Mo Chúinne Gaeilge i leabharlann Cabrach

My Irish Corner in Cabra Library

Before embarking on the journey to becoming an MLIS graduate, I began my first library placement in Cabra library last summer. Before making the decision to become a librarian I had worked as a substitute teacher in my local Gaelscoil as well as taking on the role as school librarian. I absolutely adored reading with the children, organising the books, and rearranging the room so that the library seemed less like a stuffy storage space and more of a creative space. When I started in the library I noticed how many of the Irish books were scattered amongst the other collections. Since Cabra library is in the vicinity of Gaelscoils I thought an Irish section would be a fantastic resource for the children. With this idea I started to plan how I might start such a project. The staff in Cabra were so supportive, constantly reassuring and encouraging me to use my initiative.

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Including my ordinary tasks of the day, I put aside an hour each morning before our doors opened to work on the project. After moving a few shelves around and making some space, I gradually created a cosy and colourful “Cúinne Gaeilge” in the children’s section. I had so much fun decorating the corner with a helping hand from the children themselves who loved taking part in the project. I took inspiration from Pinterest with my “Road Sign Design” and used well-known fairy-tales translated from English to Irish to give the space a bit of familiarity and magic!

2

One of the main challenges with this project was categorising the reading level of each Irish book and making it easily comprehensible for both children and parents, specifically non-fluent Irish speakers. It took a while to develop this system but in the end I organised the books into five individual categories and colour coded them to distinguish the categories – Picture books (Leabhair pictúir), Translations English – Irish (Aistriúchán Béarla go Gaeilge), Early Readers (Leitheoirí Óg), Fiction (Leabhair Fiscean / finscéal) and Non-fiction (Leabhair neamhfhicsean).

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Thankfully, I got to see the positive reaction and feedback from our regular users before finishing up my placement. The children that visited seemed to love the corner as well as their parents and grandparents who complimented our efforts. Our fluent Irish speakers were also delighted to see a dedicated corner for Irish books and asked whether we would do something similar in the adult section. The development of the Irish corner also encouraged the staff to create a “reference corner” for the children, using the same design. The staff thought that individual corners could be organised by themes, creating a set of different and interesting spaces for the children to read or do their homework.

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The Cúinne Gaeilge is something very special to me as it allowed me to contribute something unique to the library and at the same time, promote a required resource for the community and local schools. The staff in Cabra were so encouraging and supportive, constantly reassuring me that I was doing a great job and that the corner would be maintained and continued after I left. It was only recently that a librarian from another public library contacted me about how their library had implemented their own “Cúinne Gaeilge” after I had shared my idea on a visit. This was so rewarding to hear as I know just how important Irish books are to students, children, and adult learners. I am hoping that this new, colourful, and welcoming corner will give books “as Gaeilge” a new lease of life and encourage children to take a seat and enjoy the world of Henrí Dána and Fionn Mac Cumhail.

About the AuthorPicture of Saoirse De Paor

Saoirse De Paor is currently completing my MA in Information and Librarian Studies at University College Dublin. She previously graduated with a BA in Geography, Classics and Nua-Gaeilge from Maynooth University. She has previously worked as a substitute teacher in my local primary Gaelscoil and also as their school librarian. She undertook her eight-week library placement in Cabra Library which allowed her to gain a massive amount of experience working in a public library. The staff at Cabra constantly encouraged her to share my ideas and take the initiative! She also got to visit the staff in Pearse St Library and Ballyfermot Library which provided her with a fantastic insight into the different projects and programmes libraries are currently rolling out.

 

 

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Thank you Altmetric

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Only two days until the third annual SLIP Ireland conference! We would like to thank our new bronze sponsor, Altmetric. It’s down to organisations like this supporting us that we are able to provide a platform for students. Look out for some Altmetric swag on Saturday!

A special thank you to Josh Clarke and Jane Burns.

You can find out more about Altmetric here and follow @Altmetric on Twitter.

