University of Leeds
DSE Forum
Library Reconfiguration
The attached documents detail the planned reconfiguration of the University Library Service which is based
on a move away from Faculty Teams to the creation of functional learning and research support teams.
The second paper provides further details about the Learning support Team. The proposed changes have
been discussed and approved by the Library Strategic Advisory Board.
These proposals are presented to the Forum for discussion and comment.
Stella Butler, University Librarian and Keeper of the Brotherton Collection
Brian Clifford, Deputy University Librarian
April 2014
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Leeds University Library
Reconfiguration of Library Staff Structure
Background
During summer 2013 the Library Leadership Team explored the inter-relationships between its varied
services, their delivery and the current organisational structure. This exercise was undertaken in response
to the financial challenges presented by the considerable financial deficits currently forecast within the five
year IPE cycle. Library Leadership Team also considered the demand for new services in the area of
research support particularly around scholarly communications and open access. The exercise concluded
that efficiencies and increased value could be achieved by re-configuring Leadership Team portfolios and
by re-aligning the constituent teams within each portfolio. These processes were reported to the Library
Strategic Advisory Board in paper LSAB 12/14 and 13/02 including details of staff consultations through
focus groups and team meetings.
The Re-configured Library
The portfolios of the Library Leadership Team will map on to the key themes of our strategic plan, Library
Futures.
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Key changes
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The current Faculty Teams will be re-organised into learning support teams and research support
teams
The Skills@Library brand will be maintained while staff will become part of the learning support
teams bringing together all staff delivering skills teaching to taught students
The E-Learning team, with responsibility for delivering the VLE service, will be aligned with staff
responsible for taught-student support
The management of front-facing customer services is aligned to space management within the
Learning Support portfolio
The Scholarly Communications and Researcher Skills Team will focus on support for open access
publishing (both gold and green) as well as training in areas such as reference management and
the exploitation of specific databases
The research support portfolio will include the development of our digital collections, including both
born-digital and digital surrogates, to ensure alignment of content with research priorities
Collection Services will focus on making all our resources both print and digital easy to find as well
as addressing the management of low-use, high volume print holdings
The Marketing and Engagement Team will report directly to the University Librarian and will be
responsible for managing the relationship with academic Library Reps and with Student Reps
involving both learning and research services teams
The Marketing and Engagement Team will work with Special Collections to promote the Library to
local communities as well as the academic community beyond Leeds
The information resources budget will continue to be the responsibility of the Deputy Librarian
working closely with the Head of Collection Services
The Library is working with central HR to ensure a transparent and fair process for staff moving to
new roles. The proposed remit of the Library Learning Services and the Scholarly Communications
and Researcher Skills Team are included in separate papers (LIBREP-13-04 / LIBREP-13-05).
Scope for Efficiencies and Staff Savings
All staff on permanent contracts have been guaranteed a role within the new structure. Throughout 2013
each vacancy has been carefully appraised taking account of the proposed re-configuration. As a result we
have reduced our staffing by 6fte:
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3.4fte in the British Education Index (grades 5 to 8)
1.5fte cataloguing grade 5
0.8fte Faculty Team, grade 8
In the future, further savings will only be possible where service allows and when vacancies arise. We will
be monitoring service activities carefully. Where the shift towards electronic delivery of information, for
example results in a reduction in the management of print (eg shelving and book processing) staffing will be
reduced.
April 2014
Dr Stella Butler
University Librarian and Keeper of the Brotherton Collections
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Leeds University Library
Library Learning Support
Library Learning Support focusses on undergraduate and taught postgraduate students. It is
made up of three sections; Customer Services, Library Learning Services and e-learning
Services focussed on the VLE.
Customer Services provides the primary user facing services offered by the University
Library. Customer Services staff are responsible for the reception and enquiry points in the
libraries, book handling, shelving and a wide range of other activities. This Team has not
been directly affected by the reconfiguration project, although there are significant changes
to staffing and roles underway as the Library plans for the opening of the new Laidlaw
Library in 2015.
The other two teams, Library Learning Services and e-learning (VLE) Services have been
formed by bringing together staff from the Faculty Teams, Skills@Library and the VLE
Service.
Library Learning Services – Outline Remit
Library Learning Services is a central point for supporting the development of information
and academic literacy (research and study) skills, by providing students with a range of
interconnected study and learning options. This remit outlines the service offer which builds
upon the previous academic skills strategy that has aimed to deliver skills support within the
curriculum using a blended learning approach.
The five key service areas are:
1. Enquiries and consultation service;
2. Face-to-face and online learning options available to all;
3. Embedded in-curriculum teaching and blended learning run with Faculties;
4. Support for teaching staff to develop their students’ skills;
5. Maths support service.
The core academic skill areas that the team will support are:
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f)
g)
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Finding and evaluating information
Critical thinking
Reading and note-taking
Academic writing
Referencing and academic integrity
Digital literacy
Preparing for examinations
Presentation skills
These are within a full academic skills and competencies framework shown in Table 1
below.
The services to be delivered within the five key service areas are detailed below.
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1. Enquiry support (subject and academic skills enquiries)
In-person and virtual assistance for taught students with enquiries relating to
information and academic skills.
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First line: team assistants will manage a central email box and deal with phone, in
person and online enquiries, referring to online resources and/or workshops where
available.
