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Support for Staff

Support for your modules

The library offers support for academic staff to enhance the teaching and learning experience within their modules. Our team collaborates with you to integrate information literacy, research skills, and the effective use of library resources into your curriculum.

Teaching and Learning Support

The library’s Teaching and Learning team provide academic, digital and information skills support for all taught courses at Sussex (Foundation, Undergraduate, Taught Masters). We can offer sessions which can be embedded in course curricula or as extracurricular sessions. All sessions can be adapted to disciplinary/pedagogical requirements and mapped to module assessments and learning outcomes. Sessions can be delivered in-person or online. Areas supported include:

• Research Skills
• Referencing and Reference Management Software
• Research Data Management
• AI Literacy and Digital Skills

Library session are mapped against QAA and ADQE guidelines, along with the .

We can support with a range of databases and resources including Scopus, Web of Science, Nexis, Orbis, Westlaw, JSTOR. For a full list of resources available through the library .

Recent examples of library workshops include:

• Researching for your Dissertation
• Finding Company Information with Orbis
• Conducting Legal Research with Westlaw
• Discovering Diverse Voices in Academic Research
• Finding News Stories for your Research
• ResearchRabbit: Mapping the Literature with AI
• Researching with AI

See the below for some examples of how the library can support your modules.

• Teaching and Learning Workshops

  Research Skills

  Session Name	Suggested Length	Summary	FHEQ Level
  Researching with the Library	50 min	Session focuses on developing academic research skills using the library search tools to find high-quality academic content, such as books (including dictionaries and encyclopaedias) and scholarly journals. The session introduces Library Search as an academic search tool and the value of academic databases over tools like Google. Includes essential skills for academic research, effective use of reading lists and citation searching, assessing the suitability of different materials for academic work, use of basic search commands use different types of searching language (e.g., controlled vocabulary, keywords, natural language), developing effective search strategies, managing searches and results effectively. This session can be adapted to meet specific module outcomes and assessments.	3-5
  Researching for your Dissertation/Research Proposal	90 min	Session is designed to equip students with the essential skills and strategies needed to conduct effective research for their literature review. The session covers developing and refining a research question, creating and refining advanced search strategies, advanced search commands and different types of searching language (e.g., controlled vocabulary, keywords, natural language), effectively using citation searching tools and techniques (including semantic search engines), develop skills in identifying relevant and high-quality academic sources, effectively organising research materials (RDM principles) and using specialised databases. This session can be adapted to any database according to subject requirements and specific module outcomes and assessments.	6-7
  Undertaking a Systematic Review/Rapid Review	90 min	Session is designed to introduce the structured process of conducting systematic or rapid reviews. The session covers the key stages of a systematic review, including formulating a clear and focused research question using the PICO framework, designing a comprehensive search strategy using advanced search techniques, selecting appropriate databases and grey literature sources, importance of writing a protocol, introduce critical appraisal tools (e.g., PRISMA checklist) to assess the quality, validity, and risk of bias, the use of reference management software and practical guidance on documenting the review process. This session can be tailored to specific disciplines, research topics and resources, module outcomes and assessments.	6-7
  Discovering grey literature	50/90 min	Session is designed to equip students with the skills and techniques necessary to locate and utilise grey literature effectively using relevant databases, Google Advanced Search and Google Scholar. The session covers differences between grey literature and peer-reviewed academic literature and its importance in research, developing and refining advanced search strategies tailored to discovering sources such as reports, theses, conference papers, and government documents from across the world, learn how to use Google Scholar’s advanced features for citation searching and tracking, as well as techniques to filter and evaluate the quality and relevance of grey literature. The session also includes guidance on organising and managing grey literature resources. This session can be adapted to focus on specific research topics and resources, module outcomes, and subject requirements.	4-7
  Accessing statistics and datasets	50/90 min	Session designed to provide students with the essential skills and strategies needed to locate, evaluate, and utilise statistical data and datasets in their research. The session covers understanding the different types of data sources, including government databases, academic repositories, and specialised databases, the difference between quantitative vs. qualitative, open vs. restricted, learn advanced search techniques to discover relevant datasets and statistics, assessing the quality and reliability of data sources. This session can be tailored to specific disciplines, research topics and resources, module outcomes and assessments, making use of the full range of data resources available through the library and beyond.	4-7
  Discovering diverse voices in academic research		Session focuses on incorporating a broad range of perspectives from scholarly literature. The session highlights the importance of including voices from marginalized, underrepresented, and non-traditional sources to enrich academic inquiry, learn advanced strategies for conducting literature searches that go beyond mainstream publications (focus on open access resources and advanced Google searching.), leveraging citation tracking to find influential but less widely known studies and reflecting on inclusiveness of citations, recognising and addressing gaps, silences, and biases in existing scholarly discourse. Session can be adapted to module outcomes and assessments and any of the online resources available through the library.
  Evaluating Information Sources		Session is designed to develop critical skills to assess the quality, credibility, and relevance of various information sources in academic research. The session covers different types of sources, including scholarly articles, books, grey literature, websites, and multimedia, and provides criteria for evaluating their authority, accuracy, purpose, and currency using evaluation frameworks (e.g., CRAAP and SIFT) to critically examine sources and identify potential biases or misinformation. The session will also focus understanding peer review and recognising predatory journals. By the end of the session, participants will be equipped to make informed decisions about the information they incorporate into their academic work, ensuring a high standard of scholarly integrity and rigor. This session can be adapted to focus on fake news, specific disciplinary contexts, research topics, and module outcomes.

