New Look Library

If you been on the 2nd floor of David Hockney Building over the last few months, you’d have noticed that the library team has carried out another one of our increasingly annual book moves.

We’re really pleased with the result.

Taller shelving allows us to create more space for studying

We’ve upgraded about a third of the shelving from 3 to 4 high, allowing us to remove our older wooden shelves and create a new reading area. We’ve moved our shelving to be closer together to create more of a library feel and make book searching more straightforward for library users.

New reading area with comfy sofas and a bookshop feel

Our new reading area brings together our Graded Readers with our Reading Collection. We’ve got comfy sofas for anyone wanting to curl up with a book, as well as quiet group study tables. You’ll also find our film collection here, and we are creating a new collection of graphic novels.

New Study Skills collection to aid browsing and discovery

We’ve still got a quiet individual study area which is next to our new collection of Study Skills books. This will allow students to browse our generic study skills books rather than having to find these books which were scattered throughout the library collection.

We’d love to know what you think. Contact us on Chat via Library Online or our Library Catalogue, email us on askalibrarian@bradfordcollege.ac.uk, or just come and chat to us in the Library.

The British Standards Institution are adding a new security feature to their documents

What’s happening to BSI documents?
The British Standards Institution (BSI) is improving the digital security of it’s documents.
To do this it is adding an extra layer of security to the documents it provides access to.
The BSI will be introducing a new security feature to it’s documents from Saturday 19th December 2020.

What does this mean to you?
In order to open documents from the BSI, such as those in our British Standards Online Collection, you will need to have a security plug-in installed on your device.
Once the plug-in is installed you should find that your access and use of these documents will be done as quickly and efficiently as before.

What do you need to do?
To access electronic BSI documents you will need to install the FileOpen plug-in.
You will also need to make sure you Adobe Acrobat or Reader installed in order to view any documents.

How do I get the plug-in?
To download and install the FileOpen plug-in you will need to visit the FileOpen site to get it.
If you are using a College laptop or device you may need to contact IT Services.

Find our more
You can find out more details and a Frequently Asked Questions (FAQs) at the BSI’s website.

Academic Liaison Librarians

Do you :

  • Need help with where to start researching for your assignment?
  • Require advice on finding the books and journal articles you need for your research?
  • Want assistance searching for information using electronic resources?
  • Find yourself stumped by referencing?

Did you know there is a specialist professionally qualified Librarian on hand to offer individual and group support?
You are welcome to contact your course librarian to discuss what library support they can provide you.

Librarian Supported Academic Areas Email Address
Lakshmi Banner ESOL
Early Years, Health & Social Care
Early Years & Youth
Health & Social Care
Business & Accountancy
Sport, Uniform Public Services and Law
l.banner@bradfordcollege.ac.uk
Haydn Clark Applied Sciences and Computing (FE)
Allied Medical & Digital – Tech (HE)
Arts and Creative Industries (FE & HE)
Distance Learning
Community Learning
Forster College: English & Maths
Adult & Community
h.clark@bradfordcollege.ac.uk
Deborah Duffy Access to HE
Sixth Form and 14-16
d.duffy@bradfordcollege.ac.uk
David Porter Education and Professional Studies
Teacher Education (Primary & Secondary)
Engineering and Motor Vehicle
Engineering
Construction
Catering, Hair & Beauty and Travel
Progression to Learning and Work
d.porter@bradfordcollege.ac.uk

Staffed Library hours (Term-time)

 

David Hockney Library (2F-Lib) Trinity Green Library (1.29)
Monday 8.30am to 7.00pm 10.00am to 4.00pm
Tuesday 8.30am to 7.00pm 10.00am to 4.00pm
Wednesday 8.30am to 7.00pm 10.00am to 4.00pm
Thursday 8.30am to 7.00pm 10.00am to 4.00pm
Friday 8.30am to 5.00pm 10.00am to 4.00pm

The pleasure of reading

It may not have escaped the notice of students and staff that a number of exciting changes have taken place to the College’s Library’s over the past few months and one of the key areas which has been focussed on is the Reading Collection.

The collection not only includes standard works of fiction but biographies and graphic novels. There are examples of nearly all Literary genres and titles which should appeal to any taste.

The relocation of the Reading Location presented an opportunity to merge it with the Junior Fiction from the Teacher Training Collection. This not only increased the number of the items available but also the range of genres.

All items in the reading collected are availabe on a term-loan. This means that rather than being issued with a book for the standard two weeks it will be on loan until the end of the current term. This means that if you take an item out at the start of term you get it for much longer than if you take it out towards the end of term. Not to worry though as you still benefit from the item being automatically renewed.

For more information about the Reading Collection you can read our Library guide.

The Library will also be running a reading challenge in 2020 which all students will be welcome to participate in. More details will be revealed in the next few months, but what we can reveal is that it will involve prizes.

The Library includes a number of winning and shortlisted titles for the following Literary awards :

While the Librarians have always been keen to promote a highly varied selection of fiction and non-fiction titles within the Reading Collection we are eager to hear which titles you would like to see included in the collection. You can submit a suggestion to the library about any title you think we ought to consider adding to our collection. Click here to complete the suggestion form.

