Free e-books - we are competing not only with Google Books

When a couple of weeks ago bookboon.com, a source of few dozens of free e-books, was featured on TV, I received several emails from the college colleagues alerting me about the site, and few others stopped me on the corridor to share the same news. I was perplexed: what is so amazing about free e-books?! Our library has been offering few thousands of them for last two years. And Google Books has millions.

Just in case, I have added the link to the list of e-book providers on the library website our learners may find useful. I have mixed feeling, however: travel guides are definitely a big No (I checked Paris and Barcelona) - they can't compete with any guides produced by major publishers. Being free doesn't help - there are plenty of much more interesting free blogs, e.g. Europe a la carte.  Information is thin and dry, nothing to suggest that proper field research had been done. The business section, especially personal development guides, seems more promising: bite-size titles have been produced by a consultancy company. I haven't looked at textbooks yet.

It seems to me that the only Bookboon's selling point is its being free. Contemporary retail practice has taught us not to trust full prices, expect discounts and freebies all the time. Widespread music and film piracy, perhaps, makes people to expect - by implication - that books must be free too. As with everything free, Bookboon's stuff has limitations: books contain advertisements and quite a lot of them. Google Books has limitations too - their under copyright titles cannot be printed out or copied and pasted. Arguably, fewer limitations are with library e-book titles - only authentication is required. The simpler it is, the more likely is that we'll be competitive with full-price and ad-supported services. Downloading to users' devices is also the must - that's what people expect when they ask me for e-books.

E-Learning: A Study Visit to Slovenia

Professional development opportunities for FE librarians may be found not only in the traditional places like our own establishments, universities, CILIP or JISC.

Last March, I spent five full days in Slovenia as a participant of a study visit, Creation of Innovative E-learning Resources. The participants of the group came from all over Europe, from a variety of educational and business sectors. The visit was funded by the EU as part of its Transversal programme, similar to the better known Erasmus programme.

The purpose of the visit was to share knowledge and learn new skills in the area of our particular interest, namely – e-learning. My expectations about the visit were quite different to what the visit actually offered: it was surprisingly hands-on, more about practical skills than the theoretical side of e-learning. Despite that, it was useful and engaging.
It was extremely interesting to learn that the government of Slovenia, a tiny Balkan country, sees e-learning as a priority. It encourages the development of new materials and the conversion of existing educational content into new formats. As an example, we were presented with a course book on Statistics for the Travel Industry. Once published as a printed book, it has been transformed into a Flash-based interactive object with animation and tests.

Computers in a classroom - distracting or helpful?

In the last few years, more and more learners bring their computers into a classroom and use them during a class, seminar etc. I found it peculiar delivering information skills sessions to such classes: the dynamic of interaction there seem to be different, not so straightforward comparing to a traditional classroom.

Yesterday I found myself - for the first time - in the role of a learner who had a computer with unlimited internet access in front of me. The most of the time I followed presentations quickly switching for Google to look up the mentioned topics and notions which I found interesting or confusing. I saved linked into Delicious to read some of the discovered content later on. When the presentation seemed to be going too slowly and during shored breaks between them I checked my email, but eventually felt that it was not helpful to deal with my Inbox right then.

As many other things, personal computers and the internet in a classroom has positive and challenging aspects. Ability to create my own flow of engaging with the classroom delivery and material, to enrich it by parallel searching for supplementary content was very helpful. Without a strong determination to learn in that classroom, however, I could easily be distracted with facebooking or online chatting. Hence, it seems to me, a tutor should decide at what extend computers are admissible to the classroom (I am not talking about computer-based learning in this case): not every learner or group has sufficient interest in learning to cope with temptations of socialising online; at least in the FE sector. Tutor should know the group to make such a decision.

Barriers for e-learning

It seems to me that two main barriers for better implementation of e-learning are:

• Fragmented and unequal IT experience and information skills of learners and teachers & the lack of systematic approach to addressing this across all the levels - national, particular educational establishment etc.
• Most of e-learning solutions, especially those based on e-learning objects, require comparatively large initial funding or investment, e.g. time. Hence, employers and state funding bodies must learn from Google's "20% rule" - allowing time for development and innovation.

Professional development and progression opportunities in FE libraries

My CoFHE Conference 2010 paper.

A year ago, when I was acting College Librarian, I had to look at the recruitment practice in my College and I was somewhat puzzled: only "good GCSEs/O-Levels" were expected from candidates for posts as Learning Resources Assistant (LRA). A minimal library-related qualification was expected from Senior LRAs.

I was puzzled because the vast number of learners coming to the library with enquiries were on programmes exceeding GCSE level. An apparent discrepancy in qualifications and skills of library support staff on the one hand, and learners’ needs – as I understood them – has bothered me. Our employers would not dream of allowing the same to happen in classrooms.

Another issue I got concerned with was the virtual impossibility for support staff to move up the ladder to professional posts in a library.

This paper is an attempt to look critically at the current situation with recruitment practice and professional progression and development opportunities in FE libraries.

Library as a means of social change

Access to learning resources will be an important issue in education in the context of addressing the socio-economic inequality that a recently passed Equality Act is talking about. I hope libraries in FE colleges will have a chance to contribute hugely to giving free and equal access to learning resources, information and IT facilities to learners from all the backgrounds.

In the student's shoes

One of unexpected outcomes of entering the Award for Teaching in the Lifelong Learning Sector course, PTLLS, was my ability to look at learning resources provision in the College through the learners’ eyes. It made me question some assumptions librarians get during their professional training.