 

Thank you DBS

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The third SLIP Ireland  annual student conference is getting closer – only three days to go! We would like to thank our bronze sponsor, the Dublin Business School Library. It’s thanks to the kind generosity of DBS library that we are able to keep the SLIP Ireland conference going and free for attendees.

A very special thank you to Marie O’Neill.

You can keep up to date with what’s going on in DBS Library here, follow the Library @DBSLibraryTwits and follow the @DBSLibraryMSc while you’re at it.

 

Thank you ICS

Logo with gree, dark blue and light blue crest with gold hard and three Dublin castles logo for UCD Dublin. Tesxt reads: School of Information & Communication Studies.

The third SLIP Ireland  annual student conference is now only four days away and we would like to thank our silver sponsor, the School of Information and Communication Studies, UCD. Both Clare and Helena are graduates of ICS (then known as SILS) and have had such wonderful support from all there ever since.

A special thank you to Prof. Kalpana Shankar, Claire Nolan & Lisa Gaffney.

You can visit the school website here and follow them on Twitter @UCD_iSchool.

 

Thank you Library Association of Ireland

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The third SLIP Ireland  annual student conference is just five days away and we would like to thank our silver sponsor, the Library Association of Ireland. The LAI have been so supportive of SLIP Ireland and we really appreciate all the help they have given us. Without this assistance the SLIP Ireland conference would simply not be possible.

A special thank you to Lorna Dodd.

Visit the LAI website here and follow them on Twitter @LAIonline.

Join us for a live Twitter chat!

red, blue and white advertisement reads: #SLIPIRELAND Join us for a live twitter chat on thursday 25th january at 6pm. see www.slipireland.com for details. follow us on twitter @slipireland. connect on facebook @studentlibrariansireland

On Thursday 25th January at 6pm SLIP Ireland will be hosting a live Twitter chat inspired by an article in Liber QuarterlyThe e-Reader — an Educational or an Entertainment Tool? e-Readers in an Academic Setting by Peter Ahlroos and Jonna Hahto1.

To take part in the Twitter chat all you need to do is read the article, which is open access and available here, and think about the points raised in the article – then share your feedback using #SLIPIreland! For some guiding questions on reflecting on the article see below. @SLIPIreland will be moderating the chat and asking some questions raised by the article and the topic of e-readers in general and how the landscape has shifted in the years since the article was written.

Guiding Questions

  1. What is the focus of the article/chapter?
  2. What kinds of contributions do the readings make (theoretical, framework, insights, practical, etc.) to understanding your chosen topic?
  3. Is the evidence the author presents convincing to you? Why/why not?
  4. What is strong/weak about the article?
  5. What do you agree/disagree with?
  6. How would you change the research or what else do you wish the authors had considered?
  7. What connections can you make between these articles and others?
  8. Does it support, challenge, extend, or contradict other readings you’ve done?
  9. What connections can you make between the reading and your own experiences in previous study or in the workplace?
  10. What can you “take away” from the readings?
  11.  What questions or issues does the reading raise for you?

 

  1. Ahlroos, P. & Hahto, J., (2012). The e-Reader — an Educational or an Entertainment Tool? e-Readers in an Academic Setting. LIBER Quarterly. 21(2), pp.249–261. DOI: http://doi.org/10.18352/lq.8023

 

10 Tools To Survive Your MLIS

logo of Doodle - blue text reads "doo

If you remember nothing else from this post remember Doodle. The number one thing I found most difficult during library school wasn’t the course-load, the growing mountain of assignments and reading or balancing college and a social life – it was trying to find a time to have group meetings. Seriously, when you’re taking five modules but are somehow doing six group projects it’s a nightmare trying to find a time that works for everyone, especially as we all have commitments outside of college and more and more students are in employment while studying. So, forget the unending messages in the group chat and just use a Doodle poll. It’s simple, just input your available times for a meeting and invite everyone to participate in the poll, then you can quickly see the time that suits you all best. Doodle will also sync to your calendar. There’s no need to go for the Premium account, the free version will cover everything you need.

logo of skype - white "S" in blue circle.

