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Roasting the old chestnut: promoting the practitioner perspective to information studies students | Insights
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src="https://journal-assets.ubiquity.press/1.7.10/_next/static/chunks/3949-3c3bd673b9d2b60b.js" async=""></script><script src="https://journal-assets.ubiquity.press/1.7.10/_next/static/chunks/app/%5Blocale%5D/(with-layout)/page-34976d889b43ba68.js" async=""></script><link rel="preload" href="/js/data.js?v=1.7.10" as="script"/><title>Roasting the old chestnut: promoting the practitioner perspective to information studies students | Insights</title><meta name="description" content="Insights: the UKSG journal (2048-7754) aims to support UKSG's mission to connect the information community and encourage the exchange of ideas on scholarly communication, specifically to:Provide a forum for the communication and exchange of ideas between the many stakeholders in the global knowledge community.Disseminate news, information and publications, and raise awareness of services that support the scholarly information sector.From 1988 to 2011, Insights was published as Serials: The Journal for the Serials Community. Serials has been fully digitised and is openly accessible at serials.uksg.org."/><meta name="DC.Creator" content="Jane Harvell"/><meta name="DC.Creator" content="Audrey Marshall"/><meta name="DC.Description.abstract" content=" This co-authored article outlines a new initiative from UKSG, working with the Brighton University information studies students and their course leader to devise and pilot a balanced presentation that fits into the curriculum. The article presents the practical challenges of delivering and organizing such an event so that it is a genuinely joint and valuable experience for the students, the academic taking part and UKSG."/><meta name="DC.date" content="2014-03-03T00:02:45+00:00"/><meta name="DC.Date.available" content="2014-03-03T00:02:45+00:00"/><meta name="DC.Date.created" content="2014-03-03T00:02:45+00:00"/><meta name="DC.Date.dateAccepted" content="2014-03-03T00:02:45+00:00"/><meta name="DC.Date.dateCopyrighted" content="2014"/><meta name="DC.Date.dateSubmitted" content="2014-03-03T00:00:00+00:00"/><meta name="DC.Description" content=" This co-authored article outlines a new initiative from UKSG, working with the Brighton University information studies students and their course leader to devise and pilot a balanced presentation that fits into the curriculum. The article presents the practical challenges of delivering and organizing such an event so that it is a genuinely joint and valuable experience for the students, the academic taking part and UKSG."/><meta name="DC.Format" content="text/html"/><meta name="DC.Relation.hasFormat" content="XML"/><meta name="DC.Relation.hasFormat" content="PDF"/><meta name="DC.Relation.hasVersion" content="580"/><meta name="DC.Identifier" content="10.1629/2048-7754.134"/><meta name="DC.Identifier.identifier" content="10.1629/2048-7754.134"/><meta name="DC.Date.issued" content="2014-12-10T00:00:00+00:00"/><meta name="DC.Language" content="en-US"/><meta name="DC.Language.language" content="en-US"/><meta name="DC.Format.medium" content="text/html"/><meta name="DC.Publisher.publisher" content="UKSG in association with Ubiquity Press"/><meta name="DC.Source.source" content="https://insights.uksg.org//articles/10.1629/2048-7754.134"/><meta name="DC.Title.title" content="Roasting the old chestnut: promoting the practitioner perspective to information studies students"/><meta name="DC.Type.type" content="Text"/><meta name="DC.Rights.rights" content="© 2014 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 license (unless stated otherwise) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited."/><meta name="DC.Rights.license" content="CC BY 4.0"/><meta name="DC.rightsHolder" content="The Author(s)"/><meta name="DC.Rights.rightsHolder" content="The Author(s)"/><meta name="citation_title" content="Roasting the old chestnut: promoting the practitioner perspective to information studies students"/><meta name="citation_author" content="Jane Harvell"/><meta name="citation_author" content="Audrey Marshall"/><meta name="citation_issn" content="2048-7754"/><meta name="citation_publication_date" content="2014-03-03T00:02:45+00:00"/><meta name="citation_journal_title" content="Insights"/><meta name="citation_volume" content="27"/><meta name="citation_issue" content="1"/><meta name="citation_pdf_url" content="https://insights.uksg.org/articles/114/files/submission/proof/114-1-112-2-10-20141216.pdf"/><meta name="citation_xml_url" content="https://insights.uksg.org/articles/114/files/submission/proof/114-1-991-1-10-20150107.xml"/><link rel="canonical" href="https://insights.uksg.org/articles/10.1629/2048-7754.134"/><link rel="alternate" hrefLang="en" href="https://insights.uksg.org/articles/10.1629/2048-7754.134"/><link rel="alternate" hrefLang="x-default" href="https://insights.uksg.org/articles/10.1629/2048-7754.134"/><meta property="og:title" content="Roasting the old chestnut: promoting the practitioner perspective to information studies students | Insights"/><meta property="og:description" content="Insights: the UKSG journal (2048-7754) aims to support UKSG's mission to connect the information community and encourage the exchange of ideas on scholarly communication, specifically to:Provide a forum for the communication and exchange of ideas between the many stakeholders in the global knowledge community.Disseminate news, information and publications, and raise awareness of services that support the scholarly information sector.From 1988 to 2011, Insights was published as Serials: The Journal for the Serials Community. Serials has been fully digitised and is openly accessible at serials.uksg.org."