 We are the L2L project team and with me today is Ann Cleary, head of library services from Dundalk IT, Phillip Cohen, head of library services from the DIT, and my name is Ronan Lynch. I am an engineering subject librarian with the Institute of Technology in Karlo. So our project is a collaboration project and grant. So I'm going to introduce the presentation and then Phillip is going to take over and then Ann and so on. So I'm going to, just in our overview, just give a bit of background information and the practical structures. We have our, give you an update on our achievements and our challenges to date. There are some emerging teams and we will also look at what's happening next, how we are aligning with the framework, etc. And very important to us is the student perspective. So first of all, who we are and what we're doing. So we are three Institute of Technology libraries and we're collaborating together. This is a photograph from the first meeting we had and you see the extended group. Not everyone is there. There's actually two members. So we are just, this is who we're representing. And we are not alone from three Institute libraries, but we're also from different sites within libraries. So we have been unpicking, deconstructing, etc. The framework from day one, but when we go home to our own libraries, we are continuing this conversation with our other library staff and colleagues throughout our community. So we can already see how the framework is rippling on. Anyway, why us? We as library staff are hugely passionate and committed to putting the learner in the center of everything. And we, our library work over the last few decades has become a complex thing. And our institutes have worked independently and our roles have developed independently. So this framework is helping us to kind of put structure to that and evolve in one direction. We realize, of course, that there's great synergies between us and common interests. Even we are diverse, but this has also given us another opportunity that we hadn't done before is work outside what are considered clusters. So it's a great opportunity for us. We say we're looking at the framework through the lens of library staff. Not specific to librarians because librarians are a higher grade within the library world. So we are taking into consideration all library staff. We consider all library staff to be involved in teaching, whether it is formal in front of your classroom or whether it's the informal on the shelves or explaining something at the desk. We're also looking at ways of how this project is going to motivate our colleagues and sustain with our policies and procedures. As I say, we are different institutes and we're looking at our common, what's unique, and going forward. We've already seen the beginnings of us, we have created within our own, our collaboration a embryonic community of practice and our vision. So we want to embed and champion a professional framework that addresses our complex and our differences and for those who are working in their sort of isolation in their institutes. So in the end, it better serve our students and our institutes. Quite simple, but that's our plan. Our aim is to further the dialogue between LIS, Library and Information Studies and pedagogy. We have realized we've been in the rooms with other teaching staff and they're having the same issues and difficulties, but we haven't been having the same conversations. But this project is putting us all together, which is really useful. Like I say, we've explored, unpacked, unpicked everything you could say about teaching in libraries and we create enthusiasm and we hope to develop strategies that further establish the role across Ireland and we do see the framework as providing the foundation to achieve this. Again, you can see, I'm going to hand over a film, but this is another photo of our steering group meeting and you can see how we're all thriving on the project. I'll just hand it over to Philip. Thank you very much. Can we meet in the market? Okay, we are the excited librarians. Okay, very, very, very quickly. Our approach has been to cultivate these project teams or as we call them triads at each site. These are becoming peer support groups to promote the sustainable engagement with the project and with the framework and we do intend to establish further triads involving further groups of librarians within our own institutions and other institutions. More happy pictures of happy librarians, communications, okay. Communications plan has been developed and it continues to grow and evolve. We have weekly conference calls. The three project leads in each of the sites. We have weekly conference calls and the project teams meeting face-to-face regularly at least once a month and we also are using Free Camp, which is project management software. We have engagement days arranged one for 10 days time and another in August at the end of the summer and this will be for library staff across the higher education sector and we are engaging with local HRs, serenity and development and learning and teaching personnel in our own institutes and also across with the steering committee. There we go. We're there, we're there, we're there. Communications. We have leaflets, pull-ups, banners, all sorts of things. Social media of course and we've attended a number of events and we've sponsored a prestigious event in the UK for library staff who teach. Training and development, we have a training environment plan. We've identified areas of need based on feedback and data from our peer groups, from our triads and we've organized lots of onsite training and we have more in the pipeline. Steering committee, we see the steering committee as very important element of the project. It ensures a wider focus, it keeps the focus, that focus on professional development rather than going off on other strands. It's international in nature, we are looking for an independent chair. We'd welcome any suggestions from the room please. And the steering group currently includes training and development expertise, teaching and learning expertise, library staff, professional body representation and of course students. And there's another picture of the steering committee. Student voice, as Rhona has said, student voice is very important in everything we do. We contacted the academic unit MLIS, Bitter Jargon is the master's in library and information studies. It's what we call library schools. There are two in Ireland, UCD and Dublin Business School. We contacted them, we've identified three student reps and they are sitting on our steering committee, very important members. We're also in process of planning student focus groups in the coming academic year. Financials. Like the previous group, we were probably slow getting started but the budgets have been allocated, expenditure is ongoing. This is for some of us, this is our first project that we've been involved with and it's been a very steep learning curve in sorting out finances with our own institutes. We are there now, we've got there and as we gain momentum we do, expenditure will increase and we feel that we are on track. Very important, what have we done? Where are we? The achievements. We've achieved a lot in a very short time. We're learning as we go and we've identified multiple tracks to the project. We are enthusiastic and committed, we're the enthusiastic librarians. We are touching on emerging themes and concerns in the wider library world and we have already generated substantial interest from third-party libraries and organisations. Achievements to date, VAPAC slide