Remember, not all group meetings have to happen in person! Remote meetings are great if you have a long commute into college that you don’t necessarily want to have to do every day. If you’re camera-shy you can do voice-only calls and you can also share your screen over Skype, which is handy for group projects and presentations. Facebook messenger also has a group video chat option.

Google Docs

There are numerous benefits to Google Docs as an alternative to the more traditional Microsoft Office. Firstly, it’s free! Secondly, it’s really easy to collaborate on group reports with Google Docs as multiple users can simultaneously edit the same document. This ends up being so much easier than trying to combine four different Word documents.

Thirdly, as Google Docs is stored in the cloud if you lose your USB drive you won’t lose the paper you just spent 5 hours finishing. Side note: so many USB drives are lost in the library year and it’s really hard to get them back to their owners. Would you recognise your USB in a box of pretty identical looking USBs? Do you have 30 minutes to look through all of them? My advice is to both make a physical mark on the outside of your USB drive (permanent marker or nail polish should work for this) and create a simple “If found please return to” text document to keep on it with your contact details. Better still, stop relying on them fully and have at least one backup with a cloud based solution. Microsoft has cloud storage with 365 but you still have to pay for it. Evernote is popular for taking lecture notes and it has an option for sharing notes including a live chat function.

If you’re not into Google Docs but still don’t want to shell out for Microsoft then there are a number of great open source alternatives like Openoffice and Libreoffice that do everything you need them to.

Google Drive logo - a green line a yellow line and a blue line form a triangle.

When it comes to storing and sharing files I recommend using Google Drive or Dropbox (see USB horror story above for reasons why). Another alternative is pCloud, it works just the same as Dropbox but has the option to upgrade to pCloud Crypto for the extremely security conscious among you. pCloud are so confident in their security that they offered $100,000 to anyone who could hack their system and nobody has been able to (and at least 2800 people have tried).

Citation management

When it comes to essay and dissertation writing, using a citation manager can save a lot of time and headaches. Endnote, Mendeley and Zotero are popular choices. They each have their own strengths and weaknesses depending on your particular needs. Different universities and colleges usually recommend and support different software. If you’re unsure what to go for, try out Zotero – it’s free and open source.

Stop paying for photocopying

As long as you don’t mind reading from screens you won’t need to pay for photocopying anymore if you use apps such as Scannable (made by Evernote) or Adobe Scan. These apps allow you to take photos of documents, automatically rotates, crops and adjusts them and saves them as PDF or JPG.

Presentations

If you’re looking for a free alternative to PowerPoint, look no further than Google Slides. Google Slides offers everything that PowerPoint does with the added benefit of cloud storage and simultaneous collaboration with other users (seeing a pattern emerge here?). There are loads of great resources out there with free Google Slides templates to play around with like Slides Carnival. Another alternative is Canva. Canva is great for designing posters, images and infographics and now they also offer some pretty great presentation templates. Presentations can be shown native on the Canva website or downloaded as a PDF.

Getting Organised

There are lots of great “To Do List” apps, I recommend Any.do which allows you to collaborate with others and share tasks.

If you’re prone to procrastination you might find this desktop Pomodoro timer helpful. The Pomodoro technique uses a timer to break work down into 25 minute intervals with 5 minutes break in between. There’s also a web based timer here for concentration on the fly.

If you need a more extreme method of preventing procrastination, when the siren song of Facebook is calling (or literally anything other than work is calling, let’s be honest) maybe you should go Cold Turkey and download a desktop distraction blocker.


So, there are 10 tools to help you survive the MLIS! Have you found any of these tools helpful? If you have any tips or tricks that help you leave them in the comments below or join in the conversation on Twitter and Facebook using #SLIPIreland

About the authorimage of Clare Murnane

Clare Murnane is one of the founders of SLIP Ireland. She graduated with an MLIS from UCD in 2015 and now works in UCD Library. If you would like to write for SLIP you can contact Clare on Twitter @SLIPIreland or by emailing clare@slipireland.com.

