DOC

Learning Resource Centre Strategic aims 2005 2010

By Henry Hughes,2014-05-16 19:22
13 views 0
The LRC has also carried out a SWOT analysis in order to clarify its position at the present time. This analysis is given below.

Ravensbourne College of Design and Communication

    Learning Resource Centre Strategic Plan

    2006-10

Stephen A Bowman 1 May 2006

    Version 2

Ravensbourne College of Design and Communication

    Learning Resource Centre Strategic Plan 2006 2010

    Contents

    Mission Statement ..................................................................................................... 3 Context...................................................................................................................... 3

    Educational Research Context ............................................................................... 3 Methodology ............................................................................................................. 4 SWOT Analysis ........................................................................................................ 5 Strengths ............................................................................................................... 6 Opportunities ......................................................................................................... 6 Weaknesses ........................................................................................................... 6 Threats .................................................................................................................. 7 Conclusion ............................................................................................................ 7 Consultation .............................................................................................................. 8 Faculty .................................................................................................................. 8 Students ................................................................................................................. 8 External Stakeholders ............................................................................................ 8 Aspirations ................................................................................................................ 9 Aims and Objectives ................................................................................................. 9 Information Literacy .............................................................................................. 9 Physical Materials/ Collection Development .......................................................... 9 Physical Space Development on Re-location ....................................................... 10 Electronic Materials / Collection Development .................................................... 10 Partnerships ......................................................................................................... 10 Staff development................................................................................................ 11 Implementation Plan................................................................................................ 12 References ............................................................................................................... 14 Stephen A Bowman 2 May 2006

    Version 2

Ravensbourne College of Design and Communication

    Mission Statement

    The mission of the Learning Resource Centre (LRC) is to support the

    curriculum offer of the College, providing a focused and specialist stock of Learning Materials, along with access to a wide range of electronic services through the Internet, Intranet, and our Virtual Learning Environment

    (Learn@rave).

    The LRC is a central facility providing a low or no-cost service to all students and staff. This includes access to information in a range of formats, open access computers, print and photocopying facilities, audio-visual materials and playback equipment. The service is open throughout the academic year,

    with restricted opening during vacation periods.

    Context The College is to re-locate to the Greenwich Peninsula in 2009. The College intends to actively investigate closer working relationships with Trinity/Laban, Rose Bruford, Goldsmith’s College, and the University of Greenwich in the

    period leading up to the move and thereafter. As the provision of information and research facilities through Libraries/ LRCs is central to all of the

    institutions, it is a positive step to investigate how the resources of each of the Colleges can be utilised for the good of the wider academic community. Talks have already taken place between Trinity/Laban, Rose Bruford and

    Ravensbourne in relation to collection development and acquisition policies. Talks with Goldsmith’s College and the University of Greenwich will take place

    during 2006-07.

    Educational Research Context

    Recent research by the “Research Support Libraries Group” has identified

    possible future trends in the information seeking needs of researchers in

    Higher Education. These trends are set out below;

    Researchers in all disciplines regard both hard copy and electronic material as essential information resources now and for the foreseeable future; but the availability of information from online sources is increasingly important for researchers in all disciplines.

    Researchers need better tools for identifying and locating research

    information and increasingly expect these to emerge in electronic form.

    Access to external providers of print resources (beyond the “home” library) is important for researchers in all disciplines.

    The overwhelming majority of researchers regard their own university library as essential to their research, and a significant proportion regard the British Stephen A Bowman 3 May 2006

    Version 2

Ravensbourne College of Design and Communication

    Library as an essential source for documents not in their home library. (RSLG,

    2003)

    Although the college does not currently have a strong research agenda, the information needs of LRC users over the period of this strategy are likely to develop along similar lines to those outlined above. When Ravensbourne begins to address the Taught Degree Awarding Powers (TDAP) agenda, the need for access to research materials will become more central. Methodology

    This strategy has been devised after extensive consultation with LRC stakeholders including College Staff, Students, and members of our sister colleges of Rose Bruford and Trinity/Laban. This consultation took place in Faculty meetings, Student Executive meetings, at Course Committees, and formally and informally with students and staff within Rave. The LRC has also carried out a SWOT analysis in order to clarify its position at the present time. This analysis is given below.