/><meta property="og:url" content="https://insights.uksg.org/articles/10.1629/2048-7754.134"/><meta property="og:site_name" content="Insights"/><meta property="og:locale" content="en"/><meta property="og:image" content="https://storage.googleapis.com/jnl-up-j-i-public/journals/1/journalThumbnail_en_US.jpg"/><meta property="og:image:alt" content="thumbnail image"/><meta property="og:image:width" content="600"/><meta property="og:image:height" content="600"/><meta property="og:locale:alternate" content="en-US"/><meta property="og:type" content="article"/><meta name="twitter:card" content="summary"/><meta name="twitter:title" content="Roasting the old chestnut: promoting the practitioner perspective to information studies students | Insights"/><meta name="twitter:description" content="Insights: the UKSG journal (2048-7754) aims to support UKSG's mission to connect the information community and encourage the exchange of ideas on scholarly communication, specifically to:Provide a forum for the communication and exchange of ideas between the many stakeholders in the global knowledge community.Disseminate news, information and publications, and raise awareness of services that support the scholarly information sector.From 1988 to 2011, Insights was published as Serials: The Journal for the Serials Community. Serials has been fully digitised and is openly accessible at serials.uksg.org."/><meta name="twitter:image" content="https://storage.googleapis.com/jnl-up-j-i-public/journals/1/journalThumbnail_en_US.jpg"/><meta name="twitter:image:alt" content="thumbnail image"/><meta name="twitter:image:width" content="600"/><meta name="twitter:image:height" content="600"/><link rel="icon" href="https://storage.googleapis.com/jnl-up-j-i-public/journals/1/favicon_en_US.png"/><meta name="next-size-adjust"/><link rel="stylesheet" href="/api/theme"/><meta name="sentry-trace" content="e9ab5be2ca88c7412181460506e25fdb-d76f7ee7a0af10a3"/><meta name="baggage" content="sentry-environment=production,sentry-release=1.7.10,sentry-public_key=5343a019563147eba4ce3595c72083d8,sentry-trace_id=e9ab5be2ca88c7412181460506e25fdb,sentry-sampled=false"/><script src="https://journal-assets.ubiquity.press/1.7.10/_next/static/chunks/polyfills-78c92fac7aa8fdd8.js" noModule=""></script></head><body><a href="#main-content" 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hkIdtl eAZrqn dTPHyG hbybOd fPSBzf izYtHj jWrpcl dmebCG"><main tabindex="-1" class="kdHsXs dXscgu fZULLI iUHufA kiYYuA" id="main-content"><article id="article-container" class="cSIRdq fGfecV juqOJT fZHQsB cpIvtD dposoq"><section class="ljXGdG fdfVFM jrnjrZ cWkHOC cnsCBk fEzDZB"><div class="fPSBzf iLbQFp fXjkDo"><h2 class="gsjAMe jcofsB">Articles</h2><h1 class="jRYqXe cOicxU fGeoMI">Roasting the old chestnut: promoting the practitioner perspective to information studies students</h1><div class="fPSBzf iLbQFp hYZFkb frarrB"><span id="article-authors" class="mBgaT gsjAMe">Authors</span><div class="fPSBzf gSKPcF gBxyZZ kSmiQp jvZfOb"><div class="fPSBzf iLbQFp dRCFAU kdHsXs"><ul aria-labelledby="article-authors" class="fPSBzf gasSYy bLTRfp"><li class="jdiOWc eCmivB">Jane Harvell<a target="_blank" rel="noopener noreferrer" href="mailto:j.harvell@sussex.ac.uk" aria-label="Email Jane Harvell" title="Email Jane Harvell" class="bUyOMB jcnSTv"><svg aria-hidden="true" class="kXATDT fibjxV eAGTFX nVRGN" viewBox="0 0 960 960" style="--svg-width:0.8em"><use href="/api/1.7.10/spritesheet#mail-filled"></use></svg></a></li><li class="jdiOWc eCmivB">Audrey Marshall</li></ul></div><button class="bZRhvx jzuiJt fPSBzf kSmiQp legDhJ gzHjnz ddgCQn hDGJaH dYGObl AHTHu AHTHd gNnTtK kghvgt jHhPMr fagWSd eXJFak" title="Toggle author information panel" aria-label="Toggle author information panel" aria-controls="article-authors-bios" aria-expanded="false"><svg aria-hidden="true" class="kXATDT fibjxV eAGTFX" viewBox="0 0 960 960" style="--svg-width:1.5em;--svg-height:1.5em"><use href="/api/1.7.10/spritesheet#angle-down"></use></svg></button></div></div><div id="article-authors-bios"></div><div><h2 id="abstract" class="frarrB gsjAMe">Abstract</h2><div class="eSEnRK erRRVO dNXUQo cjzFSm JUYHF bqmeqr bInrdi dCSLQl jhQjpY ibCwtb cEaIEN hpftSi jYADwv fSrteL gCaouQ bpiJH fMDMgT euvmnb dWEByn lhewWf kzWhjJ kGrTuD dINDpi cMEHgi joaZnP ckxHlM enUkly grOQmn gNPIvT jERTDL cwBrTF jCafsy eKfPsn kDvOvm eNYtiW jBYKcI wQfnp juzEmB epmuvM jxASez dxaDoa hAMuHi jBBExG nTSai fRdekv fnFPHJ gJNujC kEWxAo bHjWUJ eMxTUw dlxxQW dvknbV fFtpRP dxzIlt iEgVSh fckrva grndIc kmqrqt krLtwY cCAxWr kVhtyM iztRDP liMYqy ovoga fZVqxR bIDaVq ihfBBT jcxVWj kmBHnL dESszd eubqet kIepeo iacOaP cTSgTJ jLLntq fUakio fwHzea dkXDMO bnuHOn knxlOo gAofhl igxpLC kKUitp klpVDy iLBNjq dwlUMG ixJHCD kyIBgn thMLB iVlhWp jEryfO dPhvLs eGCfDJ kjJSbn bBqmsj xxWbw hxHqQC qmLyI udWtD dLDUgN fNBxGI eFsFfP gKssyu iBLeSY"> <p>This co-authored article outlines a new initiative from UKSG, working with the Brighton University information studies students and their course leader to devise and pilot a balanced presentation that fits into the curriculum. The article presents the practical challenges of delivering and organizing such an event so that it is a genuinely joint and valuable experience for the students, the academic taking part and UKSG.</p></div></div><div><div class="fPSBzf iLbQFp gBxyZZ kSmiQp hZMpBL dpIsHn ldVkre jjIdTr caeGBz iZlhVq fFsbiy ZlJQT"><div class="hYZFkb legDhJ fPSBzf gasSYy dxKKNQ dAeywj"><span class="eSEnRK erRRVO dNXUQo cjzFSm JUYHF bqmeqr bInrdi dCSLQl jhQjpY ibCwtb cEaIEN hpftSi jYADwv fSrteL gCaouQ bpiJH fMDMgT euvmnb dWEByn lhewWf kzWhjJ kGrTuD dINDpi cMEHgi joaZnP ckxHlM enUkly grOQmn gNPIvT jERTDL cwBrTF jCafsy eKfPsn kDvOvm eNYtiW jBYKcI wQfnp juzEmB epmuvM jxASez dxaDoa hAMuHi jBBExG nTSai fRdekv fnFPHJ gJNujC kEWxAo bHjWUJ eMxTUw dlxxQW dvknbV fFtpRP dxzIlt iEgVSh fckrva grndIc kmqrqt krLtwY cCAxWr kVhtyM iztRDP liMYqy ovoga fZVqxR bIDaVq ihfBBT jcxVWj kmBHnL dESszd eubqet kIepeo iacOaP cTSgTJ jLLntq fUakio fwHzea dkXDMO bnuHOn knxlOo gAofhl igxpLC kKUitp klpVDy iLBNjq dwlUMG ixJHCD kyIBgn thMLB iVlhWp jEryfO dPhvLs eGCfDJ kjJSbn bBqmsj xxWbw hxHqQC qmLyI udWtD dLDUgN fNBxGI eFsFfP gKssyu"><a href="/en/8/volume/27/issue/1">Volume: 27 Issue: 1</a></span><div>Page/Article: 87-91</div><span class="eSEnRK erRRVO dNXUQo cjzFSm JUYHF bqmeqr bInrdi dCSLQl jhQjpY ibCwtb cEaIEN hpftSi jYADwv fSrteL gCaouQ bpiJH fMDMgT euvmnb dWEByn lhewWf kzWhjJ kGrTuD dINDpi cMEHgi joaZnP ckxHlM enUkly grOQmn gNPIvT jERTDL cwBrTF jCafsy eKfPsn kDvOvm eNYtiW jBYKcI wQfnp juzEmB epmuvM jxASez dxaDoa hAMuHi jBBExG nTSai fRdekv fnFPHJ gJNujC kEWxAo bHjWUJ eMxTUw dlxxQW dvknbV fFtpRP dxzIlt iEgVSh fckrva grndIc kmqrqt krLtwY cCAxWr kVhtyM iztRDP liMYqy ovoga fZVqxR bIDaVq ihfBBT jcxVWj kmBHnL dESszd eubqet kIepeo iacOaP cTSgTJ jLLntq fUakio fwHzea dkXDMO bnuHOn knxlOo gAofhl igxpLC kKUitp klpVDy iLBNjq dwlUMG ixJHCD kyIBgn thMLB iVlhWp jEryfO dPhvLs eGCfDJ kjJSbn bBqmsj xxWbw hxHqQC qmLyI udWtD dLDUgN fNBxGI