No abstract

The University of Surrey Library and Learning Support Services (LLSS) recognised an increasing need to transform its welcome, induction and orientation activities for students. Past activities have entailed delivering information to students in ways which may have led to information overload and lack of engagement by students with library services. The LLSS have been exploring innovative ways to welcome students to university, moving away from didactic approaches. This paper presents one such innovation produced among a series of activities during 2017/18, an educational escape room, informed by the work of Walsh (2017). This activity invited students to solve a series of themed puzzles in the escape room, introducing them to library services and information literacy (IL) skills to support their studies. This report provides an account of the challenges and positive outcomes encountered in designing the escape room, with a view to sharing good learning and teaching practice.

No abstract

A well-established postgraduate researcher development program has existed at De Montfort University for many years. Library and Learning Services include modules on literature searching skills and critical appraisal. However, we recognized that researchers seemed to be disengaged with the services on offer. This concern informed a research project that considered the ways we could communicate better with researchers based on their needs. This paper explores the essential components of successful communication, such as context, timeliness and communication channels. An action-research approach was taken including focus groups and online surveys. The outcomes highlighted three significant crisis points, emphasizing the key times when researchers might need some intervention. The findings of this research identified the distinct needs of Postgraduate Researchers (PGRs) and how relevant and timely communication from the library can meet these needs. It also considers the impact of how communication has improved with researchers as a result of some of our interventions. Keywords communication; doctoral research; academic librariesto justify the continuation of such programs: an experience which seems to hold for other institutions (Bussell, Hagman, & Guder, 2015). This lack of engagement seemed to imply that PGRs did not perceive LLS as a key touch point for their development as researchers.An opportunity was offered in 2013, via internal funding, to review our communication strategy and to improve the levels of engagement LLS had with PGRs. To help us do this, we took an actionresearch approach (Costello, 2003) to better understand how PGRs viewed and understood communication from LLS, and how significant our provision was against the backdrop of their research. Drawing upon phenomenological influences, we ran a series of focus groups with PGRs to understand the perspective from "inside" the PhD. We then thematized some of the major challenges that our PGRs had encountered (Howitt & Cramer, 2011). This article offers an overview of the literature surrounding communication and an outline of how we coordinated our focus groups. It also presents our findings as a sequence of three crisis points that PGRs identified as integral to their research process. They have provided us with rich insight into how and when LLS communication needs to be more meaningful, timely, and reciprocal as well as how it can benefit from the active involvement of supervisors. We finish the article by documenting the changes we have since made to our communication strategy, and present the results of a recent questionnaire that invited PGRs to review the effectiveness of our communication two years' on.