    Stephen A Bowman 4 May 2006

    Version 2

Ravensbourne College of Design and Communication

SWOT Analysis

Strengths Weaknesses

    (See explanations on next page) (See explanations on next page)

    Experienced, motivated staff Limited opening hours Supportive student community, Weak Promotion evidenced by our survey returns Lack of external access to catalogue and Electronic access to materials through our work files

    intranet site Erratic ICT Support Depth of Stock coverage Lack of Quiet Study Space Commitment to CPD, enabling continued Limited storage/archiving space staff development Fluctuations in Staffing Availability of course materials through

    the VLE (Learn@rave)

Opportunities Threats

    (See explanations on next page) (See explanations on next page)

Re-location Merger: a perceived erosion of our

    Collaboration identity as a college Upgrade of the Library Management Declining Budget/ Staffing and their System, enabling external access to the impact on the efficiency of the Library

    catalogue service

    Increasing Academic Emphasis of the Diversity of Students (through changed Curriculum geographic demographic) impact on Kwik-Issue: enabling self-issue of behaviour/ attitude to study materials by staff and students ICT Support/ Communication E-learning, enabling wider participation Job Evaluation seen as a cost cutting on and off-campus exercise

    External Funding of Projects

    Re-organisation of space students / staff 1Learning Support/ Information Literacy

    expansion

    Introduction of “Subject Specialist” staff

    Diversity of students (through

    collaboration with other colleges)

    bringing new skills and information

    needs

    Job Evaluation opportunities for salary

    increases to reflect increased

    responsibilities

Stephen A Bowman 5 May 2006

    Version 2

Ravensbourne College of Design and Communication

    1 Information Literacy consists of; knowing when and why you need (

    information, where to find it, and how to evaluate, use and communicate it in an ethical manner. The skills that are required for information literacy require an understanding of:

    The need for information, the resources available, how to find information, the need to evaluate results, how to work with results, ethics and responsibility of use, how to communicate your findings, how to manage your findings. [CILIP, 2004])

    The data for the SWOT exercise was generated from consultation with the LRC staff during the period December 2005/ January 2006.

    Strengths

    The LRC is seen as strong in the depth of its collections, and in its use of electronic access to the latest materials. The staff are skilled and committed to the continuation of a high level of service. The college as a whole is seen to have an excellent reputation, and it is important that this is maintained during the period of re-location and after. The creation of the VLE service in 2005 has led to increased access to core academic materials across a range of courses. Our current students are in general very supportive of the LRC, and there are some concerns that the different demographic of the re-located college may impact on this aspect of the LRC environment (see Threats) Opportunities

    As can be seen from the table above there are a considerable number of opportunities generated by the proposed re-location. Many of these, such as the expansion of E-learning across the institution, are already beginning to be applied. Pressures on the use of space within the current site may be eased by the re-location, and this could have an impact on our ability to offer additional Information Literacy and Learning Support services in collaboration with Student Services. The recent Job Evaluation exercise was seen by some staff as an opportunity for recognition of responsibilities. Collaboration with other Library and LRC services, such as those at Trinity/Laban, and Rose Bruford may lead to benefits in the area of purchasing and materials acquisition, as well as an increased subject coverage for the federated institution and all of our students.

    Weaknesses

    Many of the weaknesses stem from the particular circumstances in which the LRC finds itself at the beginning of 2006. Physical aspects such as lack of storage and archiving space, and the lack of quiet study provision can easily be accommodated in the new build. Some areas of weakness (such as limited opening hours) are influenced by the wider policies and practices of the College, which will be re-examined prior to the move. Areas such as external Stephen A Bowman 6 May 2006

    Version 2

Ravensbourne College of Design and Communication

    access to services, and ICT support are already being addressed prior to any re-location.

    Threats

    Identified threats fall into two main categories, those concerned with the implications of the move itself, and those concerned with the internal environment of Ravensbourne. The idea that any re-location will become a merger or “take-over” by a larger institution (such as University of Greenwich)

    has been raised by a number of staff, along with fears that any “collaboration”

    with other institutions will lead inevitably to cuts in the number of non-academic staff employed by the college. Internal factors seen as threats include the recent Job Evaluation exercise (perceived as a pre-cursor to either job cuts, or salary reductions), and continued poor levels of perceived service in the area of ICT. Apart from the merger fears, the main external threat is seen to be the change in demographic makeup of the student body at the new location, both due to the different demographic of the geographic area, and the push by government for “widening participation”.

    Conclusion

    The SWOT analysis has highlighted a number of aspects of our current provision and how these may be affected by the re-location of the college. It is heartening to see the range of opportunities that the move offers. If we are able to retain our considerable strengths, and through the re-location address some of our weaknesses, then the re-location should be a success for the LRC service.