eFsFfP gKssyu"><a target="_blank" rel="noopener noreferrer" href="https://doi.org/10.1629/2048-7754.134">DOI: 10.1629/2048-7754.134</a></span></div></div><div class="fPSBzf iLbQFp gBxyZZ kSmiQp hZMpBL dpIsHn ldVkre jjIdTr caeGBz iZlhVq fFsbiy ZlJQT"><div class="hYZFkb legDhJ fPSBzf gasSYy dxKKNQ dAeywj"><div class="fPSBzf kSmiQp flSamE"><svg aria-hidden="true" class="kXATDT fibjxV eAGTFX" viewBox="0 0 960 960" style="--svg-width:1em"><use href="/api/1.7.10/spritesheet#note"></use></svg><span>Published on Mar 3, 2014</span></div></div><div class="hYZFkb legDhJ fPSBzf gasSYy dxKKNQ dAeywj"><div class="fPSBzf kSmiQp flSamE"><svg aria-hidden="true" class="kXATDT fibjxV eAGTFX" viewBox="0 0 960 960" style="--svg-width:1em"><use href="/api/1.7.10/spritesheet#quick-reference-all"></use></svg><span>Peer Reviewed</span></div><div class="fPSBzf kSmiQp flSamE"><svg aria-hidden="true" class="kXATDT fibjxV eAGTFX" viewBox="0 0 960 960" style="--svg-width:1em"><use href="/api/1.7.10/spritesheet#attribution"></use></svg><span class="eSEnRK erRRVO dNXUQo cjzFSm JUYHF bqmeqr bInrdi dCSLQl jhQjpY ibCwtb cEaIEN hpftSi jYADwv fSrteL gCaouQ bpiJH fMDMgT euvmnb dWEByn lhewWf kzWhjJ kGrTuD dINDpi cMEHgi joaZnP ckxHlM enUkly grOQmn gNPIvT jERTDL cwBrTF jCafsy eKfPsn kDvOvm eNYtiW jBYKcI wQfnp juzEmB epmuvM jxASez dxaDoa hAMuHi jBBExG nTSai fRdekv fnFPHJ gJNujC kEWxAo bHjWUJ eMxTUw dlxxQW dvknbV fFtpRP dxzIlt iEgVSh fckrva grndIc kmqrqt krLtwY cCAxWr kVhtyM iztRDP liMYqy ovoga fZVqxR bIDaVq ihfBBT jcxVWj kmBHnL dESszd eubqet kIepeo iacOaP cTSgTJ jLLntq fUakio fwHzea dkXDMO bnuHOn knxlOo gAofhl igxpLC kKUitp klpVDy iLBNjq dwlUMG ixJHCD kyIBgn thMLB iVlhWp jEryfO dPhvLs eGCfDJ kjJSbn bBqmsj xxWbw hxHqQC qmLyI udWtD dLDUgN fNBxGI eFsFfP gKssyu"><a target="_blank" rel="noopener noreferrer" href="https://creativecommons.org/licenses/by/4.0" data-state="closed" class="AxjtU foDtdn bbYXSC">CC BY 4.0</a></span></div></div></div><div class="fPSBzf iLbQFp gBxyZZ kSmiQp hZMpBL dpIsHn ldVkre jjIdTr caeGBz iZlhVq fFsbiy ZlJQT"><div class="hYZFkb legDhJ fPSBzf gasSYy dxKKNQ dAeywj"><div id="metrics-widget" class="hjuNYN cqNQxY fXbTFI bdGsBn byVAeH tuwIP ctLSKb fnpDaH iiIMzD hYZFkb lblIpm iKtpBp hPkmye cnqKQp BFFJM caMmJY ijCakx bKGsFL hZTwFm hBRKmo dKYHSy HxTwI kddXPj! fjcOwn fWwgUP hwFGSe fKVlRM iJiXGQ ifUNXL cSvVXO cHxRzq goizbz"></div></div></div></div></div><div class="dTmsfw"><div class="eSEnRK erRRVO dNXUQo cjzFSm JUYHF bqmeqr bInrdi dCSLQl jhQjpY ibCwtb cEaIEN hpftSi jYADwv fSrteL gCaouQ bpiJH fMDMgT euvmnb dWEByn lhewWf kzWhjJ kGrTuD dINDpi cMEHgi joaZnP ckxHlM enUkly grOQmn gNPIvT jERTDL cwBrTF jCafsy eKfPsn kDvOvm eNYtiW jBYKcI wQfnp juzEmB epmuvM jxASez dxaDoa hAMuHi jBBExG nTSai fRdekv fnFPHJ gJNujC kEWxAo bHjWUJ eMxTUw dlxxQW dvknbV fFtpRP dxzIlt iEgVSh fckrva grndIc kmqrqt krLtwY cCAxWr kVhtyM iztRDP liMYqy ovoga fZVqxR bIDaVq ihfBBT jcxVWj kmBHnL dESszd eubqet kIepeo iacOaP cTSgTJ jLLntq fUakio fwHzea dkXDMO bnuHOn knxlOo gAofhl igxpLC kKUitp klpVDy iLBNjq dwlUMG ixJHCD kyIBgn thMLB iVlhWp jEryfO dPhvLs eGCfDJ kjJSbn bBqmsj xxWbw hxHqQC qmLyI udWtD dLDUgN fNBxGI eFsFfP gKssyu iBLeSY"><div class="kCkdZx dOTQVs iOtMSR WdXym brPewL gWhLoO qLgTi ciJhqS ibCwtb jGKNKW dMDgBc jCPwxW jYADwv enxAPC aEZgq kPJDhF bpiJH jKFBiG dAINnd eTBihp dWEByn ersonm hKWGrC kGSwJ kGrTuD hbVqJu dfWHWr UnCJu lkmdsW gPuyWR ioFMdR gXYQWv eWDFUl jXGYvB jJcaKz kqFIvj dBuRhU jpPGqC eMKZco srYym jyhLpj iEhJMT eoWnUn kUksiv ewxzDg ilhdUd wgPZv jdquTd fNRizL fqrWkL kBzhbE ihrJwh fquMDB fgRgOF COqHq jIHmpV gjIiWD kvpqeI kGzIpw iRJLOP hGMvRu lbdeBI fMaRD juIcfJ cucZgT eRwyIu lmWXWU bDJvJj iuOgCK iLoSRl fUGxRt kgsySf dgpYOt gSgsEu"><div xmlns:tei="http://www.tei-c.org/ns/1.0" xmlns:oasis="http://docs.oasis-open.org/ns/oasis-exchange/table" id="xml-article"> <div id="middle" class="article-body"> <div> <h2 id="theory-vs-practice-in-library-education" class="article-division" tabindex="-1">Theory vs practice in library education</h2> <p>The debate about whether a university education is an appropriate and adequate preparation for professional library and information work is an old chestnut<sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B1" data-scroll="#B1" rel="footnote" id="main-text-B1" class="scroll-link">1</a></button></strong></span></sup>. Simmons and Corrall<sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B2" data-scroll="#B2" rel="footnote" id="main-text-B2" class="scroll-link">2</a></button></strong></span></sup> address this question very directly in a study about the educational needs of academic subject librarians, while Cox et al<sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B3" data-scroll="#B3" rel="footnote" id="main-text-B3" class="scroll-link">3</a></button></strong></span></sup> followed up a group of information management graduates from Sheffield University to investigate the graduates' own perceptions of the extent to which their course prepared them for employment. The literature tends to support a balanced approach, whereby theory and practice are combined to give students a core set of skills and knowledge. CILIP<sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B4" data-scroll="#B4" rel="footnote" id="main-text-B4" class="scroll-link">4</a></button></strong></span></sup> also emphasizes the need to include both theory and practice in its accredited courses and the Professional Knowledge and Skills Base (PKSB)<sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B5" data-scroll="#B5" rel="footnote" id="main-text-B5" class="scroll-link">5</a></button></strong></span></sup>, which is now used to assess accredited programmes and support personal professional development, describes knowledge and skills in a way which juxtaposes theory and practice.</p> <p>The MA in Information Studies (MAIS) course at the University of Brighton has a strong practical element running through it. While validated by the University as a masters-level course, it also emphasizes the importance of the practitioner perspective and practitioners are regularly invited to contribute to the teaching. So, as well as being taught the theory of organizing information, for example, students also take part in practical workshops delivered by practitioners specializing in acquisitions and metadata – or technical services, or even cataloguing and classification, to use old-world terminology. In module feedback, students regularly cite practitioner input as one of the ‘three best things’ about the module in question. When asked what they had gained most from the MAIS course overall, the 2012–2013 Brighton cohort cited this mix of theory and practice as key. In answer to the question ‘What did you gain most from the course?’ one student wrote:</p> <blockquote><p>“Theoretical + Practical Skills + Knowledge. Doing things like building web pages and creating business plans taught me a lot but has also given me practical examples that I have been able to use in job applications.”</p></blockquote> <blockquote><p>“… theory and practice are combined to give students a core set of skills and knowledge …”</p></blockquote> </div> <div> <h2 id="the-uksg-contribution" class="article-division" tabindex="-1">The UKSG contribution</h2> <p>For several years, one of the key practitioner sessions in the academic year at Brighton has been the UKSG travelling roadshow. This roadshow or workshop supported library and information programmes throughout the UK since 1991 and was conceived primarily to promote current knowledge and information about journals to a wider audience as well as a way of promoting UKSG to a new audience.</p> <p>The roadshow was normally made up of three or four half-hour presentations from a librarian, a publisher, a journals agent and a representative from the British Library, followed by a panel discussion. Although there were high levels of satisfaction with the content some of the feedback pointed to the need for increased interactivity and better linking to the curriculum at the particular institution. Also, attendance at the events was not always as expected and this, coupled with the difficulties of organizing three or four presenters, meant that a new sustainable and less resource-intensive approach was needed.</p> <p>UKSG decided to review the process and in consultation with Audrey Marshall, MAIS course leader, began to formulate a prototype for a new approach with the intention of delivering it to the students on the MAIS course in April 2013.</p> <blockquote><p>“… a prototype for a new approach …”</p></blockquote> <p>As noted above, Brighton already worked closely with a number of local practitioners, one of whom was Sarah Lowe, the E-Resources and Subscriptions Librarian at the University of Brighton. She delivered a regular session on her role in the library to the MAIS students, as part of their module on collection development, and this had been popular in previous years. Together with Sarah, Jane Harvell (on behalf of UKSG), came up with a proposal which Audrey felt would adequately reflect current issues in this area and still fit with the curriculum, particularly related to collection development and the changing nature of resources. She was hopeful that it would also help students understand their assignment for this module, thereby engaging the students at the right point in their studies. So the overall aim was to deliver a beneficial session whilst, at the same time, promoting the work and value of UKSG.</p> </div> <div> <h2 id="workshop-delivery" class="article-division" tabindex="-1">Workshop delivery</h2> <p>A three-part workshop was devised, which took around two hours to deliver. Firstly, the local practitioner, Sarah, gave a presentation on the topic of the online resource lifecycle, covering resource investigation, acquisition, implementation, review and cancellation. This was followed by a short Q&A session, during which the students were offered the opportunity to ask Sarah questions about her presentation. Secondly, Jane spoke on behalf of UKSG about scholarly communication in general and, in doing so, brought in the voices of the publishers and intermediaries.</p> <p>This second part of the session outlined a little about UKSG, its mission and work. It also demonstrated to the students how UKSG supports librarians in their day-to-day work, through highlighting current issues, allowing practitioners to share problems or experiences and offering practical help. The resources highlighted included the Jisc mail, lis-e-resources<sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B6" data-scroll="#B6" rel="footnote" id="main-text-B6" class="scroll-link">6</a></button></strong></span></sup>, <em>UKSG eNews</em><sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B7" data-scroll="#B7" rel="footnote" id="main-text-B7" class="scroll-link">7</a></button></strong></span></sup>, the <em>The E-Resources Management Handbook</em><sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B8" data-scroll="#B8" rel="footnote" id="main-text-B8" class="scroll-link">8</a></button></strong></span></sup> and <em>Insights: the UKSG journal</em><sup><span class="xref"><strong><button data-state="closed" class="AxjtU foDtdn bbYXSC dxVcBS"><a href="#B9" data-scroll="#B9" rel="footnote" id="main-text-B9" class="scroll-link">9</a></button></strong></span></sup>. An advantage of delivering the topics side by side was that we found it very simple to relate these tools to the presentation delivered earlier by the practitioner so the students could see how UKSG support could slot into their day-to-day work.</p> <blockquote><p>“… engaging the students at the right point in their studies.”</p></blockquote> <p>Feedback from the review and from previous UKSG roadshows had shown how much the students valued the presentations from the publishers and the subscription agents or intermediaries. To ensure this aspect was covered, we included information about their roles and responsibilities in the second part of the session under the headings ‘What do I need to know about publishers?’ and ‘What is an intermediary?’ From the publishers' side we outlined what an academic publisher is and talked about the different materials they produce. We also touched on the journal process, including the role of editorial boards and peer review. Finally, we spoke about the current issues of open access as a publication model from the point of view of the publishers. For an insight into the intermediary perspective we gave examples of the types of intermediary and the services they offer to libraries.</p> <p>The third and final part of the session, which lasted approximately 45 minutes, took the form of discussions. We worked with the students in small groups, inviting them to discuss how they would approach three scenarios: </p><ol class="numbered-list"> <li>“I'd like the Library to take out a subscription for the <em>Journal of Very Important Research Studies</em>” (received from an academic).