Connecting Libraries to the Semantic Web

After finishing my MLIS in 2015 I briefly worked as a research assistant in the area of Human Computer Interaction at the iSchool in UCD. This experience, in addition to my love of libraries, inspired me to pursue a PhD in Computer Science, with a focus on the use of Linked Data in the library domain, with the ADAPT Centre in TCD.

In this post I’m going to give a (very) brief introduction to the Semantic Web and Linked Data, and discuss how these technologies can be used for the benefit of libraries. I’m then going to discuss my research in the hopes that it may inspire some of you to participate in my research and also to collaborate with a computer scientist near you!

What is the Semantic Web and Linked Data?

The Web contains a vast amount of information presented in the form of webpages linked together via hyperlinks. In order to find specific resources on the web, search engines are used to rank webpages based on relevancy via keyword searches. While this is done to great effect, unlike humans, computers have very little understanding of the meaning of data on the web, nor do they understand the relationships (links) between them.

The Semantic Web (SW) is an extension of the current web in which information is given well defined meaning, e.g. person’s name, book title. Linked Data (LD) involves creating identifiers for web resources and then linking them together by meaningfully describing their relationships, e.g. author of, in a common machine-readable format. Therefore, the sentence ‘JK Rowling (name) wrote (author) Harry Potter (title)’ is not only meaningful to a human reader, but also to a machine. This data can then be linked to endless amounts of other related resources, e.g. publisher, year, illustrator, other works – thus creating a Web of Data!

In essence, the vision of the Semantic Web and Linked Data is to transform the web into one large interlinked and searchable database rather than a disparate collection of documents.

Why Should Information Professionals be Interested?

From the perspective of a library, participating in the SW could greatly enhance information discovery. By freeing metadata from library databases and sharing it on the SW, libraries could make their resources more visible on a global scale. Publishing to the SW would also allow libraries to share their metadata with greater ease which could lead to a reduction in time spent cataloguing, reducing library costs. In addition, the process of interlinking LD resources with those emerging from other cultural heritage institutions would allow researchers to be directed to a web of related data based on a single information search.

Despite these benefits, relatively few libraries are participating in the SW. In my view, one of the main reasons for this is that current LD technologies are not designed with the workflows, needs or expertise of librarians in mind.

My Research

One of my research goals is to explore how LD technologies could be made more engaging for librarians, with a particular focus on the process of interlinking LD datasets. I decided to focus on this area due to the fact that, although increasing numbers of libraries are publishing LD, few have successfully interlinked their data with other LD resources – a central aspect of the SW.

I’m currently in the process of collecting data from information professionals in relation to their views on LD for libraries, archives and other cultural heritage institutions. I’m also gathering data on the types of interfaces information professionals like to use. I’m doing this so that I can design an interface that is easy to use, and that will also meet librarians’ requirements in relation to interlinking LD datasets. If you would like to participate in this research, I would be most grateful if you completed my questionnaire at https://goo.gl/gbGZ1v.

Finally, another one of my goals is to inspire future collaborations between computer scientists and information professionals. I believe that both these groups have so much to offer each other in terms of ideas, expertise and data, and that there is huge potential for some really interesting and unique research. So please, get collaborating!

Sources

  1. Berners-Lee, T., Hendler, J., & Lassila, O. (2001). The Semantic Web. Scientific American, 284(5), 1-5.
  2. Bizer, C., Heath, T., & Berners-Lee, T. (2009). Linked Data – The Story So Far. International Journal on Semantic Web and Information Systems, 5(3), 1-22.
  3. Hastings, R.: Linked Data in Libraries: Status and Future Direction. Computers in 
Libraries, 35, 12–16 (2015)
  4. Gonzales, B. M.: Linking Libraries to the Web: Linked Data and the Future of the 
Bibliographic Record. ITAL, 33, 10–22 (2014)
  5. Ryan, C., Grant, R., Carragin, E., Collins, S., Decker, S., Lopes, N.: Linked Data 
Authority records for Irish Place Names. IJDL, 15, 73–85 (2015)
  6. OCLC: Online Computer Library Center, (2017), http://www.oclc.org/ 
 research/themes/data-science/linkeddata.html
  7. Hallo, M., Lujan Mora, S., Trujillo Mondejar, J. C.: Transforming library catalogs into Linked Data. ICERI (2013)
  8. Mitchell, E. T.: Library Linked Data: Early Activity and Development. Libr Technol Rep, 52, 5–33 (2016)

