induction. Many students had limited previous experience of using a library. For some students, the idea of a library was loaded with negative connotations and experiences. Students would share stories about underfunded school libraries or not having access to a public library close to home. The library was often represented with drawings of the stereotypical librarian wearing glasses and shushing. This led to questions about why I was telling students about databases and referencing when they didn’t have a positive understanding of libraries to start with.
Many of my students don’t need de- tails about interlibrary loans or how to use a printer or software in the library at that moment in time. However, they might benefit from knowing the library has more than textbooks, that staff are friendly and helpful, and a range of study spaces are available to suit their needs.
One aim of my inductions is to support the transition to university through the use of activities which make space for con- versations about expectations and worries around starting university. This aim has developed as I’ve gained an understanding of the role an induction can play in the wider transition to university. There has been a growing focus on opportunities for well-being initiatives in libraries across the higher education sector. Student wellbeing is a pressing issue and becoming increasingly part of the wider remit of the library. Initiatives have been set up, such as the Academic Libraries North Mental Health & Well- being Advocacy Resource which provides guidance about how libraries can sup- port to mental health and wellbeing.4 In my role as a subject librarian, the
key contribution I can make towards supporting wellbeing comes through my teaching. Designing library inductions which use creative activities to provide space for sharing feelings and emotions about starting university. The transi- tion to university requires the creation of a learning climate which supports students through this transition. Creative methods such as drawing can help students articulate their feelings and emotions about academic study and make a contribution to wellbeing support within academic libraries.
Conclusion
An initiative like Flying Start highlights how rethinking the induction process can make a meaningful difference in supporting the transition to university for students. As part of this, we should think about the role the library induction plays in the wider transition process to university. I would recommend all High-
June 2024 LILAC presentation.
er Education librarians think about ways to shift the focus of the library induction to include better scaffolding to support students’ transition from school, college or a break in education. Identify the specific needs of your student population; do you have high numbers of widening-participation students, mature students or commuter students? Large cohorts of international students might require a library induction which is mindful of possible social and cultural differences in how libraries operate as well as the digital shocks that can be encountered. My approach is rooted in the subject areas that I support as a subject librar- ian: architecture, design and visual arts courses. This means my teaching is always designed with the needs of those subjects. However, I think there are ideas which can be successfully applied or adapted for other subjects. My beliefs about the importance of understanding pedagogical approaches for our subject areas have shaped my approach to teaching5
.
Depending on your institution and subject area, you might not be able to offer small group library inductions in the same way as I’ve been able to at Hudders- field. But I would encourage all librarians working in Higher Education to reflect on whether your current approach to library inductions is attuned to the needs of your student population. Feedback from attendees at my LILAC workshop reminded me that not all universities are the same. Whilst my use of drawing to myth-bust the library with groups of students who often have little experience with visiting libraries, in other institutions, you might be encountering new student cohorts where more students have already gained
Librarian stereotype.
a level of familiarity with academic librar- ies. Many of the ideas that I use in my practice have been developed for the art and design library context, I believe these can be adapted for any subject area in Higher Education and also in other library contexts as well. IP
References
1 Newman, T., Gulliver, M., & Newall, E. (2023). International students’ digital experience phase two: Experiences and expectations. Jisc.
www.jisc.ac.uk/reports/ international-students-digital-experience-phase-two-experienc- es-and-expectations
2 Morgan, N. & Davies, L. (2004). “Innovative library induction: introducing the ‘Cephalonian Method’.” SCONUL Focus, 32 (Summer/Autumn), 4-8. https://web.
archive.org/web/20071015000000*/
http://www.sconul.ac.uk/publica- tions/newsletter/32/2.pdf
3
https://blogs.hud.ac.uk/hudcres/2019/april/flying-start/
4
www.academiclibrariesnorth.ac.uk/mental-health-wellbeing-ad- vocacy-resource
5 Williams, Laura (2021) Developing a pedagogy for art and design librarianship. In: Library Pedagogies: Personal reflections from library practitioners. Innovative Libraries, Huddersfield, pp. 87-106. ISBN 9781911500186.
https://eprints.hud.ac.uk/id/eprint/35336
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