• Information literacy

      Fiander, Wendy; University of Chester (SAGE, 2011)
      This book chapter discusses the importance of developing information literacy skills in healthcare students.
    • Marketing library services at University College Chester

      Peters, Lisa; Fiander, Wendy (SCONUL, 2004)
      This article discusses how library services at University College Chester had reviewed their marketing strategy and sought to develop more visually attractive and user-friendly guides and publications.
    • Taking the pain out of network induction: Using INFORMS to induct new first year students

      Fiander, Wendy; Peters, Lisa; Sinclair, Colin (SCONUL, 2003)
      In September 2003, Learning Resources at University College Chester used the JISC-funded INFORMS tutorial for student induction into the computer network. The article comments on how the INFORMS computer induction tutorial was developed at Chester, how it was used, and plans for future developments.
    • University College Chester: the impact of investment in electronic resources

      Fiander, Wendy; Peters, Lisa (Library and Information Research Group, 2005)
      This article discusses the impact of electronic information services on teaching and learning, the production of "impact indicators" to evaludate the usefulness of electronic resources, and how to increase the percieved value of electronic resources in the academic community.
    • A voting system to enhance interactivity for students

      Fiander, Wendy; Evans, David (2007-06-01)
      This presentation discusses optivote - a radio-frequency voting system which can increase interactivity in a session - it works the same way as the 'ask the audience' feature of 'Who wants to be a millionaire'. Each set consists of 32 voting handsets, a laptop loaded with the necessary software, a radio receiver and instructions. The system will work with powerpoint slides to provide a range of question types as part of a presentation. It can give immediate feedback to students on their answers and the lecturer can obtain reports about the individual responses of their students.