Have you noticed something new in Summon?

You may have noticed a new image displayed next to some of your results displayed in Summon. These are Altmetric badge displays.

Altmetric badges display information about an article’s scholarly impact as expressed through online, social media and news mentions.  Here is an example of the Altmetric badge displaying within a Summon record:

The Altmetric badge displays for an article when 1) there is a match on DOI or PMID and 2) the Altmetric score is greater than 0 (in other words, there is Altmetric data about the article).  The Altmetric score displayed (4 in the example screenshot above) is the number of people that have mentioned the article.

Hover over the Altmetric badge to see a breakdown of where people are talking about the article (tweets, blogs, news outlets, etctera).  The Altmetric window includes a See more details link which opens up a new tab in your browser displaying an altmetric.com page including details such as the actual tweets, blog posts and  news stories.



Talis Aspire Event – reading lists, ebooks and metrics

This two day conference was organised by the Reading List software company Talis (makers of Aspire) but had resonance for librarians who deal with electronic books and issues with reading lists, such as low adoption or engagement. Analytics seemed to be the hot topic amongst many of the presenters so there were also helpful sessions on data collection and presentation. The clear themes were the better use of data and hearing examples of good practice.

The ‘key points’ from Paul Feldman’s keynote were that JISC wanted to make the UK the most digitally advanced education and research nation In the world. The biggest challenges are culture and funding. They got good funding from England and Wales, so do not expect rises in current subscriptions, but will still be introducing paid-for services and shutting down low value / high cost services.

Real focus on services that have supported libraries – what is needed? The sector would prefer fewer things, done better. Priorities are network, technology enabled learning, digital library, OA and leaner analytics. Plus thinking about data analytics.

Phil Richards is working with SCONUL to define a strategy for a national Digital Library. Includes national identity management (like eduroam but for health, local govt etc). Learning analytics collate fingerprints and footprints from various areas e.g. VLE, swipe cards and have a cloud-based infrastructure to collate this. Cloud broken ground by UCAS moving there successfully. Have 6 partners, including BlackBoard. At present, working with 5 universities. Tutors get a dashboard for their students and get alerts in patterns of interaction by students that may show less interest in learning.

Trying to spot disengagement. Also built a student app, showing their own data. Raises ethical issues and have a code of practice for the use of learning analytics. Informed consent and SU has an honest conversation with students about how data is used. LAM has now been amalgamated with this. Community identified online resource usage as key. Should lead to metrics for engagement and learning gain, personalised next generation e-learning.

Nick Bevan – PVC, Middlesex University ‘Role of librarians in supporting teaching and learning.’

Understand that reading lists are about students, not academics. If an item is not available, why is it on a list? (Because it is someone else’s problem!)

There is an awful lot of data around progression, withdrawals. Don’t forget dropouts equal 18 or 27k. Very hard to show impact (e.g. Huddersfield and degree results) but ebook data shows engagements and usage from particular publishers.

Nick theme is that the teaching should just work. Misguided library awareness? It is not about pushing the library up the agenda. It should just work.

Engage with teaching and learning, but not on our terms. See how best apply our skills to make a difference. They use this principle re: reading lists:

Every student should be able to access essential material

Being unable to access the resources you need does not make you a bad student. Like going to a supermarket and not having the ingredients does not make you a bad baker.

Etextbooks discussion panel

Move from a project to being part of core business, a long term project. Embed into normal processes. Librarians talking to academics about this. Position library at heart of learning, increasing pedagogical influence and having the resources.

Need to build collections for deeper learning, what is the expected market return?

Still discussions are based on ‘the print’ – price, and in particular, content. Students see it as doing it on the cheap via ebooks.

The iTunes effect- people buying singles, not albums, so lecturers want 3 chapters from one and 2 from another. Publishers not able to provide this and want data about this, but unis say this has to be a 2 way thing.

Manchester trying to coordinate all buying so that there are not pockets in schools etcetera. Must negotiate on behalf of the community. Suggest JISC to do this.

