1. ANSWERING THE EMPLOYABILITY AGENDA:
MULTI‐PROFESSIONAL COLLABORATION IN AN
ERA OF MULTILITERACIES
KAYE TOWLSON AND JASON EYRE

2. Multi‐professional collaboration in an
era of multiliteracies.
• Demonstrate multiliteracies are within the
employability agenda
• Seek to define the range of multiliteracies
• Map these on to the library and learning
teaching activities at DMU.
• Enabled by multi‐professional collaboration

3. Context
• Current drive for employability (Browne Review 2010)
demands a wide breadth of skills involving
multiliteracies beyond those of traditional information
literacy.
• Requires a multi‐professional approach
• Employability skills CBI/UUK report (2009) feature
highly on the map of skills fostered and taught by
Librarians and Learner Developers at DMU
• These skills are echoed by multilieracies specified in
the LLIDA framework of frameworks (2009)

4. Multiliteracy
“Traditionally, literacy has centred on language only, with the
emphasis on reading and writing. The concept ‘literacy’ assumes
that language is stable with established, enduring rules, and with
a single notion about the correct usage of language.
Multiliteracy, in contrast, acknowledges three important
aspects that influence our thinking about literacies: the need to
recognise multiple lifeworlds and language forms as well as
cultural and linguistic diversity; the escalating use of technology,
the multiplicity and multimodality of communication channels
and the strong presence of multimedia texts; and the need for
critical literacy”
(Pillay 2010, p. 771)

5. CBI/UUK (2009)
Skill Librarian Learning Developer
Self management
Teamworking
Business/Customer awareness
Problem solving
Communication and literacy
Application of numeracy *
Application of Information * *
Technology
Identified underpinning attributes
of positive attitude and
entrepreneurship / enterprise:
* The Maths Learning Centre (MLC) is also part of the Directorate
* * The Centre for Enhanced Learning through Technology (CELT) is also part of the Directorate

6. LLIDA (2009)
Skill Librarian Learner Developer
Learning to Learn: metacognition
Academic practice, study skills
Information literacy
Communication and collaboration
skills
Media literacy
ICT/digital computer literacy **
Employability
Citizenship
* * The Centre for Enhanced Learning through Technology (CELT) is also part of the Directorate

7. Multi literacies
multi agent input

8. Development and operation of a collaborative service
between Librarians and Learner Developers at DMU
• Fruitful collaboration
• Work together: all part of learning continuum
or learning journey
• Developing collaborative infra‐structure:
respond to current issues: ie. employability
• In curriculum
• Extra and co curricula:
• Together, co‐ordinated, synergy

9. Forms of engagement for multiliteracies development
offered by this collaborative service.
• Publications: co‐ordinated...
• E‐induction: transition transferability
• HEAT tool kit
• Lib guides
• lunchtime, twilight workshops
• Promo weeks
• Employability week
• Peer mentoring employability developments

10. Themed week : employability
Company information ‐ learn about prospective employers
Researching the company or service provider prior to your application is critical in informing your decisions and content of your application. This workshop will
guide your research in finding out about a company or service provider, including news, finance, corporate culture and image.
CV, letter writing and email etiquette
This workshop will focus on the expected conventions of written communication with your prospective employers. There will be opportunities to critique
examples as well as learn the 'do's and don'ts' to ensure a professional application.
Effective self management in the workplace
Most jobs include team work and good personal organisation and, as such, employers will be looking for these skills as part of the application process. In this
workshop you will be provided with an opportunity to identify what makes effective team work, what kind of team player you are, and practical ideas and
strategies for using time more effectively to achieve better outputs.
Reflection for personal and professional development
A common criticism of application forms is the lack of contextualising of your skills, experience and qualities to that of the role you are applying for. This
workshop provides opportunities for you to reflect, identify evidence, and effectively present yourself in your application.
Self promotion and promotion of ideas in presentations
This workshop will focus on presentation skills which may be required either as a ‘pitch’, or presentation of a topic as part of the recruitment process.
Using social media to develop an online profile
Social media is a powerful tool for promoting yourself to companies and organisations. With a wealth of applications to choose from (Facebook, LinkedIn,
Twitter, blogs and wikis) how do you know which is the most appropriate for you? This workshop gives an overview of some of the tools available and how you
can use them to present yourself with a professional edge.
Verbal reasoning skills for psychometric testing
This workshop will be of interest to students applying to graduate training schemes. Psychometric testing is often an early requirement of the recruitment
process. This workshop will focus on the development of skills to support the verbal reasoning element of the psychometric tests. There will also be a ‘hands
on’ opportunity to have a go at sample tests.
Writing a ‘polished’ personal statement
The further information section of your application form is key to communicating who you are and why the employer should consider you for the role. This
workshop will focus on the structure and content of your personal statement, together with tips and strategies for producing a ‘polished’ application.
Work Experience Opportunities at DMU: Frontrunners, Fuse Mentoring and DSU Volunteering
A key element of your application for a job will be profiling your experience that relates to the position. Looking for opportunities to gain practical work
experience? An open panel discussion outlining opportunities available at DMU will provide an overview of the potential benefits and pitfalls of getting
involved.

11. Transferability of core employability skills from Higher
Education environment to work.
• Identity: different between student /
employee ‐ including vocational programmes
– Self‐ perceived identity, identity as perceived by
others, aspirational identity
• Mental framework: to enable transferability
• Offering employability context and parallels

12. Making it clear: evidencing graduate
employability skills
• Graduate skills licence: simple but complex
• HEAR
• Employability module? Authentic context
(Secker and Coonan 2011)
• Resource issues: staff‐time, curriculum time, £
• Value/ validation
• Promotion and participation: will students and
employers see the value
• Voluntary vs mandatory
• Value for money in £9k fee era

13. Benefits of multi‐agency
• Studies reveal multi‐literacies required for
employability and citizenship in a digital age
• Mutual and distinct points of expertise
• Multiple‐routes to student
• Flexibility
• Reinforces transferability

14. Emerging Issues?
• When does multi‐agency become one?
• Established partnerships, agreed terrain and
trust.
• How to get students to draw the multi‐skills
together?
• Student focus ‐ shared ownership?

15. Bibliography
Beetham, H., McGill, L. And Littlejohn, A. (2009) Thriving in the 21st century: learning literacies for
the digital age (LliDA project) [WWW], Glasgow, Glasgow Caledonian University. Available
from: http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf [Accessed 27/6/11].
Browne, J. (2010). Securing a sustainable future for higher education [WWW] Available from
http://www.delni.gov.uk/index/publications/pubs‐higher‐education/browne‐report‐student‐
fees.htm [Accessed 12/10/11]
CBI/UUK (2009) Future Fit: preparing graduates for the world of work [WWW] Available from:
http://educationandskills.cbi.org.uk/uploaded/HRE_091_Future%20Fit%20AW.pdf
[Accessed 12/10/11].
Pillai, M. (2010) Locating Learning Development in a University Library: Promoting Effective
Academic Help Seeking. New Review of Academic Librarianship, 16 (2), p121 – 144
Pillay, A. (2010) Embracing multiliteracies for teaching and learning in higher education. South
African Journal of Higher Education 24(5), pp. 771‐781
Secker, J. and Coonan, E. (2011) A new curriculum for information literacy, executive summary
[WWW] Available from: http://ccfil.pbworks.com/f/ANCIL_final.pdf [Accessed 12/10/11]
Towlson, K. and Pillai, M. (2008) Librarians and learning developers working together at De
Montfort University Library, SCONUL Focus (44), pp23 ‐ 25