Being a student in Atherstone, one of the College's outreach centres, means having a limited access to books; at the same time, very few core texts for Teacher Training have been published as e-books yet. To address the difficulties, the College library has done several things:

• we checked all the resources on the reading list whether new editions were available;
• purchased additional copies of the most popular texts even if it meant having a dozen or more copies of the same title (to make sure that nobody has to wait for more than a couple of weeks for a core text);
• created a simple search (http://bit.ly/ptlls_read) on the library online catalogue, Heritage, which would bring up on the screen all the recommended resources in one click;
• made it possible to request library books online for collection and return in Atherstone;
• and finally, promoted all our efforts to students.

After seven months, we have looked at the results and they were astounding. We expected an increase in book loans by PTLLS students, but nothing like 643% we got, from 143 loans previous year to 920 in 2009-2010! (The increase in students' number was very small.)

Another way for literacy development

The Guardian published a story of a (used to be) reluctant reader who found iPhone exactly what he needed for getting into reading. He also mentions why smartphones can be helpful for people with dyslexia. - http://www.guardian.co.uk/education/2010/apr/06/iphone-makes-reading-books-easier

Quick Reads return to library

Sometimes the simplest ideas make a big difference.

A few years ago a section with books for emerging readers (those who would prefer shorter and simpler texts) was dispersed. The reason for this was a comment from a member of the college staff that it might embarrass less literacy-able students if others saw them going to the shelf with those books. The result was unfortunate: several hundreds of good books were buried among others and hardly ever used.

Librarians have tried teaching emerging readers and pathfinders catalogue searching skills. It was not successful, as searching requires a certain level of literacy which was not present yet in some of our users. It was sad to see that we had under-used resources and, at the same time, there were learners whose needs we could not satisfy. There was something wrong with our practice.

Eventually, we decided to remove Quick Reads publications and similar books from the main classification sequence. Instead of a shelf case at the back, as years ago, the most prominent spot in the library in Nuneaton has been allocated for that collection. Since then, hardly a day passes without Quick Reads being borrowed. Tutors come with learners to guide their emerging interests in reading, while learners come on their own to browse through a few shelves. Library staff now have opportunities for assisting our emerging readers in discovering ever greater possibilities. A simple idea has turned to be a real success.

Facebook in FE: a tutor on pros and cons (guest post)

Our College has produced a brilliant example of appropriate and very active use of social networking in education. A photography tutor, James Cunliffe, who initiated the whole project shares his experience and views on benefits and pitfalls of engaging with Facebook for supporting learning.


Advantages

It is a format most students are familiar with and use frequently. Before starting the page I asked how many of my group had a Facebook account and how often they used it. All but one of the 26 of them had an account and every single one of them checked it every night.

It is a private group. Students must request to join or be invited.

All content is private and cannot be viewed by other Facebook users.

Students can add content such as links to websites, create or participate in discussions or simple ask for help on the group’s wall. All of these things create a sense of ownership with the students.

Tutors can also create or add content such as links to TV programmes they should watch, websites they should look at or news articles of specific interest.

The creator can allocate specific members of the group (staff) admin status allowing them the ability to remove any inappropriate content. (For the record I have never had to remove anything posted)

My students use it a great deal in terms of asking for help from each other which is especially important as they only attend college three days a week. A question from one can elicit a response from three or four students offering help and suggestions.

It is a joint first and second year group page and many of the students converse with each other here first despite never having met formally or being in the same year. This develops both friendships and support networks, especially with the second years are more experienced.

All of the members can be messaged quickly and simply should there be any information that needs to be sent to all (or even just one.) It also allows individual students to contact you privately should there be an issue they wish to talk confidentially to you. It appears as a message in your Facebook inbox and feels less formal than an email.

Everything posted can be commented on by any member, often starting impromptu discussions which can be continued in class.

Photographs and videos can be posted. For us, as a creative course this is invaluable but we also post photographs from events such as visiting lecturers and trips.

Educational trips can be posted as an event with the students receiving an invite by email which also promotes a sense of belonging. Links to relevant websites can also be attached.

All member information remains private, i.e. whilst we are all in the same group the students cannot view any of the staff’s Facebook pages nor can we access theirs.

By embracing this social networking it has had the effect of “decriminalising” Facebook and whilst a year ago students’ sneakily looking on Facebook during a class was a problem, this seems to have diminished considerably.

I check the groups’ page most nights however when I have not done so for a few days the notification icon at the top of the page will direct me to any new posts or comments.

Disadvantages

Word documents and PowerPoint’s cannot be posted and only go on Moodle. It is more interactive than Moodle however it has not replaced it. Indeed all of the links posted on the Facebook page are put on to the group’s Moodle page.

Some students initially used it as a place to notify me of their absence however this has now been addressed.

Not all students have a Facebook account due to having no access to the internet or the possible disapproval of their parents.

Tutors may not have an account and may be unfamiliar with the layout and process of managing a page. They may also not have the time to manage the site. (In my experience however it does not take a huge amount of time or effort, especially as it is so democratic with other tutors and students contributing)

Conclusion

Whilst there are a few disadvantages associated with creating and managing a course Facebook page I am without doubt that the benefits far outweigh them. Since creating the page in October 2009 it has provided invaluable support to the majority of my students and has become a forum that they trust, respect and use to a potential I did not expect or even realise was possible.