3.1.4 Towards Professionalisation of Teaching and Learning (TPTL) programme

In light of the above, it is important that the library continues its relationship with this 14 week programme that assists new lecturers on probation to develop an eportfolio of evidence to demonstrate their understanding of teaching and learning.  For the second year, the library was given responsibility for a section entitled Curriculum Renewal for 21st Century Literacies.  The workshop advances the  importance of UWC Graduate Attributes (GAs) and demonstrates how the ACRL Framework for Information Literacy in Higher Education can enhance both the GAs and prepare students for 21st century knowledge practices.  As part of the programme we are also invited to give the candidates feedback when they present their draft e-portfolios at the end of the year. We consider that close liaison with new academics will increase their awareness and use of the Framework concepts in their teaching. The 2017 TPTL programme will be evaluated early 2018.  Participating in the reading group for Multimodal Literacies for Critical Citizenship is another space in which to build relationships with the T&L specialists and to advance our thinking about the nature of converging literacies.  In 2018 some opportunities should be sought for sharing the concept of multimodality in teaching and learning.
 

3.1.5 Supporting and guiding lecturers to use the ACRL Framework

As a result of continuous liaison and outreach to Faculty T&L Committees, three additional lecturers have indicated their readiness to infuse literacies in their teaching practices.  Presentations were delivered at Arts and Sciences T&L Committees.  The Snr Librarian: Information Literacy intends to extend advocacy for this work by increasing personal visits to individual departments to showcase work that has been done with the Framework and visit individual lecturers who respond.  She has already developed promising relationships with the Teaching and Learning Specialists in the Sciences, EMS and CHS faculties.  

3.1.6 Coaching of Faculty Librarians

The Snr Librarian: Information Literacy assisted librarians in several faculties with developing lesson plans that specify learning outcomes and activities that infuse the concepts of the Framework.  A few librarians have begun introducing elements of assessment at the end of their training sessions.  There is an open invitation from the Snr Librarian to the faculty librarians to include her in their preparations and to participate in important faculty library or teaching and learning committee meetings.   The disconnect between the reporting lines of  this group and that of the Snr Librarian creates distance and  occasional reluctance to cooperate with action plans.  This gap will hopefully be addressed through the restructuring project early 2018.
 

3.1.7 Training statistics

The table at Appendix A presents data relating to formal training conducted by the library.  Faculty level information includes the lecturers who have requested training sessions, the topics taught, the number of students reached overall and the duration.  The summarised information presented here indicate that the picture remains largely unchanged over the past 5 years. 
COMPARATIVE TOTALS:
2017       421 sessions over 583 hours reaching 10,095 students
2016       417 sessions over 572 hours reaching 10,428 students
2015       426 sessions over 656 hours, reaching 6,983 students
2014       422 sessions over 554 hours, reaching 10,146 students
2013       465 sessions over 611 hours, reaching 12,164 students