I’m aware I haven’t updated the blog for a couple of weeks – I was struck down by a horrible flu and then went on a couple of weekend trips, and then Masterchef started, which all conspired to eat into precious blog-writing time. However, not much has happened in library life, so it’s not like anyone’s missed out on much.
The main thing that has happened is that I finally got to help teach an induction and infoskills session, trying out my presentation skills from our training back in December. I did the first part of the session on my own, which involved explaining the admin sort of stuff to the students, including usernames and passwords, printing and photocopying, and other thrilling IT-related things. I think I did quite well at this, although it’s quite hard to judge this when you’ve got a sea of blank faces staring at you. I said everything I wanted to say, and was able to answer the questions that were asked as well, so as far as that goes I’m happy with my performance. The only thing that I was unsure about was whether I was pitching the information at the right level. The thing about teaching, presenting and lecturing is that it’s not at all the same as having a conversation with someone; when you’re having a one-to-one conversation with another person, you’re getting simultaneous feedback – that’s all the nodding, “mm-hmm”, “yeah”, “right” sort of stuff that they’re doing while you’re talking. This helps you judge whether they’re understanding what you’re saying, and whether they’re still interested in hearing it or not. When you’re teaching or presenting to a roomful of people, it’s more than likely they’ll just sit still and listen without offering any of this feedback, which is part of why presenting can feel so disconcerting and scary. I found it really difficult to know whether I was going too fast or too slow and if I was explaining things in enough (or too much) detail. It’s something I think you just have to get used to, as there’s not a whole lot you can do about it. It was marginally useful to stop and ask “is that ok?” “are you ready to move on?” and other similar questions, but these were often met with silence anyway! I think the most useful thing we do here is to get students to fill in evaluation forms, so you do get feedback, albeit a little delayed.
For the rest of the session I was involved in the hands-on demonstrations, showing people how to use the catalogue, ebooks and databases. This is something I enjoy doing as I think it’s something I’m quite good at – I like explaining things and helping people to understand them, and it’s more instantly satisfying than giving a talk or presentation!
All in all, as a first taste of teaching and presenting to real live students, I think it went really well, and I’m definitely not put off by the experience. I’m itching to do some more, but opportunities are more limited at this end of the year. Fingers crossed…
Apart from the teaching, not a whole lot has happened recently at the library. We’ve just been plodding along! We had our busiest week last week, with over 1000 assignments due in, which meant students queueing up to use staplers, printers and laptops. It was only a tiny bit stressful in the end, as most of them were fairly well-prepared and hadn’t left everything until the very last minute. Of course, you always get one or two exceptions… This week is the start of the three-week Easter break for the majority of students (some run on a different calendar), so we’re getting about 30% of the visitors we had last week, and life on the issue counter is a bit more sedate. I’ve been working on a spreadsheet detailing our journals holdings (print and e-) and that’s been keeping me occupied for the last few weeks! The end is in sight, though, and I’m hoping I can get it finished before the long weekend, so I can start looking at some of the other stuff I want to do (more spreadsheets, mostly) next week. That’s about it for now, though – nothing super-exciting. I’m just looking forward to the Easter weekend – I really need the rest!