Alison Sharman (Huddersfield)

“Give me 10 minutes!!!”

In the days of MetaLib
– long inductions
– confusing
– lots of yawns from students

After introducing Summon
– inductions got shorter
– just on place to go to search for journal articles

Alison shows a quote from a student saying that he would never use MetaLib for journal articles (too hard) and that changed completely once he tried Summon.

Another quote: “Summon is like Compare the!”

Alison’s now talking about the Roving Librarian project where librarians take a iPad/tablet out into the academic schools, cafes, etc and do live demos and offer research help to students.

Alison says that all she needs is 10 minutes to show students how to use Summon, which allows her to get to do more demos to students during teaching sessions.

In the 10 mins:
– live demo and she’d make mistakes
– get a volunteer to come up and do a search
– emphasise keywords
– refining by date, scholarly articles and ebooks

Some final points
– Alison has created some short screencasts (which are embedded into the VLE)
– some business databases aren’t in Summon, so need to be taught separately
– problems with EBSCO linking, esp. Business Source Premier
– decreased usage for resources not within Summon


Bryony Ramsden (Huddersfield)

Bryony is up next and talking about issues with teaching Human & Health students at Huddersfield.

Wide mixture of abilities when it comes to IT and e-resources.

Before Summon, Huddersfield had MetaLib. Health students had to search individual databases and MetaLib didn’t make it very easy for them.

Even with Summon, Health students still need to be taught how to use different native interfaces (e.g. CINALH, Cochrane, etc). However, Summon teaches students transferrable skills for those databases.

– Health students take to Summon like ducks to water!

– Some academics take it upon themselves to try and teach Info Lit to students and try to steer students to native interfaces rather than to Summon.
– Some Health students are obsessed about getting as few results as possible and don’t understand why Summon brings back too many results.

Andrew Walsh (Huddersfield)

Andrew is starting off with videos of kittens (lots of “ahhs” in the room!)

Before Summon, the Info Lit sessions would be like…
– we’re going to turn you into little librarians
– “using Google with turn you blind and you’re get hairy palms!”
– research is HARD and it’s meant to be HARD!
– let me show you lots of HARD TO USE databases and here’s a massive A to Z list!

After Summon…
– we can concentrate on Info Lit
– we’ve got time to show students silly videos to keep them awake 😀
– demoing Summon only takes a few minutes and frees up time to talk about evaluation
– Andrew encourages students to play with Summon rather than showing them how to use it
– students find it obvious how to use Summon and, at the end of the session, the students will tell him how to refine searches!

Matt Borg (Sheffield Hallam)

The Road to Information Literacy!

Matt’s talking about a paper he’s going to give at IFLA with Angie.

Historically, Info Lit sessions:
– varied by discipline
– very reactive
– focus on “this is what you need to click on”

Focus was too much on the content and not the process of discovery.

Sheffield wanted to move away from interfaces that only librarians knew how to search, to ones that are intuitive to students.

Libraries need to move away from clutter.

Librarians should be the facilitators of learning.

Summon reduced friction and makes the journey easy for the students.

– feedback from librarians was initially worrying as they were using Summon as expert searchers
– instead, the focus needs to be on the student experience — they’re not expert searches
– once staff treated Summon as non-expert searchers, things clicked into place

HWB & D&S Teaching – Caroline Thorpe (Sheffield Hallam)

Caroline is rattling thru the slides very quickly!

DS = Faculty of Development and Society
HWB = Faculty of Health & Well Being

– lots of print journals, so those were added manually to Summon

– emphasis on using Summon to find secondary law sources

– major engagement with academic staff in Nursing was required
– less emphasis now on Boolean searching
– Summon is used as a scoping tool
– students seem to really like Summon

ACES teaching – Sandy Buchanan (Sheffield Hallam)

ACES stands for Art, Computing, Engineering & Science.

Quite often, students only need e-resources in their final year of student and Summon is a really good starting point for the first 2 years of study.

Some very specialist databases don’t currently sit in Summon (e.g. market research and engineering standards).

One of the key benefits of moving to Summon was freeing up time to concentrate on Info Lit, rather than having to show students lots of different database interfaces and arcane search screens.

Summon make an ideal launch pad for students and gives them the confidence they need when it comes to searching other databases. It also teaches them key concepts and features, such as peer review and search refinements.

SHU show students multimedia content in Summon, as it grabs their attention.

The referencing options are extremely useful and is almost a match for the SHU in-house style. Importing references into RefWorks is straightforward from Summon.

Issues for teaching:
– Summon is a single resource but the resources it links to behave in very different ways
– Link resolver vs direct linking to articles
– Hide the link to your catalogue — when students find their way onto the OPAC, they get confused why that can’t search for articles
– Art & Design rely strongly on print journals

Summon as a game…
– Summon is still harder to use than Google, so we need to convince students that Summon is more effective

No specific statistics, but anecdotally students like Summon!

Teaching with Summon @ Sheffield Business School – Alison Lahlafi (Sheffield Hallam)

Rolled Summon out to 600 Malaysian students using the following approach…

1) explore the world of business information and think about the search terms & techniques

2) introduce Summon as one element of the Library Gateway and then show key refining options

3) introduce LibGuides as a gateway to the business databases — students use workbook to explore specialist business information (e.g. key company and market research databases)

Alison ran a survey and the students said they liked Summon.

Undergrads — SHU have stopped showing students how to use Google Scholar.

Postgrads — sessions based around finding specific articles.

Demos are kept as short as possible in order to allow more time for hands-on practice.

In demos, they don’t show students the advanced search page.

Things they show students:
– show the content type section
– show the publication date slider
– show how to find ebooks and journal articles
– show the peer review refinement option
– explain that sometimes uses quotes in the search may help

– show the library catalogue as a separate search tool
– use Summon to search for newspaper articles — go straight to Nexis UK instead (this is due to poor article linking in Lexis)