Publishers blame institutions for ebooks not being used properly and not encouraging students to open the books. Unis say they give lecturers analytics on how core texts are being used and how many students are using ebooks. Middlesex Thinking about having a festival in September to showcase how ebooks have helped their learning, inviting publishers, students, academics and librarians. Analytics should show the fitness for purpose for materials. JISC working on a national bibliographic database, led by Neil Grindley.

TEF – Teaching Excellence Framework – Liz Jolly

Talked about proposed sector challenges. ‘Fulfilling our potential, teaching excellence, social mobility and student choice’. Government monitoring and assessing the quality of teaching in England’s universities. Could increase fees and therefore differentiation. New ‘Office for students’ replacing HEFCE but still unsure how this is going to work. Encouragement of private sector and worried about degree inflation, so will supplement with grade point average system. For libraries, this means we have to prove value. Data on use of library resources, digital literacies and critical thinking. Have we been thinking too much about service delivery and not enabling teaching, learning and research? ‘To enable and enhance learning in all its forms’ – as a profession we have to put this at the centre of what we do. Why are there offices and areas for library operations when libraries are student workspaces?

Need to be seen as a key part of the research process. Need to be there for eprints and REF.  Need to work in multi professional teams across the university. Valuing our professional identity and working across multiple environments. As a profession, we have probably been doing what we think is best, not other academics or students. It is about quality, the quality of the student experience. A good example is adoption of reading lists and speaking the language other people understand.  Libraries are central to the academic enterprise of the institution, so this has gone in the SCONUL response to the TEF green paper.

Engaging academics in digital discourse – Simon Thomson – Head of Digital Pedagogy (title changed from head of e-learning as his role is in teaching, not looking after systems). Leeds Beckett University

Students are digitally literate in a social sense, but not an academic sense. Not thinking about digital and experimenting to produce a connectedness between digital and pedagogy. Why is there resistance to change? Fear, challenges to experience. Staff are digitally overwhelmed and digitally isolated. We rely on learning technologist or academic librarians. Don’t really share experiences. CAVEs – colleagues against virtually everything. Don’t try and shine a light in the cave. It takes too much time and energy. There are others who need you more!

MMU Reading List awareness: Encouraging students to read to success Nic Ward & Rachel Fell

MMU used 6 GTs to promote RLs with students as lots of funds and time going into creating these lists. Took iPads into faculty buildings, talked with students, freebies. Also promoted in the library and created nice posters in faculty and plasma screens. Really important use of social media. Had 15 second Instagram video on how to access reading lists. They have a landing page on Libguides – inspired by Reading and Edinburgh.

Reading list survey was only 4 questions, nearly 500 respondents. Lots of students liked the weekly reading plugin. Also revealed top 5 lists for the academic newsletter, so competition was there. Have training sessions booked for the next 6 months. 5 good things to come out of questionnaires: asking for feedback, personalising the conversation, the 15 second vide, cross-campus promotion and practical freebies. Pens and screen wipes better than Haribo.

Kerry Webb – Reading University

Important IL and DL promotional opportunities of RLs. Looked at pedagogical benefits of creating a RL. This was not a nifty bit of software, this was a way to create resources with true pedagogical value. It can students engaged with scholarly articles. Effective guidelines and practical steps to consider when putting a RL together (2 pages long). Looked at IL models and mapped on what skill sets would be achieved with a RL. Used Ancil framework (tasked based skills) and 7 pillars. Your student has just come to uni. They may never have used a library before, so may be terrified when faced with a list of 100 items. So maybe guidance on how to place a hold on items. In year two, may look at task based goals. So look in these journals and start finding articles.

In 3rd year, why not just like to database we pay thousands of pounds for, plus that company’s YouTube video on how to search that database. Otherwise they will just google it. So if you have a task based reading list, you can develop skills.

Students are not daft, they know if you have not updated your lists. Drawing from analytics, brought stats reports to directors of teaching and learning.

Training is provided in the PGCERT – university is teaching new staff how to teach. Many know their subject area but need help in what a really effective reading list might look like. ‘It’s our intellectual property’ – It is not. The resource authors own the books etc, but you have just provided a list of items.


