Developing the skills of library paraprofessionals using a blended learning approach: PreceptLite

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Developing the skills of library
para-professionals using a blended learning
approach Precept-Lite! by Claire Beecroft,
Andrew Booth and Anthea Sutton, School of Health
and Related Research (ScHARR), University of
Sheffield, Sheffield,UK Contact
c.beecroft_at_shef.ac.uk
The Information Resources section of the School
of Health and Related Research (ScHARR) at the
University of Sheffield has developed a
reputation for delivering high-quality training
courses nationwide.
In 2007 we became aware that there was a gap in
our training provision- NHS library
para-professionals require flexible, high-quality
training to deliver the best service and to
develop professionally.
Precept-Lite! aimed to fill this gap by providing
a blended learning approach that would fit
flexibly into the workloads of NHS library
para-professionals, whilst still offering a
face-to-face option.
Developing the blended learning concept

• What is Precept-Lite! ?
• The course was developed and delivered during
  2007. Subjects covered by the course included
• Basics of literature searching
• Developing structured search questions
• Planning a search strategy
• Simple critical appraisal and selection of
  search results
• Many para-professionals work part-time or
  flexible hours, meaning that the course needed to
  fit around these patterns of working. Thus, a
  blended learning approach was adopted, with two
  routes available to participants one combining
  both online materials with a face-to-face
  workshop (where a weeks worth of online
  materials were adapted and delivered in a single
  day) and another providing an online-only
  option.
• The course materials were hosted on a wiki. Most
  course materials were based on Word briefings or
  PowerPoint presentations but other, more dynamic
  elements were included as well, such as quizzes,
  audio commentaries and online discussions.

Buddy groups and blended learning All
participants on both routes of Precept-Lite! were
allocated to a buddy group consisting of
three/four course participants. We allocated
colleagues from the same workplace to separate
buddy groups, thus encouraging all participants
to contribute equally to the group rather than
undertaking the buddy group activities off-line.
Extract from the Precept-Lite! course programme,
including buddy group activities
Participants were encouraged to work with their
buddy group via a range of tasks. The groups
had time to develop relationships and act as a
source of mutual support as well as a forum for
completing the tasks- this is important in a
virtual environment where the potential to learn
from other participants could easily be missed.
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Evaluating Precept-Lite!
Course content The course evaluation found that
overall the participants enjoyed the varied
nature of the materials and that the buddy groups
worked well. However, some participants felt that
they were not given sufficient time by their
managers to complete the course work. This raises
concerns that online learning is sometimes
perceived as being an easier alternative to
face-to-face learning and which can be simply
added to an existing heavy workload- something
which is certainly not the case. Participants
reported that they were now able to conduct work
by themselves which they would previously have
had to pass on to more senior colleagues. This
increase in confidence was an extremely pleasing
outcome as it is vital that para-professionals
are able to participate in higher-level tasks
such as question-answering. In projecting a
professional and polished image of library and
information services, para-professionals can
contribute to raising the profile and value of
their services within their NHS trusts, helping
to secure their future.
Para-professionals and professional
development The course concluded with a quiz and
participants were asked to identify a TV
detective character who would make a good health
librarian- after all, librarianship and detective
work are two sides of the same coin! The winning
entry was from Kate Masheder at York Hospital.
She chose Prime Suspects DS Jane Tennison
because she would soon drum up much needed
funding and keep life-long learning high on the
Trusts agenda! . Kates answer reflected a
positive attitude to professional development
that was evident from the participants throughout
the course.
DS Jane Tennison- a heck of a health
librarian? Image used courtesy of
http//www.pbs.org

Final thoughts on Precept-Lite
The blended learning format worked extremely well
with our group of para-professionals and the
provision of a course aimed specifically at this
staff group was welcomed. The experience of
developing and delivering Precept-Lite! has been
both a rewarding and an educational experience.
Working with para-professional colleagues was a
pleasure and has certainly increased our
awareness of the significant workloads that they
have to negotiate whilst undertaking professional
development activities.
Acknowledgement We acknowledge the input of
Colin Lynch into early versions of the
PRECEPT-Lite materials