About the authorpicture of lucy mckenna

Lucy McKenna completed her MLIS in UCD in 2015 after which she worked as a research assistant in the area of Human Computer Interaction with Benjamin Cowan of the UCD iSchool. She is currently a student in the ADAPT Centre, Trinity College Dublin, where she is working towards a PhD in Computer Science.

@lucymckenna89

Email: lucy.mckenna@adaptcente.ie

Prison Libraries in Ireland

In Ireland, prison libraries are a recognised group within the Library Association of Ireland (LAI) and receive their funding through the Local County Council (Development Plan for Dublin City Public Libraries 2012-16, p. 14). In this context, a prison library is defined as a service ‘provided in partnership with the relevant local authorities. Prison officers have a key role in facilitating the availability of services in the evening and at weekends. The library service tries to reflect the material available in the wider community, including books available in languages other than English, audio books and easy reader materials’ (Irish Prison Library Service, Para. 1). An understanding of this service is essential to how we ascertain the information needs of both the employees and patrons within the prison library service. However, despite the recognition that prison libraries receive from the LAI and the important contribution they make to the prison service, there is a distinct lack of scholarly research concerning the prison library service in Ireland. As a result, there is very little factual data available concerning the operation of prison libraries or how librarians engage with this unique working environment.

International Studies

Research on the Scandinavian Prison System reveals that prisoners generally had lower educational attainments, no significant work experience, reading or learning difficulties and had suffered from some form of substance abuse (Ljodal & Ra, 2011). The Penal Reform Trust UK states that ‘half (51%) of people entering prison were assessed as having literacy skills expected of an 11 year old’ (Prison: The Facts, Bromley Briefings Summer 2016, http://www.prisonreformtrust.org.uk). The ability to obtain employment post-imprisonment is significantly hindered by low literacy levels. Recent statistics from the UK reveal that unemployment among prisoners directly affected their likelihood of re-offending. See chart below:

Statistics and graphs from the UK on unemployment among prisoners and how it directly affected their likelihood of re-offending. Test reads: Half of prisoners had been in employment the year before custody. People are less likely to reoffend if they had a job before being sent to prison, 65% unemployed and 40% employed. 15% of prisoners were homeless before entering custody. People who were previously homeless have a higher reconviction rate. 79% previously homeless, 47% previously had accomodation. Source Minitry of Justic 2010 Compendium of reoffending statistics. From Prison Reform Trust UK, Summer, 2016: www.prisonreformtrust.org.uk

(Prison Reform Trust UK, Summer, 2016: www.prisonreformtrust.org.uk)

Prison libraries, therefore, play a vital role in promoting prisoners education and learning. Inclusive training programmes and literacy groups have tackled development needs and promoted a positive reading culture. Germany and Scandinavia provide some of the most progressive library services in Europe (Peschers & Patterson, 2011 & Ljodal & Ra, 2011).

Irish Prison Libraries

Recent studies acknowledge that there should be little differences between a ‘public and prison library service’ (Conrad, 2012, p. 414). As previously outlined, Irish prison libraries seek to provide a service similar to that of public libraries (Irish Prison Library Service, Para. 1). One existing challenge within Irish prison libraries is the inadequate level of technological resources available. In 2015, the Cloverhill Visiting Committee stated that despite the ‘wide variety of books… it would be very beneficial to introduce modern technology, that can offer a higher quality of education and a better understanding of learning to prisoners that may have impairments such as deafness and other physical difficulties’ (Report of the Prison Visiting Committee, Cloverhill, 2015, p. 6). The provision of such a service would provide additional supports for prisoners with learning difficulties or those with specific information needs. It is accepted that ‘the internet- is an important resource in modern life… Public libraries provide electronic catalogs and computers for searching the Internet as part of their core services’ (Ljodal & Ra, 2011). However, Irish Prison libraries provide an invaluable service to the prisoner community. In recent years, Prison Visiting Committees acknowledged the diverse range of literature available in the country’s prisons (Reports of the Prison Visiting Committee Mountjoy, 2015; Arbour Hill, 2015; Cloverhill 2015; Wheatfield 2015). In Mountjoy, books were seen as a necessary learning aid for prisoners and these items should made be available as part of the rehabilitation process (Report of Prison Visiting Committee Mountjoy, 2014, p. 8).