Westlaw is changing how it will look in July.

One of our key legal databases is having a face-lift, and in this case we like what we see!

New Westlaw

There are some good things for students:

  • Greater promotion of Topic pages (the new version of Insight) as the way to start a search for content
  • More current awareness features (‘commercial awareness’)
  • Easier to find help on search terms and connectors
  • Easier to set up folders and alerts, and save favourites
  • Cases are marked ‘Significant’ and also if they include legal or procedural ‘Guidance’

Topic page in Westlaw

There are some new good things for staff

  • Easier to create links to cases / legislation / journal articles to put into Moodle courses
  • Easier to create alerts via Insight pages on topics, so you are emailed when there are new cases or journal articles on your topic.

If you want to know more, there’s a good introductory video here: https://youtu.be/BhGXg7gkK8k

We’ve added the Westlaw – New Platform link to the A-Z list of databases so students and staff can preview it, and will fully swap over from the old Westlaw in July.

Let us know your thoughts!

 

Independent Living in the Library

In November the library launched its special collection to support our Independent Living and Skills for Employment students.

For the past 3 years the Library has been situated next to their classrooms but most students never thought of borrowing anything – and some thought they were not even allowed to.  Realising this was quite disheartening, so we have been trying to make the library more inclusive to students from this area for a few years.

Students didn’t think there were any resources for them, so David Porter (our Academic Liaison Librarian) has been conducting introductions to the library with tours, talks and showing them how to borrow items.

We show students which books and subjects might be interesting to them, and any that relate to what they study in the classroom, e.g. health, nutrition, cooking and gardening.  We showed the journals in the library and asked what magazines they would like to see.  As result of this we ordered a few magazines such as BBC Easy Cook.

Following observations from tutors in this area, they felt that having a separate section for their students would help as being in the library might be stressful.  We have had to move shelving and study spaces around quite a bit during the past few years so not all subject areas remain the same so this can cause confusion.

It was decided that having a few shelves of stock against the wall near to their classrooms would be a good idea. Having their own collection would also create a sense of ownership. Placing this collection between the Reading Collection and Graded Readers would mean that students could venture a little further and look at these other collections to help improve their comprehension.  As with the rest of our collections, this area isn’t exclusive to Independent Living/Skills for Employment students, anyone is welcome to borrow from it; just as these students are welcome to borrow anything in the Library.

In order to differentiate their books and DVDs from other areas we coded them with “IL” in front of their shelf-mark, this appears on the spine of the item and on the Library Management System. “IL” of course standing for “Independent Living”. Some of the stock was transferred from the main collection and some DVDs have been donated by the dept.  In addition to that, we have been ordering new stock.  One difficulty is in finding appropriate level books for adults with learning difficulties.  Many books for are for children rather than adults, so in some cases we have had to order some material aimed at children, but we are trying to avoid that whenever possible.

Labeling on Independent Living collection books

We have had some recent comments about students now asking their parents or carers to take them to their public library.  This is wonderful as it shows that this is adding to their independent skills and interest.  The library has suffered quite a bit of disruption with stock moves and the lighting in this area is quite low.  We have asked our Estates to increase lighting to make the area less “gloomy” and more navigable.  We will monitor how well this collection is used in the next year to see whether it is still useful and whether it is on the right location.  So, watch this space – quite literally!

Library Research finds that the quality and quantity of research sources appears to impact on dissertation marks.

The quality and quantity of research sources appears to impact on dissertation marks.

Julia Sherrington, Academic Liaison Librarian for Art, recently undertook some investigations into the types of sources being used in dissertations within the School of Arts.  She looked at the bibliographies in 43 dissertations from the 2017/18 cohort and mapped them against their dissertation mark.

What it showed was that students, gaining a mark of 60 and above, evidenced the use of more sources on average.

 

The range of sources mostly included books, journal articles, websites, research papers, and video.

The quality of sources also showed a correlation between marks.  The average use of scholarly books and journals was higher with those gaining higher marks.  A total of 273 scholarly books and 83 scholarly journals were referenced.

Whilst this was a small study, it does hint at a relationship between the two.  It would be useful to undertake a more extensive study and widen this out for more meaningful results.

She also wanted to look at any impact the College Library may have on dissertation marks.  The starting point, was to look at the print books used to see if any were borrowed from the library; with journal articles it was whether the article was in stock in print in the library or available to view online through our electronic resources.

Out of all the sources in quoted 43 dissertations, 150 print books were borrowed from the library and 107 were scholarly in nature – although if we looked at journal articles the picture was less promising.  Out of 151 articles that could be found via the library only 35 were scholarly.    So what does this tell us?  Two things… that our students are finding and using a lot of lot of non-scholarly material though the library and that they are finding open access material to support their research.

What else can we take from this? Are our students using the library electronic resources effectively, do they know how to evaluate the quality of source, and in some cases are they using google and finding scholarly articles that have paywalls and viewing the abstract rather than the whole article?