</li> <li>“Can we subscribe to the <em>Collection of Very Important Research Papers</em> which we believe is available as a nationally negotiated deal?” (received from a colleague in the library).</li> <li>“We are starting a new course in drama – could you let us know what is available online in this area?” (received from an academic).</li> </ol><p></p> <p>Groups were then encouraged to share their discussions, which allowed for further debate between the students and the practitioners. Throughout the session we offered plenty of opportunities for questions. This meant that the session was much more interactive than the previous roadshows had been. As outside speakers, this is an important consideration. Not only does it keep the student audience interested, it also allows speakers to gauge the level of engagement and comprehension of the group, particularly since the group is unfamiliar both to you and with you.</p> </div> <div> <h2 id="feedback" class="article-division" tabindex="-1">Feedback</h2> <p>The session was very well received. Audrey felt that it fitted extremely well into the module. It expanded on many of the issues already encountered in the lectures and gave the students a really good insight into how practitioners are facing and dealing with current challenges, particularly with regard to electronic resources.</p> <p>“It gave a good sense of these issues being ‘live’ and not just something I'd dreamed up for an interesting debate. The juxtaposition of Sarah as an individual practitioner and then UKSG as a collaborative support network worked extremely well. It really brought to life the tensions between the different stakeholders as well as the importance of sharing good practice and encouraging open dialogue”.</p> <p>The response from the students was also very positive and encouraging. Comments from them included:</p> <blockquote> <p>“Good insight into an aspect of the industry I didn't know much about before” and “I found myself thinking about how to integrate the discussions in my assignment.”</p> <p>“Very informative introductory session – a good mix of practical information and learning.”</p> <p>“Gave general impression of the tensions and collaborative efforts between different parties.”</p> <p>“Good to hear from practitioners who are aware of issues from different perspectives – publishers, librarians, educators.”</p> </blockquote> <blockquote><p>“…a really good insight into how practitioners are facing and dealing with current challenges …”</p></blockquote> <p>And finally, feedback from Sarah, the local practitioner:</p> <blockquote><p>“I thought the format was good – a mixture of presentations and group work – and I think it is a pretty transferable format. The UKSG section was good and represented the relationships well.”</p></blockquote> </div> <div> <h2 id="successful-model" class="article-division" tabindex="-1">Successful model</h2> <p>With this successful pilot, UKSG now has a model that can hopefully be rolled out to all those UK universities who are interested. It is important that there is enough flexibility to reflect current topics and to suit the particular needs of the institution. Open access, for example, was discussed at great length at Brighton, partly because it had been a hot topic at the 2013 UKSG Conference which a couple of the students had attended. One or two students were also undertaking dissertations on different aspects of open access and were conversant with the key arguments, which they were keen to explore from a practical perspective. There are plans in place to run the session at Manchester Metropolitan University and Sheffield University, and negotiations are under way with UCL. The model, based on our experiences from the session at Brighton, involves identifying a member of UKSG who would be happy to represent UKSG and who would deliver a centrally held standard presentation which may need slight modifications to reflect current issues. The presentation from the local practitioner would be around their role in their institution with the discussion questions for the workshop to be agreed between the course convenor and the presenters.</p> <blockquote><p>“… an important opportunity to demonstrate to students how classroom learning and real-life practice interrelate …”</p></blockquote> </div> <div> <h2 id="conclusion" class="article-division" tabindex="-1">Conclusion</h2> <p>An important strand of the initiative is to promote the value of UKSG to students and to a new generation interested in scholarly communication. It is incredibly important to ensure those in the early part of their career are plugged into the support UKSG can offer in terms of training and awareness, not least the valuable free student places which are so popular now for the UKSG Annual Conference. It is a two-way street though, with UKSG needing to listen to the needs and requirements of a new generation. This approach, alongside the close interaction of the course convenors with the individual member of UKSG helps us achieve this aim. Of course, an additional element is to promote UKSG to the course conveners. For course leaders, it is an important opportunity to demonstrate to students how classroom learning and real-life practice interrelate, as well as to highlight the importance of networking and continual professional development.</p> </div> </div> <div id="back" class="article-references"><div id="references"> <h2 id="references" class="article-division" tabindex="-1">References</h2> <ol class="reference-list"> <li id="B1"> <a href="#B1" rel="footnote" style="display:none"></a><p>Audunson, R , Library and Information Science Education—Discipline, profession, vocation?, <em>Journal of Education for Library & Information Science</em>, 2007, 48(2), 94–107.</p> </li> <li id="B2"> <a href="#B2" rel="footnote" style="display:none"></a><p>Simmons, M and Corrall, S , The changing educational needs of subject librarians: a survey of UK practitioner opinions and course content, <em>Education for Information</em>, 2011, 28, 21–44.</p> </li> <li id="B3"> <a href="#B3" rel="footnote" style="display:none"></a><p>Cox, A <em> et al.</em> , Information management graduates' accounts of their employability: a case study from the University of Sheffield, <em>Education for Information</em>, 2013, 30, 41–61.