other libraries and may use the medical library to issue books about for example, project management and supervision. They rarely use the internet but may use the library as a space for relaxation. They are likely to be infrequent users of the online catalogue. (A. Bellamy, personal communication, October 24, 2013).

Corporate users are likely to be computer literate to a degree and to have accessed other libraries and will not have necessarily used the hospital library. They are an academic user. They may use the resources online. This may be because the range of resources held by the Hospital library are mainly clinical resources and because corporate and administrative staff can access library resources from the intranet, from their offices.Hospital departments buy their own resources. Even with journals articles some departments retain these holdings in their own work spaces. Corporate users are likely to have their own resources in their departments and some even buy books through the library supplier to charge to their cost centre. This could be a possible barrier as to why corporate users are infrequent users of the library and education centre.

Corporate users need to use the library to stay current within their field.

They need to keep current with what is happening in their area nationally and internationally and that they rely on the library for search for this information rather than being able to search for it themselves, to improve their information literacy. (V. Kerr, personal communication, October 15, 2013).

They need to have accessibility to resources and learning and to know whats available particularly electronically. Staff would ask Did you know that (a resource or service) was available?, for example. Staff can mention other services, for example, the free journals and laptop access (V. Kerr, personal communication, October 15, 2013). 563 35 =528

Needs assessment for the corporate user group:Employees need to be equipped to be efficient information users and life-long learners (The Open Polytechnic, 2013, p.1.)

Staff need to access Moodle for example library staff can tell users how to access login. Users have to use about Moodle as they are required to use Moodle to access information to do their job.

HHB corporate users are the libraries business they are not outsiders. They are not interruptions to our work but the purpose of your work and deserve courteous attention. (The Open Polytechnic of New Zealand, 2013, p.13).

These reluctant users need to be encouraged to visit the library and to know what services are offered.They need to be confident to access the catalogue they have access to on the intranet. There are also some more general databases that could interest them, for example a law database such as Brookers.

Corporate users will not want to be overloaded with unwanted information. However in most cases the library staff could help users such as corporate users understand the information context a bit more by (our) approach to helping solve their information problem. (The Open Polytechnic of New Zealand, 2013, p.13). A basic understanding of the resources offered to their colleagues in the DHB would likely be beneficial.

Maori Corporate users would benefit from this type of user education. V. Kerr, personal communication, October 15, 2013). We know that many Maori staff are in support roles we want to encourage them into clinical positions. V. Kerr, personal communication, October 15, 2013). It would be interesting for Maori corporate users to know that the library liaises with the Maori Health Unit, that Programme Incubator addresses Maori students and that the library supports TURAKI Maori Workforce Development Programme. V. Kerr, personal communication, October 15, 2013).Corporate users need to be assisted to be flexible and confident in new information environments as technology and mediums for delivery of information are changing rapidly year by year. (The Open Polytechnic, 2013, p.1.)Corporate users like other users, need to be assisted to clarify their problems and to find the best solution for them. (The Open Polytechnic, 2013, p.1.)

Objectives for the corporate groups user education programme:

The library sits within the education centre and close to critical areas. The library is accessible to all District Health Board members and this applies to user education initiatives. Objective one is to make the corporate users visit the library and education centre. Users understand the purpose of the library and education centre and have a knowledge of how to access it.

Corporate users need to know how to navigate the library resources online. Corporate users need to know what is available online, where to locate what is available. Objective two is to prepare users to access the online resources. This will allow them to access resource in the library and from their departments. Users can then choose the most suitable items from the catalogue or article in a database. (The Open Polytechnic, 2013, p.19).

Corporate users would not know other services the library offers, ie what the library can assist with. For example many would not know the library interloans books or that the library has a scanner that could be useful for work use or that there is a hospital internal phone that is free to phone anywhere in the hospital from the library. Users will become aware of the rules and be willing to ask a librarian for help. Objective three is show what other services the library offers.

Objective four is that corporate users will learn what successes the library has had. It is important that corporate users are aware of the role of the library and the importance of the library. Corporate users can explain to others about their practical knowledge gained and be able to apply this in practical situations for example when referring others to the library or when liaising with the library in some way.