Conclusion

To date, there is little research available on Irish prison libraries and prisoners’ information needs. Each prisoner has a unique and individual need or requirement and educational training/work experience in the prison library service would be immense benefit to prisoners during their sentences. Future research could assess the information needs of prisoners and how the library service contributes to the education and training of prisoners Ireland.

References

Bowe, C., (2011) Trends in UK Prison Libraries, Library Trends, 59(3): 427-445. DOI: http://muse.jhu.edu.ucd.idm.oclc.org/article/420680/pdf

Conrad, S. (2012) ‘Collection Development and Circulation Policies in Prison Libraries: An Exploratory Survey of Librarians in US Correctional Institutions’, The Library Quarterly: Information, Community, Policy, 84 (4), 407-27. Retrieved 21 Sept. 2016, http://www.jstor.org.elib.tcd.ie/stable/pdf/10.1086/667435.pdf

Cramard, O. (2011) ‘The Long Development of Prison Libraries in France’ Library Trends, 59 (3) 544-562. DOI: http://muse.jhu.edu.elib.tcd.ie/article/420687/pdf

Fought, R.L., Gahn, P & Mills, Y., (2014) Promoting the Library

Through the Collection Development Policy: A Case Study, Journal of Electronic Resources in Medical Libraries, 11:4, 169-178, DOI: 10.1080/15424065.2014.969031

Hayes, M. & Cassidy, A. (2012) Development Plan for Dublin City Public Libraries 2012-16, 1-54. DOI: https://www.dublincity.ie/sites/default/files/content/RecreationandCulture/libraries/About%20Us/Documents/Development-Plan-for-Dublin-City-Public-Libraries.pdf

Huffman, R.D. (1976) Robert Palmer, Prison Librarian: Guys tell me: “If I couldn’t read, I’d go bugs”, American Libraries, 7 (6), 351-351. DOI: http://www.jstor.org.elib.tcd.ie/stable/pdf/25620717.pdf

Irish Prison Library Service, 2016, http://www.irishprisons.ie/index.php/prisoner-services/library-services/, Retrieved, 27 October 2016.

Johnson, P. (2009), Fundamentals of Collection Development and Management, Chicago: American Library Association.

Lehmann, V. (2011) ‘Challenges and Accomplishments in US Prison Libraries’ Library Trends 59 (3) 490-508. DOI http://muse.jhu.edu.elib.tcd.ie/article/420684/pdf

Ljodal, H.J., & Ra, E., (2011)’Prison Libraries the Scandinavian way: An Overview of the Development and Operation of Prison Library Service’ Library Trends, 59 (3), 473-489. DOI: http://muse.jhu.edu.elib.tcd.ie/article/420683/pdf

Peschers, G., Patterson, A. (2001) ‘Books Open Worlds to People Behind Bars: Library Services in Prison as Exemplified by the Munster Prison Library, Germany’s “Prison Library of the Year 2007”, Library Trends 59 (3) 520-43. DOI: http://muse.jhu.edu.elib.tcd.ie/article/420686/pdf

Reports of the Visiting Committees to Arbour Hill, Cloverhill, Dochas, Mountjoy and Wheatfield, 2014-5. Retrieved 29 Sept. 2016,

http://www.justice.ie/en/JELR/Pages/Prison-Visiting-Committee-Annual-Reports-2014

http://www.justice.ie/en/JELR/Pages/Prison-Visiting-Committee-Annual-Reports-2015

 

