LTA Connect/SLE: Collaboration and partnership with your Cognate Subject Group Librarian :how working together assists students in their studies

Session Outline

The SLE Lens that this presentation particularly aligns with is ‘Mental Health and Wellbeing’ and the ‘Curriculum’ and ‘Resources, Environment and Technologies’ SLE building blocks. It will demonstrate how lecturers, working with their Cognate Subject Group (CSG) librarians, can develop courses built around new and existing library resources and provide library support though library (re)inductions. By doing so this may alleviate some of the stresses felt by students as they progress through their courses and improve the student learning experience.

Mod1s/ Cur03s / Course Development 
This part of the presentation discusses the early involvement of CSG librarians in the course and module development process. It will discuss how the CSG librarians can demonstrate to tutors the library materials that are available to them, including Open Access materials, and how they can be incorporated into their courses and resource lists.

It will highlight issues around provision of access to some of the resources, and how this access might be resolved. It will discuss how the tutors, when doing periodic review of their course materials after the course and modules have been approved, can work with the CSG librarians to ensure the inclusion of appropriate materials either in their lectures or in their resource lists.
It will show an exemplar Talis Resource List and how, using the library materials within it, it can support the students in their learning journeys.

Resource Discovery Technologies and (re)Inductions 
This part of the presentation will highlight library tools and content providers lecturers may expect the students to use throughout their study life. This will include Library Search, Google Scholar, EBSCO collections, Web of Science and Scopus.
This session will also discuss the importance of (re)Inductions and how early inductions followed by later, and more module specific inductions can benefit the students and remove some of their anxieties in finding materials for their courses.

Presenter

Elizabeth McHugh 

Elizabeth is UHI’s Electronic Resources Manager, part of the libraries section of ITDI, a role she has had since 2005. She completed her Masters in Information and Library Management in 2014, is a graduate of Aurora (2021) and holds her Advanced HE Senior Fellowship (2025). Within UHI she is the Cognate Subject Librarian for Engineering, Computing and the Built Environment & Health, Social Care and Life Sciences, working in partnership with other librarians as required. She is the Inter-Library Loans librarian for postgraduate students and researchers, and she works with the research office in striving to ensure resources are available to support the needs of research. Her undergraduate degree of Ancient & Medieval History and her time spent based in HTC (Dingwall) keeps up her interest in the humanities courses being delivered through UHI.

Learning and Teaching Enhancement Strategy Values

Advance HE Professional Standards Framework

V2 promote engagement in learning and equity of opportunity for all to reach their potential

V5 collaborate with others to enhance practice

K4 appropriate use of digital and/or other technologies, and resources for learning

A2 teach and/or support learning through appropriate approaches and environments

A4 support and guide learners

Professional Standard's for Scotland's Colleges

3.2.3 Applies a range of inclusive practices to promote and support engagement with students and partners

3.2.6 Collaborates and works in partnership with others to ensure that all guidance, advice and support sustains learning and maintains the positive health and wellbeing and safety of all students

2.2.9 Understands how to embed a range of digital technologies to enhance learning and teaching and assessment

2.2.7 Understands the strategies required to support learning in a range of learning environments

1.2.4 Supports and encourages students to take personal responsibility for leading their own learning

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