A user education programme for the corporate users:

Session One: Library visit and brief education centre tourVisit the HBDHB medical library, examine the physical layout of the library and education centre and make users away of physical resources, eg journal and environments (study area and, conference rooms for example). Meet the library teamWhere you can find things in the library.Resources: Library space, education centre space, library staff available (Alex, Nic, Myself). Staff members to accompany groups of students around the facilities. Written material Introduction to Journals and other physical resources when walking around the library.Because different users prefer different styles of communication and have different learning styles staff need to be diverse with their teaching strategies. For example, to assist global and sequential learners by linking the library location to their bigger picture of the hospital and begin the library introduction sequentially with an introduction to the physical spaces and library team.

Session Two: Moodle login in computer suite and introduction to Moodle, basic user education on line such as first aid online compulsory education and the Catalogue.This will prepare users to access the online resourcesA new corporate employed by the DHB would need to come to the library to access Moodle. They receive their login details from the libraryThe corporate user is where to access the user education online.First aid, fire training, manual handing, health and safety (also at the clinical lab) has now been moved on line for existing users. This training has to be revalidated.This training is now completed my departments and allocated on certain dates of the year.

A brief overview of the library function as staff records manager is explained

The library catalogue is show and user search strategies demonstrated with a quiz handout.

Break for Lunch

Resources: The training requiring access to computers must take place in the IT training room. This is located on the other side of the DHB within community mental health. The room seats 10-13 users each with a training computers. The room is a 5 minute walk from the main hospital library. To get around issues of distance from the library, staff will usually break for lunch at the conclusion if meeting back at the library. Use the digital conferencing and interlinked computers. Use a handout and work through with the corporates to search the databases. Have particular searches and search strategies pre planned. Use verbal and visual techniques as much as possible.Be aware of the lighting and any special learning disabilities learners may have. Speak clearly. Talk for approx. 15-25 minutes then give one to one assistance with the computer searches.

Session Three:Database TrainingShowing what is availablee-journals/databasescontact details

Show database that is relevant to them

IT training room.

Written material will include handouts for how to use various database, for example Brookers Online and Cinahl (see attached appendix). These resources are created by library staff. Library staff receive training from database trainers from time to time on request and this training informs the user education provided to DHB employees.

Let the students know you are available to help them at any time to access databases through the ask a librarian services. Allow them to reflect on the database instruction and come back to you later as well as to actively learn to use the databases in this session. Encourage independent use of the databases.Give a quiz and Before they complete the quiz give them given the information that they need to complete the quiz.

Similar user education occurs on the second Tuesday of every month for orientation. This corporate group of 120 would have to come in smaller groups as department managers made staff available.

Give the corporates an evaluation sheet for them to record the most useful things they have learned and the quality of their overall experience. Ask if the medical library meets the information needs of themselves as corporate DHB employees.

Record any informal feedback.

Keep a record of attendance and watch to see if the corporate users use the library increases after the user education.

Task 3: Reflection of the course as a whole a) How practical user education initiatives (such as library guides, training sessions, etc.) contributes to information literacy in the communities served by libraries, both for those using libraries regularly and those who dont show willingness to reflect on your learning process

Practical user education initiatives improve the skills and capability of users to make the best possible use of library resources and to be confident in the key user education skills including physical and online searching - bibliographic searches of catalogue and databases. Training sessions ensure that time is spent within the library setting, with the library equipment and resources and staff. The needs of users can better be identified and corresponding services that the library provides can be promoted. This can increase the confidence of people to use the library to find relevant digital and physical resources and to use the library physical space and the online sources and services. Users will use the interloan service if they know more about it, for example and users will be able to keep up to date and find the diagnostic and treatment articles they need as high functioning health professionals.

b) How an understanding of learning theories/styles helps librarians design effective user education initiatives for the community as a whole show that you are able to discuss how you think understanding different learning styles will help you design effective user education initiatives.