</p> </li> <li id="B4"> <a href="#B4" rel="footnote" style="display:none"></a><p>CILIP: <a target="_blank" rel="noopener noreferrer" href="http://www.cilip.org.uk">http://www.cilip.org.uk</a> (accessed 19 December 2013).</p> </li> <li id="B5"> <a href="#B5" rel="footnote" style="display:none"></a><p>CILIP<em>Professional Knowledge and Skills Base:</em><a target="_blank" rel="noopener noreferrer" href="http://www.cilip.org.uk/cilip/jobs-and-careers/professional-knowledge-and-skills-base">http://www.cilip.org.uk/cilip/jobs-and-careers/professional-knowledge-and-skills-base</a> (accessed 19 December 2013).</p> </li> <li id="B6"> <a href="#B6" rel="footnote" style="display:none"></a><p>Lis-e-resources: <a target="_blank" rel="noopener noreferrer" href="LIS-E-RESOURCES@JISCMAIL.AC.UK">LIS-E-RESOURCES@JISCMAIL.AC.UK</a></p> </li> <li id="B7"> <a href="#B7" rel="footnote" style="display:none"></a><p>UKSG eNews: <a target="_blank" rel="noopener noreferrer" href="http://www.uksg.org/publications/enews">http://www.uksg.org/publications/enews</a> (accessed 16 January 2014).</p> </li> <li id="B8"> <a href="#B8" rel="footnote" style="display:none"></a><p><em>The E-Resources Management Handbook</em>: <a target="_blank" rel="noopener noreferrer" href="http://uksg.metapress.com/content/120087">http://uksg.metapress.com/content/120087</a> (accessed 16 January 2014).</p> </li> <li id="B9"> <a href="#B9" rel="footnote" style="display:none"></a><p><em>Insights: the UKSG journal:</em><a target="_blank" rel="noopener noreferrer" href="http://uksg.metapress.com/content/122388">http://uksg.metapress.com/content/122388</a> (accessed 16 January 2014).</p> </li> </ol> </div></div> <div id="article-level-0-end-metadata" class="fm"> </div> </div> </div></div></div></section></article></main><aside class="lfpFOb fiuYUG kvsxzu fZULLI eAZrqn bsEVTl jzuiJt dDHwAh bympqB klDsRy"><section style="--extra-height:5rem" class="ljXGdG fdfVFM jrnjrZ cWkHOC cnsCBk fEzDZB lnopcr eIiEcR eAZrqn faYEqN gWzzAr JCara bympqB iUHufA hJIWyj" data-no-padding="true"><div dir="ltr" data-orientation="horizontal"><div role="tablist" aria-orientation="horizontal" class="fPSBzf cgzmzJ dXscgu" tabindex="-1" data-orientation="horizontal" style="outline:none"><button type="button" role="tab" aria-selected="true" aria-controls="radix-:R1bjttsmtnqfja:-content-toc" data-state="active" id="radix-:R1bjttsmtnqfja:-trigger-toc" class="bZRhvx dclGjS hYZFkb fgbdHr ddAjyo kdHsXs iiYJRg gfxUHM jaxCjk dBwzdG gsjAMe kghvgt ftkVga fagWSd hmEmdR hwUhUp dgihsQ dPDtDQ dJUmhj dolfgN hblLYA bQczTr hFYGLr cZrzMw gMoMzF dyTZGO enqMWn fBFwEN kiLcDA dXENQP htxIvu jfiBIV eHTTJO kDjVHE iJRWrr fhiMPc ftxADP" tabindex="-1" data-orientation="horizontal" 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contribution</a></div></li><li><div class="fPSBzf kSmiQp"><a href="#workshop-delivery" class="lmZmzR bSRIfX">Workshop delivery</a></div></li><li><div class="fPSBzf kSmiQp"><a href="#feedback" class="lmZmzR bSRIfX">Feedback</a></div></li><li><div class="fPSBzf kSmiQp"><a href="#successful-model" class="lmZmzR bSRIfX">Successful model</a></div></li><li><div class="fPSBzf kSmiQp"><a href="#conclusion" class="lmZmzR bSRIfX">Conclusion</a></div></li><li><div class="fPSBzf kSmiQp"><a href="#references" class="lmZmzR bSRIfX">References</a></div></li></ol></nav></section></div><div data-state="inactive" data-orientation="horizontal" role="tabpanel" aria-labelledby="radix-:R1bjttsmtnqfja:-trigger-annotations" hidden="" id="radix-:R1bjttsmtnqfja:-content-annotations" tabindex="0" class="gWzzAr dsKHtw jIwvFq iXlXYP"></div><div data-state="inactive" data-orientation="horizontal" role="tabpanel" aria-labelledby="radix-:R1bjttsmtnqfja:-trigger-related" hidden="" 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Simmons and Corrall\",[\"$\",\"sup\",\"3\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B2\",\"linkProps\":{\"href\":\"#B2\",\"data-scroll\":\"#B2\",\"rel\":\"footnote\",\"id\":\"main-text-B2\",\"className\":\"scroll-link\"},\"children\":\"2\"}]}]}]}],\" address this question very directly in a study about the educational needs of academic subject librarians, while Cox et al\",[\"$\",\"sup\",\"5\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B3\",\"linkProps\":{\"href\":\"#B3\",\"data-scroll\":\"#B3\",\"rel\":\"footnote\",\"id\":\"main-text-B3\",\"className\":\"scroll-link\"},\"children\":\"3\"}]}]}]}],\" followed up a group of information management graduates from Sheffield University to investigate the graduates' own perceptions of the extent to which their course prepared them for employment. The literature tends to support a balanced approach, whereby theory and practice are combined to give students a core set of skills and knowledge. CILIP\",[\"$\",\"sup\",\"7\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B4\",\"linkProps\":{\"href\":\"#B4\",\"data-scroll\":\"#B4\",\"rel\":\"footnote\",\"id\":\"main-text-B4\",\"className\":\"scroll-link\"},\"children\":\"4\"}]}]}]}],\" also emphasizes the need to include both theory and practice in its accredited courses and the Professional Knowledge and Skills Base (PKSB)\",[\"$\",\"sup\",\"9\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B5\",\"linkProps\":{\"href\":\"#B5\",\"data-scroll\":\"#B5\",\"rel\":\"footnote\",\"id\":\"main-text-B5\",\"className\":\"scroll-link\"},\"children\":\"5\"}]}]}]}],\", which is now used to assess accredited programmes and support personal professional development, describes knowledge and skills in a way which juxtaposes theory and practice.\"]}],\"\\n\",[\"$\",\"p\",\"5\",{\"children\":\"The MA in Information Studies (MAIS) course at the University of Brighton has a strong practical element running through it. While validated by the University as a masters-level course, it also emphasizes the importance of the practitioner perspective and practitioners are regularly invited to contribute to the teaching. So, as well as being taught the theory of organizing information, for example, students also take part in practical workshops delivered by practitioners specializing in acquisitions and metadata – or technical services, or even cataloguing and classification, to use old-world terminology. In module feedback, students regularly cite practitioner input as one of the ‘three best things’ about the module in question. When asked what they had gained most from the MAIS course overall, the 2012–2013 Brighton cohort cited this mix of theory and practice as key. In answer to the question ‘What did you gain most from the course?’ one student wrote:\"}],\"\\n\",[\"$\",\"blockquote\",\"7\",{\"children\":[\"$\",\"p\",null,{\"children\":\"“Theoretical + Practical Skills + Knowledge. Doing things like building web pages and creating business plans taught me a lot but has also given me practical examples that I have been able to use in job applications.”\"}]}],\"\\n\",[\"$\",\"blockquote\",\"9\",{\"children\":[\"$\",\"p\",null,{\"children\":\"“… theory and practice are combined to give students a core set of skills and knowledge …”\"}]}],\"\\n\"]}],\"\\n\",[\"$\",\"div\",\"3\",{\"children\":[\"\\n\",[\"$\",\"h2\",\"1\",{\"id\":\"the-uksg-contribution\",\"className\":\"article-division\",\"tabIndex\":\"-1\",\"children\":\"The UKSG contribution\"}],\"\\n\",[\"$\",\"p\",\"3\",{\"children\":\"For several years, one of the key practitioner sessions in the academic year at Brighton has been the UKSG travelling roadshow. This roadshow or workshop supported library and information programmes throughout the UK since 1991 and was conceived primarily to promote current knowledge and information about journals to a wider audience as well as a way of promoting UKSG to a new audience.\"}],\"\\n\",[\"$\",\"p\",\"5\",{\"children\":\"The roadshow was normally made up of three or four half-hour presentations from a librarian, a publisher, a journals agent and a representative from the British Library, followed by a panel discussion. Although there were high levels of satisfaction with the content some of the feedback pointed to the need for increased interactivity and better linking to the curriculum at the particular institution. Also, attendance at the events was not always as expected and this, coupled with the difficulties of organizing three or four presenters, meant that a new sustainable and less resource-intensive approach was needed.\"}],\"\\n\",[\"$\",\"p\",\"7\",{\"children\":\"UKSG decided to review the process and in consultation with Audrey Marshall, MAIS course leader, began to formulate a prototype for a new approach with the intention of delivering it to the students on the MAIS course in April 2013.\"}],\"\\n\",[\"$\",\"blockquote\",\"9\",{\"children\":[\"$\",\"p\",null,{\"children\":\"“… a prototype for a new approach …”\"}]}],\"\\n\",[\"$\",\"p\",\"11\",{\"children\":\"As noted above, Brighton already worked closely with a number of local practitioners, one of whom was Sarah Lowe, the E-Resources and Subscriptions Librarian at the University of Brighton. She delivered a regular session on her role in the library to the MAIS students, as part of their module on collection development, and this had been popular in previous years. Together with Sarah, Jane Harvell (on behalf of UKSG), came up with a proposal which Audrey felt would adequately reflect current issues in this area and still fit with the curriculum, particularly related to collection development and the changing nature of resources. She was hopeful that it would also help students understand their assignment for this module, thereby engaging the students at the right point in their studies. So the overall aim was to deliver a beneficial session whilst, at the same time, promoting the work and value of UKSG.\"}],\"\\n\"]}],\"\\n\",[\"$\",\"div\",\"5\",{\"children\":[\"\\n\",[\"$\",\"h2\",\"1\",{\"id\":\"workshop-delivery\",\"className\":\"article-division\",\"tabIndex\":\"-1\",\"children\":\"Workshop delivery\"}],\"\\n\",[\"$\",\"p\",\"3\",{\"children\":\"A three-part workshop was devised, which took around two hours to deliver. Firstly, the local practitioner, Sarah, gave a presentation on the topic of the online resource lifecycle, covering resource investigation, acquisition, implementation, review and cancellation. This was followed by a short Q\u0026A session, during which the students were offered the opportunity to ask Sarah questions about her presentation. Secondly, Jane spoke on behalf of UKSG about scholarly communication in general and, in doing so, brought in the voices of the publishers and intermediaries.\"}],\"\\n\",[\"$\",\"p\",\"5\",{\"children\":[\"This second part of the session outlined a little about UKSG, its mission and work. It also demonstrated to the students how UKSG supports librarians in their day-to-day work, through highlighting current issues, allowing practitioners to share problems or experiences and offering practical help. The resources highlighted included the Jisc mail, lis-e-resources\",[\"$\",\"sup\",\"1\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B6\",\"linkProps\":{\"href\":\"#B6\",\"data-scroll\":\"#B6\",\"rel\":\"footnote\",\"id\":\"main-text-B6\",\"className\":\"scroll-link\"},\"children\":\"6\"}]}]}]}],\", \",[\"$\",\"em\",\"3\",{\"children\":\"UKSG eNews\"}],[\"$\",\"sup\",\"4\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B7\",\"linkProps\":{\"href\":\"#B7\",\"data-scroll\":\"#B7\",\"rel\":\"footnote\",\"id\":\"main-text-B7\",\"className\":\"scroll-link\"},\"children\":\"7\"}]}]}]}],\", the \",[\"$\",\"em\",\"6\",{\"children\":\"The E-Resources Management Handbook\"}],[\"$\",\"sup\",\"7\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B8\",\"linkProps\":{\"href\":\"#B8\",\"data-scroll\":\"#B8\",\"rel\":\"footnote\",\"id\":\"main-text-B8\",\"className\":\"scroll-link\"},\"children\":\"8\"}]}]}]}],\" and \",[\"$\",\"em\",\"9\",{\"children\":\"Insights: the UKSG journal\"}],[\"$\",\"sup\",\"10\",{\"children\":[\"$\",\"span\",null,{\"className\":\"xref\",\"children\":[\"$\",\"strong\",null,{\"children\":[\"$\",\"$L42\",null,{\"scrollId\":\"B9\",\"linkProps\":{\"href\":\"#B9\",\"data-scroll\":\"#B9\",\"rel\":\"footnote\",\"id\":\"main-text-B9\",\"className\":\"scroll-link\"},\"children\":\"9\"}]}]}]}],\". An advantage of delivering the topics side by side was that we found it very simple to relate these tools to the presentation delivered earlier by the practitioner so the students could see how UKSG support could slot into their day-to-day work.\"]}],\"\\n\",[\"$\",\"blockquote\",\"7\",{\"children\":[\"$\",\"p\",null,{\"children\":\"“… engaging the students at the right point in their studies.”