Building research student communities: is there a role

for library and learning services?

Research students at De Montfort University

• Research students across all faculties

• Increasing numbers

• Mixture of full-time, part-time, home, EU and international

• ‘6-week rule’ part-time courses

• Institutional audit of research degrees

Introduction to library research support

• Library is integrated library and learning development service (plus e-learning)

• Core activity– Staffed from within existing resources– Some Roberts project funding

• Dedicated research student spaces• Committee membership

– Research Training Sub-Committee– Higher Degrees Committee

• Mandatory deposit of etheses

Library support for research students• Research Training Programme

– Central provision established 1998– Mandatory induction– Literature searching and reference management

(mandatory, pre-transfer)– Advanced Endnote / reference software (optional)– Current awareness (optional)

• Institutional audit of research degrees• Evaluation (e.g. PRES)• Subject librarian support• Demand for English language, writing support and

maths and stats

Issues about research student use of the library

• Level of physical use• Spaces and opportunities for research

students to interact – No physical Graduate School

• Minority group (when compared to undergraduates and taught postgraduates)

• Different needs and expectations?

Comparing Practice:Research Support

• Colleagues with experience of other universities:– What research support does your

university offer?– How does the library fit into this?

Communities of Practice

• Learning as apprenticeship (Lave & Wenger, 1991)– Community practicising an activity– Legitimate peripheral participation– Moving towards more active participation

Multiple Communities of Practice

• PGR students can be viewed within multiple communities:– of academics– of professionals– of disciplinary experts– of PGR students

Comparing Practice: Communities of Practice

• Colleagues with experience of other universities:– Are current PGR student communities:

• Focused on activities?• Focused on the student experience?• Disciplinary?• Other

Benefits of Communities of Practice

• Support for those on periphery

• Allows for situated learning

• Shared developmental experience

Difficulties with ‘centralised’ Communities of Practice

• CoPs are emergent, not prescribed (Schwen & Hara, 2003)

• Students need become ready to engage (Janson et al., 2004)

DMU Experience

• Two Communities of Practice supported by Department of Library Services– One face-to-face, focused on writing

activities, looking to move into an online arena

– One online, focused on the experience of PGR students

Case Study 1: The Writing Group for Research Students

Outline of discussion

How much impact has the Writing Group for Research Students had upon the research community at DMU?

Can a cross-disciplinary writing group offer

participants legitimate and meaningful opportunities to develop the practice of academic language and culture?

The rationale

20% increase in the number of students enrolling on research degree programmes since 2007

Significant numbers of research students tapping into writing and more general academic support services

A recent survey to measure the levels of confidence students have in their writing showed that 96% identified with one or more writing ‘anxieties’.

Aims of the group

To increase the output of writing

To improve the quality of writing

To empower students to become confident and scholarly writers

To empower students to become confident and scholarly readers of their own work and the work of others

The writing group method

Set monthly writing objectives

Discuss ‘hot’ writing topics identified by the group or complete a research-related writing activity

Complete a peer-review activity which involves group members discussing work-in-progress

The group demographic

8 regular members (attending two or more meetings)

5 out of 8 members are female

Regular members span four faculties: Business and Law 12% Humanities 25% Health and Life Sciences 38% Art and Design 25%

Measuring the impact

Small impact at institutional level involving 1.5% of the research student body

Measurable and meaningful impact within the group itself: 100% of respondents felt more motivated to write 100% of respondents felt more confident about the

academic writing conventions at doctoral level

Social aspects of the writing group seen as being positive

Does the writing group offer legitimate participation?

To what extent can an inter-faculty approach work towards building an effective community of practice?

How far can the practice of writing unite students in a community of practice?

Can a centrally-located community have currency with a wider academic community?

Case study 2: The Research Wiki

Format of Wiki

• http://dmuresearcherwiki.wik.is/

• Captures breadth of research student experience

• Student accounts

• Contribution by comment

• Presented previously by Rush (2009) at LILAC 2009

Experience of Use

• Introduced to students at research induction

• Small numbers sign up

• Very little use of system

• Why?

Feedback from a student

• "I think the strengths of a wiki are that it is NOT centrally controlled but everyone can make a direct contribution."

• "The wiki-engine implemented seems to be very professional... [but] I would really like... to communicate with my peer-research-students rather than the library staff."

Does the wiki offer legitimate peripheral participation?

• To what extent is the software holding students back?

• Is there information students will share formally?

• Still a useful resource!

Group discussion

• Split into groups

• Pick a case study (ours or personal)

• Discuss the questions on the following slide

Points for discussion

• What could you do to support your chosen CoP?

• What difficulties / challenges / risks are associated with your strategy?

• To what extent does your approach allow legitimate participation?

• What kinds of CoP can libraries support?

Contacts

• Dr Katie Fraser, Information Librarian, University of LeicesterKCF5@le.ac.uk

• Dr Melanie Petch, Writing Support Lecturer, De Montfort Universitympetch@dmu.ac.uk

• Jo Webb, Head of Academic Services, De Montfort Universityjwebb@dmu.ac.uk