Modules One and Two covered these aspects of the course in a very effective way. I have studied learning theories before in an education paper. But I found the way these theories, Behaviourism: stimulus and response, Cognitivism: developing understanding, Experientialism: learning by doing and Constructivist Theory: reflecting on learning were explained concisely in this course and for assignment one. I found the learning style theories very relevant also as previously I has only been aware of VARK and was very interested to discover active/reflective, sensing /intuitive, visual/verbal, and sequential/global - the learning style dimensions (Felder & Soloman, n.d). My strategies for modelling good information literacy can now be better informed by the knowledge that different people have a range of learning style preferences in the four dimensions. I can see what is means to be sequential, global, active, reflective, sensing and intuitive. I think it is important to evaluate the user experience and to request feedback from users because the library literature can show that expectations are not always met and that problems do exist in libraries and that reviews can allow for change and best use of valuable resources.c) What you found most useful and interesting in the course, and how you will use your new learning in your work that you can evaluate the course and how it might be useful to you in your work as a librarian. Show that you can evaluate the course and how it might be useful to you in your work as a librarianThe most useful thing in this course was probably reinforcing the processes and steps in the reference encounter as well as the learning strategies for the diverse learners I will encounter. I very much enjoyed visiting the medical library in this last assignment and the polytechnic library in my first assignment. Meantime at the reference desk in the Hastings public library I do believe my overall library training has improved in a very positive way. Whenever I use the catalogue I access the subject heading and use search strategies as well as general keyword searches. I think much more ambitiously about a literature list and providing a much wider range of the latest resources (New Zealand sources and other international sources) for any of the questions I am asked. I have improved on some basic knowledge about reference resources for example that the yearbooks are on now digitised the Statistics New Zealand webpage. I have found the articles in the recommended library database, Library Literature and Information Science fulltext via EBSCO Host to be very relevant and interesting. Likewise any e-books sourced from the Open Polytechnic Library. I can search medical library and user education for example and come up with relevant results.The forum posts written my other students and by Nicole Gaston, and by Peta, Amanda and by Tom, the course librarian, have also contributed positively to my learning. I know I will use the Modules in the future to re-read and reflect on and to improve my practice particularly when it comes to evaluating sources and services and creating and planning for user education and for reference enquires.I have also learned how important it is to be visible and approachable and friendly to approaching customers to remove any barriers to them asking for the information they need at the information or reference desk. I have enjoyed to learn about the recommended behaviours for library professionals.The course will have practical implications on how I take steps to improve my provision of library services and to potentially upgrade the level of satisfaction of library services and sources by the user community.A fun paper. Thank you to the Librarians.

Reference List task 1

Bhatti, R., & Asghar, M. (2010). Library Services to Medical Students Quaid-e-Azam Medical College, Bahawalpur: A Case Study. Pakistan Library & Information Science Journal, 41(1), 23-31

Harris, L., & Peterson, M. (2003). Sharing the burden: A model for consortium purchasing for health libraries. Journal of the Medical Library Association, 91, 361-364. Retrieved October 23, 2013, from http://www.pubmedcentral.gov/articlerender.fcgi?tool=pubmedid=12883557

Keyser, M.W. (2000). Active learning and cooperative learning: Understanding the differences and using both styles effectively. Research Strategies, 17, 35-44.

Library and Information Association of New Zealand Aotearoa. (2007-2008). Standards for New Zealand Health Libraries. Retrieved October 23 2013, from http://opac.lianza.org.nz/community/health-sig/publications

Library Services (n.d).Retrieved from http://www.hawkesbay.health.nz/page/pageid/2145869766/Library

Medical Council of New Zealand Recommended textbooks, manuals, journals and electronic resources (2012) Retrieved from http://www.lianza.org.nz/community/health-sig/publications

Pryor, Lynda (n.d). Medical Libraries. In A. Fields, & R. Young, R. (Eds.), Informing New Zealand: libraries, archives and records = Hei puna whakamohio mo Aotearoa: whare pukapuka, puranga korero, whare taonga (5th ed., pp.153-163). Lower Hutt, New Zealand: Open Polytechnic of New Zealand.

Standards for New Zealand Health Libraries (n.d) Retrieved from http://www.lianza.org.nz/community/health-sig/publications

The Open Polytechnic of New Zealand. (2013). Module 3: User Education. In 72.271 User Education and Reference Skills. Lower Hutt, New Zealand: Author.

Withers, C. M. (1995). Being effective in the classroom. In D. Barclay (Ed.), Teaching electronic information literacy: A how-to-do-it manual (pp.23-40). New York: Neal-Schuman.

Directory of New Zealand libraries: Hawkes Bay District Health Board Library (n.d). Retrieved from http://directory.natlib.govt.nz/library-symbols-web/library/HAM

Reference List task 2

Hawkes Bay District Health Board (n.d). Programme Incubator: Mentoring & Careers in the Health Sector [Pamphet]. Hawkes Bay, NZ: Hawkes Bay District Board.

Felder, R.M., & Soloman, B.A. (n.d). Learning styles and strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Roy, L. & Novotny, E. (2000). How do we learn? Contributions of learning theory to reference service and library instruction. The Reference Librarian 69/70 129-139. Retrieved from Library Literature and Information Science database via EBSCOhost