Websites

Irish Prison Library Service: http://www.irishprisons.ie/index.php/prisoner-services/library-services/

Penal Reform Trust Ireland: http://www.iprt.ie/

Renal Reform Trust UK: http://www.prisonreformtrust.org.uk/

About the AuthorPhoto of Anne-Marie McInerney

Anne Marie McInerney is presently studying for a MLIS at UCD 2016-17. She completed a PhD in Modern Irish History entitled ‘Internment of the Anti-Treaty IRA 1922-24’, in Trinity College Dublin in 2015. Anne Marie previously worked as both a researcher and a teaching assistant at Trinity College Dublin. She is presently employed by Dublin City Public Libraries. Her major research interests include the Irish Revolution 1916-1923, penal history, prison reform and civil wars.

Spotlight on John Stearne Medical Library

PC's in the John Stearne medical library.

The John Stearne Medical Library (JSML) is located in the Trinity Centre for Health Sciences on the campus of St. James`s Hospital Dublin. Established in 1973, the JSML was relocated to its current location in 1992. In 2006, the library received extensive refurbishment to create additional space to accommodate both readers and the physical collection held here. Up to 100 readers can currently be accommodated comfortably in the reading room. It is a very open and vibrant physical space finished with wood panelling, and the vaulted glass ceiling allows lots of light to enter into the room. There are also three bookable rooms within the JSML to facilitate students who prefer to study collaboratively and work on group projects.

In term-time, the JSML is open Monday-Friday from 9am-10pm, and on Saturdays from 9.30am-1pm. It is intended to serve as the primary reading room for medical students in the latter yejs2ars of their training, along with occupational, physical and radiation therapy students at all levels, and nursing students. However, all registered students and staff of Trinity College Dublin are entitled to use the Library facilities. It is also used by postgraduate students, researchers and staff of both the Trinity Centre and St. James`s Hospital throughout the year.

The clinical portion of Trinity College’s medical collection are housed at the JSML. This collection includes textbooks and journals relating to the clinical disciplines. In addition, other periodicals and textbooks in fields allied to medicine and surgery – primarily physical, occupational and radiation therapy – are also housed here. The physical collection is divided into two categories. Undergraduate students are entitled to borrow from the SJ collection, while staff and research postgraduates can borrow material from the SJR collection. Patrons can also submit requests to have materials held in offsite storage to be delivered to the library, along with inter-library loan requests.

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Occupational therapy section

The reading room is enabled for wireless internet connection and has a number of live points which allow access to the College Network. There are currently 6 PCs available in the reading room, 1 PC in each group study room, and 1 guest PC to allow students, hospital staff and visiting researcher’s access to the online resources available through Trinity College. The Library subscribes to a wide variety of electronic journals and databases including EMBASE.com, the Cochrane Library, Scopus, Web of Knowledge, PubMed, AMED, CINAHL, BIOSIS and PsycINFO. Furthermore, the library provides access to an assistive technology computer/scanner in group study room 2. This computer is wheelchair accessible and equipped with the latest assistive technology software, including; Zoomtext™, Duxbury™, JAWS™, Kurzweil 1000™/Kurzweil 3000™, Hal™, Lunar™ and Supernova™.

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Group study room

Regarding future developments, we are currently making space in a section of the library by relocating some of the infrequently used or outdated items in the collection to offsite storage. When this section is emptied and the shelving has been removed completely, (subject to funding and permission) we hope to use the space to create additional group study rooms or to house more PC`s.

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Area currently being cleared for repurposing

About the authorPicture of Jesse Waters in front of library shelves.

Jesse Waters is a 2015 graduate of the MLIS at University College Dublin, and also holds an MA in History from Mary Immaculate College. He is currently working as a library-assistant in the John Stearne Medical Library (Trinity College Dublin) on the campus of St. James`s Hospital. Previous to this role, he worked as a library-assistant at the Royal College of Surgeons Ireland, the James Joyce Library (University College Dublin), and volunteered in the library at Limerick School of Art and Design and the Glucksman Library (University of Limerick).