\"}]}],\"\\n\",[\"$\",\"p\",\"9\",{\"children\":\"Feedback from the review and from previous UKSG roadshows had shown how much the students valued the presentations from the publishers and the subscription agents or intermediaries. To ensure this aspect was covered, we included information about their roles and responsibilities in the second part of the session under the headings ‘What do I need to know about publishers?’ and ‘What is an intermediary?’ From the publishers' side we outlined what an academic publisher is and talked about the different materials they produce. We also touched on the journal process, including the role of editorial boards and peer review. Finally, we spoke about the current issues of open access as a publication model from the point of view of the publishers. For an insight into the intermediary perspective we gave examples of the types of intermediary and the services they offer to libraries.\"}],\"\\n\",[\"$\",\"p\",\"11\",{\"children\":\"The third and final part of the session, which lasted approximately 45 minutes, took the form of discussions. We worked with the students in small groups, inviting them to discuss how they would approach three scenarios:\\n\"}],[\"$\",\"ol\",\"12\",{\"className\":\"numbered-list\",\"children\":[\"\\n\",[\"$\",\"li\",\"1\",{\"children\":[\"“I'd like the Library to take out a subscription for the \",[\"$\",\"em\",\"1\",{\"children\":\"Journal of Very Important Research Studies\"}],\"” (received from an academic).\"]}],\"\\n\",[\"$\",\"li\",\"3\",{\"children\":[\"“Can we subscribe to the \",[\"$\",\"em\",\"1\",{\"children\":\"Collection of Very Important Research Papers\"}],\" which we believe is available as a nationally negotiated deal?” (received from a colleague in the library).\"]}],\"\\n\",[\"$\",\"li\",\"5\",{\"children\":\"“We are starting a new course in drama – could you let us know what is available online in this area?” (received from an academic).\"}],\"\\n\"]}],[\"$\",\"p\",\"13\",{\"children\":\"$undefined\"}],\"\\n\",[\"$\",\"p\",\"15\",{\"children\":\"Groups were then encouraged to share their discussions, which allowed for further debate between the students and the practitioners. Throughout the session we offered plenty of opportunities for questions. This meant that the session was much more interactive than the previous roadshows had been. As outside speakers, this is an important consideration. Not only does it keep the student audience interested, it also allows speakers to gauge the level of engagement and comprehension of the group, particularly since the group is unfamiliar both to you and with you.\"}],\"\\n\"]}],\"\\n\",[\"$\",\"div\",\"7\",{\"children\":[\"\\n\",[\"$\",\"h2\",\"1\",{\"id\":\"feedback\",\"className\":\"article-division\",\"tabIndex\":\"-1\",\"children\":\"Feedback\"}],\"\\n\",[\"$\",\"p\",\"3\",{\"children\":\"The session was very well received. Audrey felt that it fitted extremely well into the module. It expanded on many of the issues already encountered in the lectures and gave the students a really good insight into how practitioners are facing and dealing with current challenges, particularly with regard to electronic resources.\"}],\"\\n\",[\"$\",\"p\",\"5\",{\"children\":\"“It gave a good sense of these issues being ‘live’ and not just something I'd dreamed up for an interesting debate. The juxtaposition of Sarah as an individual practitioner and then UKSG as a collaborative support network worked extremely well. It really brought to life the tensions between the different stakeholders as well as the importance of sharing good practice and encouraging open dialogue”.\"}],\"\\n\",[\"$\",\"p\",\"7\",{\"children\":\"The response from the students was also very positive and encouraging. Comments from them included:\"}],\"\\n\",[\"$\",\"blockquote\",\"9\",{\"children\":[\"\\n\",[\"$\",\"p\",\"1\",{\"children\":\"“Good insight into an aspect of the industry I didn't know much about before” and “I found myself thinking about how to integrate the discussions in my assignment.”\"}],\"\\n\",[\"$\",\"p\",\"3\",{\"children\":\"“Very informative introductory session – a good mix of practical information and learning.”\"}],\"\\n\",[\"$\",\"p\",\"5\",{\"children\":\"“Gave general impression of the tensions and collaborative efforts between different parties.”\"}],\"\\n\",[\"$\",\"p\",\"7\",{\"children\":\"“Good to hear from practitioners who are aware of issues from different perspectives – publishers, librarians, educators.”\"}],\"\\n\"]}],\"\\n\",[\"$\",\"blockquote\",\"11\",{\"children\":[\"$\",\"p\",null,{\"children\":\"“…a really good insight into how practitioners are facing and dealing with current challenges …”\"}]}],\"\\n\",[\"$\",\"p\",\"13\",{\"children\":\"And finally, feedback from Sarah, the local practitioner:\"}],\"\\n\",[\"$\",\"blockquote\",\"15\",{\"children\":[\"$\",\"p\",null,{\"children\":\"“I thought the format was good – a mixture of presentations and group work – and I think it is a pretty transferable format. The UKSG section was good and represented the relationships well.”\"}]}],\"\\n\"]}],\"\\n\",[\"$\",\"div\",\"9\",{\"children\":[\"\\n\",[\"$\",\"h2\",\"1\",{\"id\":\"successful-model\",\"className\":\"article-division\",\"tabIndex\":\"-1\",\"children\":\"Successful model\"}],\"\\n\",[\"$\",\"p\",\"3\",{\"children\":\"$43\"}],\"\\n\",[\"$\",\"blockquote\",\"5\",{\"children\":[\"$\",\"p\",null,{\"children\":\"“… an important opportunity to demonstrate to students how classroom learning and real-life practice interrelate …”\"}]}],\"\\n\"]}],\"\\n\",[\"$\",\"div\",\"11\",{\"children\":[\"\\n\",[\"$\",\"h2\",\"1\",{\"id\":\"conclusion\",\"className\":\"article-division\",\"tabIndex\":\"-1\",\"children\":\"Conclusion\"}],\"\\n\",[\"$\",\"p\",\"3\",{\"children\":\"An important strand of the initiative is to promote the value of UKSG to students and to a new generation interested in scholarly communication. It is incredibly important to ensure those in the early part of their career are plugged into the support UKSG can offer in terms of training and awareness, not least the valuable free student places which are so popular now for the UKSG Annual Conference. It is a two-way street though, with UKSG needing to listen to the needs and requirements of a new generation. This approach, alongside the close interaction of the course convenors with the individual member of UKSG helps us achieve this aim. Of course, an additional element is to promote UKSG to the course conveners. 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