4th Summon Information Literacy Day

Evernote Camera Roll 20151110 142958Regents university London  – Catherine
A private university, caters for mostly undergraduates. Use EDS, but call it RUL Discovery. Still believes we have a need for information literacy.
All students worry about is how to get what the lecturers are demanding from them. The basic skills they need for their studies are not changing, but info seeking behaviour and expectations are changing. Discovery services are not delivering a Google like service. Google encourages definitions, not discovery. They are not encourages to follow the research trail. Before a student can even use a discovery services, they need to learn about ‘what makes a journal academic’, ‘what is the difference between different sources?’ Easy entry point for lecturers to understand what they are getting – how to get to online resources and how use RUL discovery.
Now can target to teaching e.g. Journals to support theory element of a case study. Their search box is onBlackboard. Use cards from Middlesex University to create games. Also show images, ask what it is, what is going on, what they are making etc. this teaches key terms.
Intro to- search terms, keywords, subject terms. Had contact time with every student.
Conclusion – they increase the divide between where students sit and where the information they need is. Their expectations are different what they need to learn. Generation Google vs keywords, databases, journals peer review.
James, QMU.
Nanchang joint programme, based in China and England. 74 students came to London for the summer. Had polls and Handed out evaluation forms. Found that very few used the Nachang Library or QMU resources. Majority used Baidu (in Chinese, has 10% of market) or Google. Baidu goes not have a ‘Scholar’ bit. On Summon, change the search strategy from ‘how to I find it?’ To ‘how do I refine it?’.
Summon @ LSBU (London South bank university)
Particularly mentioned non-journal stuff e.g. Financial databases, tv programmes etc andLaw subject area are still both problematic.
Drops in for medical students – QMUL
Academics often want an IL session I their first week – poor timing for projects, dissertations as long since been forgotten. Unable to meet needs of all participants, especially in large groups. Introduced drop ins to supplement formal teaching. Targeted learning at the time of need. 2 hours on Wednesday pm. Every week of the year.
They ask about searching skills, referencing. Interestingly, ran questionnaires a long time after the event. Students were using skills learnt in the sessions for particular projects. Common themes were increase in confidence.
Benefits were : point of need teaching, tailored to individuals, can also address multiple needs and can be 121 teaching. If there are very large groups (24showed up for 1) they have group work to start, then q and a and 121s. It is hands on, regular and friendly.
Challenges are timing – what about the sports, some have teaching Wednesday pm, maintaining staffing levels, uncertainty and victims of own success?
No single way to teach IL, experiment with different pedagogical approaches.
Our work here is done..or is it? Vanessa Hill, Middlesex University
Librarians were guardians of info, controlling access and organising material. Tennent “nobody but librarians want to search, everyone else wants to find” from Coonan article, 2012.
Myths IT = info literate. Talk about evaluation,  using devices, searching for material. Some students search on Google, then check using Summon to see if material is ‘good’. Academic staff at university thought that info skills had been taught at school. Sheila Webber’s research suggests students not being prepared, they are spoon fed for exams and to meet government targets. They often lack e-resources so school children think the library only has books.
Assumption that info skills will be picked up by osmosis or by trial and error. Lectures are often seen to be about process – how to use a database etc. but we do not do that anymore.
Worth interviewing academic staff? See info skills, all suffered from info overload. They all thought that had good
info skills, but questioned their colleagues skills. They perceived problems with graduates of the future – want to create open minded and critical students, but did not see librarians as being able to help. The perception was old fashioned role. They talked about academic literacy- using information to create knowledge. We are part of knowledge creation in an academic environment.
Solutions- games in workshops. Hands on searching, evaluation e.g. Rating 3 different reference lists. Currency
Summon makes searching easier. We do need to teach information literacy.
(n.b. I used these Open Access cards available from JORUM at my session for surface pattern students on 13th November and they were popular, engaging and useful – ej)
Lego serious play at UCS – Bucky Blunk, Cambridge University.
Each person asked to select 15 pieces of Lego. LSP = Lego Serious Play
Sarah Molloy- future work to enable open content to be found on Summon.
Publications, research data, software, government data, theses open content. A range we already provide access to. Institutional repositories e.g. by searching CORE.
Fig share, pubmedcentral. Data.gov (open government data) OERd = MIT open courseware, JORUM. At QMUL, Summon lists thesis collection (print) and e-collection, all their research papers and a handful of datasets.
Currently congifured with PloS, OLH, OpenSIGLE. But content could contain many versions – what are we actually getting in terms of results.
Summon User Group – they are hoping to buy Ex libris and can bring some managers over from the USA. It will be in January 2016.