you'll see there, I don't intend going through it and more achievements there, again I don't intend going through the detail. Finally, this is how we've helped to spread the message and to get the word out about the project with our hand over to Anne. I too am digitally challenged. So, we have a lot of slides and I'm kind of concerned about time so I'm basically going to just talk to you and I'm sure you haven't asked me loads of questions anyway. So, obviously when you do a project like this there are lots of things. Isn't it Donald Rumsfeld who had the unknown unknowns and the known unknowns? So, to think about the things we anticipated that actually would take time to get ourselves off the ground, some level of apathy and basic reluctance to actually get engaged with things, that it takes time to actually build consensus and to actually really understand what a project or really what the framework is about and all of those things like time, getting people bought out and actually we also realise that we have a real tendency to get focused on information literacy as opposed to professional development. The unanticipated things that have come up is I think the levels of complexity around some of that so that includes just the fact that what works in one of our sites doesn't necessarily work in another in terms of dealing with administration, the multiple forums, the procedures, internal industry relations issues, the cultures and so on. I think there are issues which I'm going to touch on again around organisational and institutional approaches around professional development itself. A real struggle around actually acceptance and identity and a particular struggle for our teams and for our staff around the use of the word teaching which is kind of something we haven't quite actually anticipated in the same way. One of the other things that happened and one of the reasons why more people aren't here today is that while we were expecting a new library system upgrade we weren't expecting a completely new library system so that actually added a whole level of work that we hadn't actually planned. So just to come up on what we see as emerging. So first of all in relation to professional development and I would say that we think there's a level of shyness around talking about our professional development. People are really happy to talk about work but actually say, okay, this is my professional development, here's the time for me to talk about it. It actually is something new for us to do. Obviously we all work in institutions that are committed to the development of people and so on but many of the approaches that we see are perhaps maybe more mechanical models than the holistic ongoing and I would say more sustainable approach that's suggested by the framework. Some of the language doesn't resonate and I'll come back to talking about that word teaching in a second. It's also the case that the process for us as Philippa said actually is really encouraging. The people that we are engaging with in our teams are really enthusiastic about it. We can see lots of things happening and it's giving us real opportunities to position the libraries and to actually remind ourselves that we are part of the teaching function and that is why we are here and that is why we got the funding and it really gives us a lot more confidence to kind of step into that space. It's also the case that learning and doing new things is challenging. So people have a level of anxiety. I would say when we start to look at the framework first it's almost like, oh, a little bit of deep breath. Are we going to do this? How are we going to do it? Some of the terminology we think just doesn't really resonate that well. As librarians, reflection is not actually inherent to our practice. It isn't mentioned in the other library related professional development frameworks. So all of this is therefore quite new for us. However, we are going on and again this is a photograph from one of our project team meetings. I'm just going to turn now to the student perspective. So first of all it's obviously early days for this. We had hoped to have focus groups but we then had to get ethical approval and that took more time and then by the time that was ready our students had exams so we also decided to wait until the new year. But we actually have, as Philip has mentioned, three students on our steering group and we asked them to actually start capturing for us what they saw as the impact of the project which I think we've documented in the report we sent in but also as you can see on the slides that are here. So we're really hopeful that they will bring a different perspective and remind us of what it is that we're doing and actually come back to actually help us also to influence the new generation of librarians that are coming through about perceptions around their role and the formation of library practice. And this slide is really about alignment and obviously professional development is part of all of our institutional plans. We really see that this is an opportunity for L2L to influence professional development of libraries in terms of their strategic positioning in the institution and in terms of building up also our departmental strategies and obviously we're part of many projects that are going on and the kind of issues we're finding are also we suspect in the other projects. Within a disciplinary context when we look at the professional development framework we've been trying to I suppose compare and contrast it in a very initial and one level superficial way as yet with other disciplinary or with other professional development frameworks for our librarians. So for example it's interesting for us to know that in the UK when you contact the Higher Education Academy they have about 400 librarians who are also fellows and it's also the case that we've discovered that the Higher Education Academy and the professional body have started we haven't been able to actually clarify the extent of where negotiation has gone in terms of kind of mutual recognition of the awards process for people who are members of the professional association and therefore also the Higher Education Academy award process. In Ireland we're looking also with what we call the framework from the library association and CILIP and again we're also looking at the ACRL which is the Association of College and Research Libraries and what we would say in general is many of these are under review and that there is a trend towards broader wider conceptual issues and that reflection is an emerging topic and we therefore think this really helps us in relation to L2L. We'll obviously come back to this. We see that the issues going forward is engaging more people actually getting people to I suppose use the framework evidence that see how it actually works in a real life context but also to look at the sustainability issues because we think what we're really talking about is laying the foundations of the two-year project and for us that seems to operate at the following levels. First of all there's something about culture of scholarship for us and confidence for us to actually step into that space as librarians. There are issues around local institution and sectoral policy around development and professional development for people adding the library perspective to additional offerings development of communities of practice and reward recognition and voice and that might be for example looking at digital badges that we started to do or else looking at accreditation and recognition from the forum and from the LAI and that's us. Thank you.