    Stephen A Bowman 7 May 2006

    Version 2

Ravensbourne College of Design and Communication

    Consultation Faculty

    Consultation with Heads of Faculty began in January 2006, meetings with

    Faculty staff took place in February/ March 2006. The Heads of Faculty had

    differing views on the environment of the re-located LRC. These views

    encompassed a community-centred area for the exchange of ideas, and

    visual and aural information, with no provision for printed materials storage,

    and in a more traditional light with access to materials in both printed and

    electronic formats. The role of the LRC staff as facilitating the Information

    Literacy and research skills of the staff and students of the College was

    acknowledged as central to the LRC’s strategic planning.

    Correspondence with Broadcasting Faculty staff re-enforced the

    implementation of a joint project with Trinity/Laban to investigate the transfer

    of analogue video materials to digital form, with the possibility of these being

    delivered through the colleges VLE (Learn@rave) in the future.

    Students

    Meetings with SU and Student Executive

    External Stakeholders

    Continue meetings with Trinity/Laban, Rose Bruford, and others

    Stephen A Bowman 8 May 2006

    Version 2

Ravensbourne College of Design and Communication

Aspirations

    The LRC wishes to meet the challenges of lifelong learning, knowledge exchange, and social inclusion. In order to do this the LRC will offer the best possible level of service (within budget allocation) to our users, making use of our extensive historical printed collections, and the latest developments in e-learning and flexible access to materials. By encouraging and facilitating the development of Information Literacy skills in all students and staff we will address the lifelong learning needs of the whole college community. By increasing the flexible delivery of courses (through use of Learn@rave and digital technologies) we will address the widening participation and social inclusion agendas. The LRC could address the wider community by offering training in Information Literacy to groups such as parents or family of our students.

    Aims and Objectives

    In order to bring our aspirations to fruition we need to plan for the development of various areas of the operation of the LRC. Our plans for these areas are outlined below.

    Information Literacy

    Overall Aim:

    To enable graduates of Ravensbourne to fully exploit the possibilities of our Information Society.

    Rationale:

    To facilitate out students’ development as “independent learners” (using the

    whole range of traditional and non-traditional sources of information) by the time that they graduate from the college. To ensure that our students are encouraged to make full use of the technologies that are available to them, offering flexible learning and teaching delivery. To offer these services on relocation to the wider community at North Greenwich.(Corporate Plan: Aim 3) Physical Materials/ Collection Development

    Overall Aim:

    To ensure that the collection, on re-location, is relevant to our curriculum offer, and is reflected in our electronic catalogue - and to ensure that the collections of the wider academic community avoid duplication and offer Value for Money.

Stephen A Bowman 9 May 2006

    Version 2

Ravensbourne College of Design and Communication

Rationale:

    To ensure that the physical collections of the LRC are closely mapped to the

    current curriculum offer, and that the collections are prepared for the move to

    the Greenwich Peninsula in 2009, and to consider the focus of the collection

    in the light of collaborative ventures with Trinity/Laban, Rose Bruford, and

    Goldsmith’s Colleges. (Corporate Plan: Aim 1, 2)

    Physical Space Development on Re-location

    Overall Aim:

    To enable the best use to be made of the physical space offered by relocation

    Rationale:

    To provide a Learning Space which makes full use of traditional and electronic

    means of delivery. To offer flexible learning opportunities to all students,

    allowing access (either physical or virtual) to the college collections and

    facilities at the times and in the ways best suited to our customers. (Corporate

    Plan: Aim 1)

    Electronic Materials / Collection Development

    Overall aim: To maximise the use of College and external resources, and to encourage

    students to adopt wider/ deeper research approaches through the embedded

    use of the college VLE (Learn@rave)

    Rationale: To improve access to resources both physically and electronically to

    accommodate students’ increasing need to work flexibly (e.g. support a range

    of learning styles) on and off-campus. To expand the use of the VLE

    (Learn@rave) to encompass all of those courses within the College for which

    e-delivery of resources is appropriate. To investigate the provision of

    resources both physically and electronically to our partner Colleges. To work

    closely with the Head of Communications to ensure that the LRC remains a

    central information resource within the College, and strengthens its identity

    within the college community. (Corporate Plan: Aim 3)

    Partnerships Overall aim: Stephen A Bowman 10 May 2006

    Version 2

Report this document

For any questions or suggestions please email
cust-service@docsford.com