Another interesting fact is that our requests for Inter-library Loans from the British Library had reduced drastically over the last 5 years.  There will be many books and journal articles that could be available and very relevant to students doing their research.  Why do students not want to request Inter Library loans anymore?  This is a question that we should be asking both ourselves and students; and if students will rely more and more on Open Access research, how to they easily find it?

The findings from this study have been forwarded to the relevant academic staff within Arts for further discussion.  One thing we have learned is that the library has an important role to play in helping students find the right scholarly sources. We want to give students the best chance of success whether it is research for dissertations or essays.

 

ESOL Reading Week at Bradford College

It’s ESOL Reading Week at Bradford College! The Library has organised a set of quizzes and a display to inspire and enthuse our ESOL readers taking part.

Julie, librarian for ESOL in Bradford College, says “the Library hopes you will have a great week. Read, read, read!”

Have a go at:

  • Library quiz – quiz sheets for Pre-entry/beginner, Entry 1 and Entry 2
  • Write a review of a story you have read
  • Write a story or poem

PRIZES TO BE WON!

Call in to see us at the Library Information Desk for; quiz sheets, to hand in completed quiz sheets and to get suggestions for books to read.

Remember: “Books can be dangerous. The best ones should be labelled ‘This could change your life’.” ― Helen Exley

To Renew or Auto-Renew… our Librarians give a paper at the Koha User Group, November 2018

To Renew or Auto-Renew… our Librarians give a paper at the Koha User Group, November 2018

In 2016/2017, the Library undertook a major review of our Library Management System with the result that we moved all our data and systems over to an open source LMS called Koha. The review gave us the opportunity to look at our existing practices and procedures and, following extensive discussion, consultation and research, we introduced auto-renewals in September 2018.  In November 2018, two of the Librarians responsible for managing Koha, Simon Lyes and Haydn Clark, gave a short presentation of our experiences at the Koha User Group.

The talk looked at 3 main areas:  Why auto-renewals, Obstacles, and What we learnt.

Simon and Haydn explained the reasons why we decided to introduce auto-renewals.  In their talk they identified the key reasons as simplification, fairness, efficiency, peer pressure and popularity.  As with many academic libraries, we had a complex system of loans and renewals aiming to satisfy different student needs.  One title may have some copies for long loan, others on week loan, reference only or short loan (3 hours).  Each loan had different levels of fines attached, and different renewal rules.  Students would have to remember to renew their books or risk a fine, even when the books weren’t required by other library users. Auto-renewals meant that we were able to simplify all our loans (other than the Teacher Training Collection) to just 2 weeks each, with just one fine system. Students who borrowed books that weren’t required by other students would be able to keep them for up to 6 months. We expected a reduction in staff time used in labeling books, explaining different loan types, and reminding students to renew. And we hoped for a reduction in fines as only students who didn’t return books in demand would be penalised.

There were some obstacles that we resolved through compromise and a great deal of promotion.  Some colleagues felt auto-renewals would be difficult to explain to some students, particularly those with English as a second language.  We were also  concerned that it might be easier to forget about loans without the regular need to renew. Auto-renewals do depend on borrowers checking their college email, so we heavily promoted student email information in our inductions, at the library counter and to teaching staff.  We also hoped that with the introduction of Office 365 for students and staff, use of college email would become standard.  There was a concern that books may be kept out longer, leaving fewer copies on the shelves to browse.  Again, the solution was to educate students on using the library catalogue for discovery and reservations.  In terms of staff workload, there was the major job of removing loan stickers from thousands of books that had the week loan status.  Simon and Haydn also also talked about the technical problems in switching item types for over 70,000 items from 3- and 1-week to the 2-week loan type, and how PTFS had helped by running the switch for us.  We had to return and reissue everything that was on loan so that these would auto-renew going forward We also made sure that we consulted with students and staff, through the policy approval process, in student course committees, and by liaising with the student union.

We learnt a number of lessons that we were happy to pass on.  Firstly, anyone thinking of introducing this service must be sure that they are on the right version of Koha.  This is because there was a bug on the version of Koha that we were on, that caused significant problems with calculation of fines for items where auto-renewal was not possible. This bug was eliminated in the subsequent version of Koha.  Our second piece of advice was to Read the manual.  We had problems with the set-up of how the email notices worked, and what information could be sent for each email.  There was some confusion with the first emails as they didn’t contain the expected information.  Finally, Consult other Koha users.  Simon and Haydn used this as an opportunity to thank other teams in the room that had given us input from their experience of auto renewals.

Our conclusion was that overall the service has so far been successful.  Fewer fines were being collected from students, and feedback has been positive. We like the simpler loan system, and we are seeing students take control of their library records and check their emails.  We have reached our 6-month mark and have not seen any problems in recovering books. As for the talk, Simon and Haydn enjoyed their day.  The talk was received well, with a surprising number of questions asked, given that they were the last presentation of the day and people had trains to catch!

 

 

 

 

 

 

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