This case study examines the introduction of a centrally managed booking system for academic skills appointments conducted by the Library Academic Support Team at Leeds Beckett University, showing how staff-student communication channels can scaffold effective student support. The new system was introduced in order to manage a large number of requests for skills appointments across all academic levels, to ensure an equitable experience for all learners, and to frame staff-student encounters more effectively at the formative stage. Further benefits included provision of more focused tuition, additional data on learner requirements, greater capacity to re-route appointment requests, and more efficient use of student and staff time, while retaining the option of human intervention in the system as required. This paper demonstrates a transferrable means of enhancing institutional processes whilst retaining the traditional strengths of one-to-one encounters in order to improve the overall student experience.

The COVID-19 pandemic forced UK universities to move the majority or all of tuition online. The Library Academic Support Team at Leeds Beckett University used that shift as an opportunity to improve information literacy (IL) and academic skills tuition across the institution. Instruction and support were redesigned on a flipped basis to ensure that online delivery improved on face-to-face delivery rather than simply replicating it. This project report reviews that work with usage statistics, user feedback, practicalities of service provision and discussion of impact. The report extends existing literature with a model of significant institution-level changes to IL and academic skills instruction which could be applied elsewhere. It concludes that the shift to flipped online learning was a qualified success, with the revised approach proving notably more popular and inclusive, also providing other benefits such as more focused in-class discussion.