In-depth: email / phone enquiries referred on by team assistants, with staff on call
during core hours. In addition, a 2-hour office slot will be available daily for those
requiring more in-depth support (bookable 20 minute appointments within this slot).
2. Generic e-learning resources and face-to-face support
Key online resources and extra-curricula options open to all taught students to selfselect for their academic development. Also used by Library, academic and support
staff to direct students to in specific learning contexts.
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A set of academic skills webpages covering key topics (based on academic skills and
competencies framework- see table below) and specific e-learning resources such as
the Final Chapter for dissertation support.
A resource for all incoming taught students (transition to University at UG / TPG
levels).
Online resources for all for new taught students covering an introduction to the
Library and academic integrity (Library Guide, Academic Integrity Tutorial).
Blended learning resources embedded in VLE module areas; also available for
students to self-select through VLE “skills area” and Library webpages.
A set of core workshops and webinars available for self-selection by taught students,
based on the academic skills and competencies framework themes: selfmanagement, academic skills, studying with others and task management (see table
1 below).
3. Teaching and blended learning in the curriculum
Embedded, tailored learning and teaching in the curriculum developed with academic
staff to meet specific learning outcomes related to academic skills development.
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A blended learning approach to support student academic skills development in the
curriculum, timely and appropriate to need, in support of the Leeds Curriculum and
for the whole student journey (from transition to taught postgraduate).
Provision for each school within available resources to support specific learning goals
for their students and linked to assessment outcomes.
Undergraduate induction and level 1 support in most Schools will be offered through
online resources.
Face-to-face teaching will be provided depending on School need and based on the
Library’s academic skills and competencies framework theme 2: information and
academic literacy (see table below), with a specific emphasis on helping students
develop the skills needed for dissertations and final year projects.
Taught postgraduate induction will be offered through online resources with more indepth follow-up available where needed.
A Digital literacy Discovery Module on offer to level 1 students.
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In addition:
 Assessment and marking will be a charged for service.
4. Support for teaching staff
Collaborate with teaching staff to help them integrate academic skills development
into the curriculum through face-to-face or blended provision.
 Teaching resources for core workshops provided online for academic staff wanting to
teach academic skills themselves.
 Online e-learning resources available through VLE for staff to embed in module
areas.
 Collaboration with SDDU to encourage academic staff to develop their students’
academic skills through joint teaching, provision of online resources and contribution
to other relevant staff development events.
 Contact point per Faculty to discuss teaching and blended learning support.
 Support for cross-University projects and initiatives as required (e.g. MOOC support,
The Leeds Curriculum, PASS / PAL schemes, Leeds for Life etc.)
5. Maths support service
Assistance for students making the transition to University-level Maths required for
their discipline area.
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Drop-in sessions available to all 4 times a week in term time (12 hours a week in
total).
Teaching and/or assessment on specific modules as a pay-for service.
A limited number of workshops / booster classes provided in the curriculum within
available resource.
Online resources available for students needing support with University level maths.
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Table 1: The Library’s academic skills and competencies framework:
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e-Learning (VLE) Services - Outline Remit
The team brings together staff from the VLE Service with an e-learning post from
Skills@Library. The Team supports the blended learning activities undertaken by University
staff and students within the framework of the University’s Blended Learning Strategy.
In the context of the Library Learning Support, the e-Learning services remit encompasses:
 e-learning systems and support delivering resources using the VLE.
 Blended learning support.
1. e-learning systems & support
 The team is responsible for leading the VLE Service (VLES), working with
members of the Learning & Teaching team within SDDU (Staff/Departmental
Development Unit), The Digital Learning Team and specialized staff from IT
(Unix Team, IT Service Desk, et al). Set up, maintain and deliver the core e-learning
systems/tools such as Blackboard.
 Provide second line support for core tools and agreed technologies (via the central
service desk).
 Manage the development of tools/services in line with stakeholders’ priorities.
 Identify and evaluate new tools and services for potential to meet stakeholder
priorities.
 Develop and maintain an online set of resources providing guidance with best
practice advice regarding the use of the core tools and technologies.
 Support for cross-University projects and initiatives as required (e.g. Lecture Capture
& Multimedia, etc.)
 Undertake a continuous review/assessment of new releases of Blackboard (to
understand how the University can make the best use of the product)
 Provide a technical steer on tools and services required to meet the Blended
Learning strategy and Digital Strategy for Student Education
 Beyond core activities the team provides “pay-for-services” (e.g. CPD, Info Security)
2. Blended learning support.
Providing best practice advice in the development of resources to support the
blended learning activities of the Library. Providing advice and support to academic
and other staff who are looking to use the VLE in blended learning. The support
bridges the technology, pedagogy and user experience.
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 Working with library teams in developing and delivering resources to support the
Library’s blended learning strategy for academic and information literacy
development.
 Support Library projects and initiatives as required including the Library’s move to a
blended learning delivery model, etc.
 Support for specific cross-University projects and initiatives such as the Academic
Integrity Tutorial and the Leeds Curriculum Update.
 Provide best practice e-Learning advice to staff, to help meet the Blended Learning
Strategy through the VLE, e.g:
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e-Assessment.
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Module/resource design.
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Technology selection.
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Process and pedagogic alignment
 Support and promote the University's Blended Learning Strategy through the VLE.
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