ARLIS Conference 2015

ARLIS Conference – Making ‘visual’ Visual Resources

Talk by Andrew Ellis

The Public Catalogue Foundation – ‘Discover the art you own’

The Public Catalogue Foundation (PCF) are a registered charity, whose mission is to open up art in public collections for enjoyment, learning and research. http://www.thepcf.org.uk/

A large percentage of artworks are in store – what was publicly owned was not publicly available. So PCF began a project, using researchers and freelance photographers, to photograph all publicly owned paintings. Over 3200 locations covered. One chap took pictures of all painting in Yorkshire. Each needed a contract, so very large operation. So many different places visited, e.g. British Dental Association.(http://www.bbc.co.uk/arts/yourpaintings/paintings/the-dentist-215034)

And the National Football Museum. http://www.bbc.co.uk/arts/yourpaintings/paintings/the-art-of-the-game-228848

Always knew the project had to go online and there have been over 210,000 pictures photographed. The PCF approached the BBC and formed a partnership and BBC hosted the website called ‘Your Paintings’. http://www.bbc.co.uk/arts/yourpaintings/

38,000 artists are on there, each with their own page and slideshow. All free to access and aimed at mainstream audience, not researchers. A key way to attract a wider audience has been through its subject matter. You could be interested in local history, topography etc. They also created slideshows on BBC programmes e.g. Elizabeth Woodville’s painting is the most popular on the site, after the screening of the BBC Programme The White Queen.

Your Paintings gets around 3000,000 unique visitors a month, over 40% from overseas. The research found that the visitors are predominantly a white, female and middle class audience.  There are not many young or minority audiences.


It is important to have outreach and make the art more visible and accessible to all. One project was called ‘Masterpieces in Schools’. 26 oil painting masterpieces by artists such as Gainsborough, Lowry, Monet and Turner were lent by museums and other collections around the United Kingdom to nearby primary or secondary schools for the day – described by Andrew as ‘A magical experience’.

Also did a tagging project. How do you get people to see these paintings? PCF came across the Galaxy Zoo project to create Tagger, so members of the public can tag pictures. About 5 million tags done so far and slowly getting there – about 10% done. To speed this up and utilise technology, the Oxford Science Department have created image recognition software to find paintings, e.g. looking for pictures with wigs. Also used Google Images to view specific objects e.g. Beards.

Art Detective

There are lots of gaps and errors in data, so a digital network has been created and a discussion has been started and users may be able to identify attribution or sitter identity.


Four partners are currently trying to digitise and photograph sculptures. There is a much bigger focus on volunteering and community. ‘Sculpture around you’ – taking them to shopping centres, out and about, schools.

Films made with children and a free app (like Shazam for sculpture) are coming soon.

The Future 

Currently only synchronised every 3 months, so out of date. They will create a new platform on PCF servers.

BBC will replicate some content and send traffic back into PCF, with all paintings on it. Collections will have their own portal into the site – this is a single national platform to show public art. Also more commercial, many collections do not have an online shop, will introduce this.

Did you know that if you have a public library card, you can access art collections for free, and access OUP online for free? So people can register their library card and then make visits e.g. The Grove.


Arts Council have contributed capital costs. Partner collections to contribute (from £50 to one thousand pounds) so only partners can do anything commercial on the site.

Just launching a benefactor’s scheme, looking for donations from corporates.

Have been very happy with Your Paintings, now want to widen audience links and broaden audience type.