Teaching research skills for unique and distinctive collections: Experiences at Maynooth University Library

Barbara McCormack

CONUL 2017

Introduction

• RLUK report ‘Unique and Distinctive Collections: Opportunities for Research’ suggests that libraries and archives can harness the potential of unique and distinctive collections (UDCs) to engage with the research community by:

– Adopting a multifaceted approach involving advocacy

– Delivering relevant services

– Presenting in a creative way

– Developing key, strategic relationships with academic departments

– Providing research skills sessions

• At Maynooth University Library we are actively involved in embedding and exploiting UDCs into the academic curriculum. An in-house survey was recently undertaken to assess our work in this area.

Barbara McCormack, Maynooth University Library

The survey

• Action 3.5 of the Strategic Plan: ‘Embed and exploit our Unique and Distinctive Collections (UDCs) in support of the teaching and research aims of the University’.

• A survey was designed to capture existing work in this regard and to identify new opportunities for embedding and exploiting UDCs into the curriculum.

• Short survey of 11 questions based on a teaching support toolkit designed by Archival Metrics which is a joint project of the University of Michigan, the University of North Carolina and the University of Toronto.

• A mixture of closed and open questions aimed to assess the instructional usage of our collections and services.

Barbara McCormack, Maynooth University Library

Survey aims

1. Capture current work in terms of embedding and exploiting UDCs into the curriculum.

2. Assess the overall success/failure of current approach.

3. Develop recommendations for further embedding and exploiting UDCs into the curriculum.

4. Identify potential barriers in this regard.

Barbara McCormack, Maynooth University Library

Participants

• 17 academics selected for participation in the study due to recent engagement with UDCs in teaching.

• Overall response rate was 82%.

• Respondents from various disciplines including: Early Irish, Modern Irish, Mathematics and Statistics, History, English, and Education.

Barbara McCormack, Maynooth University Library

Length of time using special collections material in teaching

1

10

2

1

Less than one year

1-5 years

6-10 years

More than 10 years

Barbara McCormack, Maynooth University Library

Teaching needs

2

4

5

0 2 4 6 8 10 12 14 16

STA FF A V A ILA BIL ITY

STA FF EXPERTISE

REA D ING ROOM

TEA CHING SPA CE

CONTENT

COLLECTIONS

Poor Fair Good Very Good Excellent

Barbara McCormack, Maynooth University Library

Help requested from the Library

1

8

14

45

1

8

6

0

2

4

6

8

10

12

14

16

Other Lecturing theclass on the

use of primarysources

Class visit tosee particularmaterials inthe RussellLibrary or

SC&A ReadingRoom

Classorientation inpreparation

for anassignmentrelating to

SpecialCollections

material

Suggestionsfor collections

appropriatefor student

research

Photocopiesor digitized

documents tobe used in-

class

Introductionor overview to

SpecialCollectionsexhibitions

Lecturing theclass on the

history ofprint,

manuscriptproduction orother subjectrelated to the

Collections

Barbara McCormack, Maynooth University Library

Highlights

• Relevance and accessibility of resources. Expertise of staff.

• Seeing the actual original document and tracing the historical interpretation from the primary source to the finished research product.

• Seeing student reactions when introduced to 'real life' primary sources.

• The interaction between myself, the library staff and the students, it truly was an interdisciplinary experience at its best.

• The extent of relevant material that is available and the very positive feedback from the students with regard to the benefits of engaging with these sources

Barbara McCormack, Maynooth University Library

Suggestions for improvements

• Tailored workshops on specific materials over the centuries for classroom.

• Digitisation of fragile material and almanacs.

• Target specific departments or module leaders in order to involve them more in using these materials regularly.

• Perhaps publicising the collection - or "reminding" staff that it's available as a teaching and learning resource.

• Prepare dedicated list of material that may be relevant to courses being run, perhaps on a departmental basis and make this available to staff at the beginning of semester.

Barbara McCormack, Maynooth University Library

Summary• 100% of respondents said they would use

special collections material in their teaching again.

• 100% of respondents described their experience as ‘very useful’ or ‘useful’.

• Generic and targeted promotion could be used to increase overall awareness of Special Collections & Archives.

• Potential improvements to teaching space could be implemented.

• Overall a ‘hands-on’ approach to teaching with primary source material is desirable.

Barbara McCormack, Maynooth University Library

References• More information on Archival Metrics is available here:

https://sites.google.com/a/umich.edu/archival-metrics/

• Research Libraries UK, 2014. Unique and Distinctive Collections: Opportunities for Research.

Barbara McCormack, Maynooth University Library

Please note all images in this presentation are © Maynooth University Library