Cathy Hampton & working with the University Library
August 2013
Cathy Hampton has worked with the Library to support cross-University activities in three main ways:
 working in partnership with Library colleagues to develop and deliver the ‘Student as Researcher’
programme;
 actively acting as an advocate for new teaching practices;
 providing valuable input into Library interview panels as part of the selection process for staff who
will work directly to support the academic endeavour.
1. The ‘Student as Researcher’
Cathy has worked with the Library on the Student as Researcher programme, which puts the student at the
centre of developing information skills and other academic skills, and helps them move from the ‘student as
learner’ to the ‘student as researcher’ and the ‘student as producer’ of their own research outputs.
In 2011/12, Cathy worked with Library colleagues on the second year In the Family Way module (of c.20
students) during Term 1. Following lectures on the use of relevant databases, students were given a project
to develop a collaborative bibliography. Taking an innovative approach, they were not given a reading list
but were encouraged to use an online wiki which enabled them to:
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collaborate on developing the bibliography, with students giving the rationale for including
selected items;
access a specially-made ‘research toolkit’, a collection of links to support for undergraduate
research (Library pages, Learning Grid services, etc.);
discuss ideas online – facilitating discussion outside lecture slots and extending the amount of
time spent on creative activity;
access group pages – to facilitate group work, share files, etc.;
get support – for example, online interventions provided by Library staff on how to find resources
when students faced difficulties.
The wiki was showcased in an introductory session in the Teaching Grid. Here students agreed to attend
weekly workshops as ‘informed learners’, having already ‘attended’ podcasted and screencasted lectures
online. Contact time was then used to actively start building the bibliography. Brainstorming was facilitated
by the use of mind-mapping software, used by groups using iPads in the Teaching Grid. The groups would
then share the outcomes of these activities by data-projecting mind-maps in the Grid.
This provided the foundation of the bibliography project.
The wiki approach allowed for facilitated online activity, with prompts from Cathy to direct discussions, and
interventions form Library colleagues to aid understanding and advance information fluency (for example,
around referencing information).
A student symposium around the project took place in Term 3 in the Teaching Grid. Students presented
papers or posters and had the opportunity to reflect on their topics and the research process with
departmental and Library staff as well as their peers. In 2011/12, one group received support from a Student
Adviser from the Learning Grid on preparing their poster, and presented this very successfully using Prezi
software.
Students were encouraged to reflect on their experience, and these reflections were captured on video at the
symposium.
Evaluation was positive. Despite some initial reservations, the students engaged well with wiki technologies,
some continuing to use this approach to facilitate team working post-module.
Video interviews with the cohort highlighted that Cathy’s adoption of the Student as Researcher approach
had helped them get more out of the Library and make more use of the services offered, develop
transferable skills around technology and information, and enhance presentation skills which are important,
the students recognized, for ‘employability’.
The Student as Researcher pilot was used as evidence in Cathy’s successful WATE applications and she
has been a keen advocate of the programme to other academic colleagues (see below).
In 2012/13 we re-ran the programme building on lessons learnt around the use of the wiki and support with
presentation skills. The 2013 symposium contained greater interaction and the students (who had had more
training in presentation skills from Learning Grid Advisers this time around) produced more effective
presentations (the majority using Prezi).
It has been a joy to work in partnership with Cathy on these initiatives that have helped students develop a
variety of academic skills and enhance their learning experience.
2. Advocacy and dissemination of innovative teaching practices
Warwick is very good at developing pockets of exceptional teaching practice but is not always so good at
disseminating and promoting good practice. Cathy is not only keen to develop exciting new approaches to
her teaching (as detailed above) she is also an energetic advocate of innovative teaching. Examples
include:
 the production of interview videos to help promote the Student as Researcher programme;
 presentations at Faculty Showcases and the institution’s annual Teaching and Learning Showcase;
 writing case studies up as part of the Teaching Grid’s WIT (Warwick Innovative Teaching )
database;
 preparing Window on Teaching sessions for the Teaching Grid;
 promoting good practice via her WATE application and subsequent advocacy activities.
3. Supporting staff selection processes
Cathy has also worked closely with Library colleagues to support with staff selection processes. For Library
posts that will be working directly with academic colleagues (for example, Academic Support Librarians) it is
important to get the informed view of an academic member of staff regarding a candidate’s suitability for a
post. Cathy has helped the institution by taking an active role in interview panels for:
 the Academic Support Librarian for French, Italian, Hispanic Studies, Philosophy and English;
 a maternity cover post for the Academic Support Manager (Teaching and Learning).
Cathy’s inputs were invaluable and helped us make what I believe to be excellent appointments. This
support from a colleague outside the Library is very much appreciated, especially given that Cathy is only
part-time but has still generously given her time to help.
I submit this document in support of Cathy’s application for promotion.
Ant Brewerton
Head of Academic Services
antony.brewerton@warwick.ac.uk
024 765 75790
The Library
29 August 2013