  Referencing and Reference Managment Software

  Session Name	Suggested Length	Session Description	FHEQ Level
  Introduction to Referencing	50 min	Session provides an overview of the fundamental principles of referencing and its importance in scholarly writing. The session will cover key components of a reference, including in-text citations and reference lists, and offer practical guidance on scholarly and non-academic sources, the importance of giving credit to through proper attribution, academic integrity and the ethical use of information. This session can be adapted to align with module-specific requirements and referencing styles. For a full list of referencing styles support by the Library, see the Skills Hub page Referencing and academic integrity.	4-5
  Introducing Zoterobib for referencing	90 min	Session introduces ZoteroBib, a free citation generator to help maintain academic integrity and avoid plagiarism. The session covers same set of skills as “Introduction to Referencing”, but in the context of using a citation generator. This session can be adapted to align with module-specific requirements and referencing styles. For a full list of referencing styles support by the Library, see the Skills Hub page Referencing and academic integrity.
  Introducing Zotero	90 min	Session introduces students to Zotero, an open source and user-friendly reference management tool that aids in collecting, organising, and citing research sources. This session introduces the key features of Zotero, including how to install the software, add and cite sources (focussing on monographs, edited collections and journal articles) and organising research. The session will also cover the importance of backing up libraries to ensure data is secure and accessible across devices. By the end of the session, students able to manage their references efficiently; enhancing their research and writing workflow. This session can be adapted to align with module-specific requirements and referencing styles. For a full list of referencing styles support by the Library, see the Skills Hub page Referencing and academic integrity.
  Note taking with Zotero	50 min	Session introduces effective reading and note-taking strategies using Zotero’s integrated PDF reader. Session focuses on key features of Zotero's integrated PDF reader, including highlighting, adding notes and creating tags making it easier to organise thoughts and references in one place. The session will also introduce the importance of taking notes and students will learn various note-taking techniques (e.g., the SQ3R method), including annotating texts, writing summaries, and differentiating between global and selective summaries to capture essential information without losing context. The session will also provide guidance on how to use Zotero’s note-taking features to link annotations to references, organise notes thematically or by research question. This session can be adapted to meet specific module outcomes and assessments (e.g., creating annotated bibliographies).

  Research Data Managment

  Session Name	Suggest Length	Description	FHEQ Level
  Introduction to Research Data Management (Qualitative/Quantitative projects)	90 min	Session provides a foundational overview of effective research data management practices, emphasising FAIR data principles. The session covers the research data life cycle introducing key concepts and strategies for organising, storing, preserving, and sharing research data to ensure its longevity and utility, metadata and its importance for data discovery and reuse, appropriate file formats for long-term preservation, data security and ethical compliance. Session also explores tools and resources for managing data effectively and discovering trusted data repositories (e.g., UKDS, Re3data). Session can be adapted to qualitative/quantitative research projects and module outcomes and assessments.	6-7
  Writing a Data Management Plan for your Research (Qualitative/Quantitative projects)	90 min	Session provides practical introduction to writing a research data management plan using DMP online. The session is based around a custom plan for created by the library for UG/PGT projects. Session covers key areas in RDM (organising, storing, preserving, and sharing research data, emphasising FAIR data principles.) with a focus on writing a data management plan. Session asks students to address key aspects of producing research data including re-use of existing data, quality assurance, storage, back-up, security, legal and ethical obligations, copyright and intellectual property. Session can be adapted to qualitative/quantitative research projects and module outcomes and assessments.
  Take control of your research photos with Tropy	90 min	Session introduces Tropy, an open-source tool for organising and describing research photos and archival sources both online and print. The session provides training on Tropy and focuses on formats for digital preservation, strategies for backing up research materials, and best practices for creating effective descriptions using metadata, methods for tagging and organising collections, as well as guidelines for copyright management and the ethical reuse of digital images. Session can be adapted to working with online or physical collections and aligned to module outcomes and assessments.

  AI and Digital Tools

  Session Name	Suggested Length	Description	FHEQ Level
  Introduction to AI	50/90 min	Session is designed to introduce students to Generative AI and Large Language Models (LLMs), focusing on effective use, advantages, and limitations. This session provides a foundational understanding of how LLMs (e.g., ChatGPT, MS Copilot) generate text and how they can be utilised to enhance the research process. The workshop explores the strengths and weaknesses of text-based AI, providing practical demonstrations and hands-on activities. A key focus will be on the critical and ethical use of AI and how to use these tools responsibly, avoid bias and misinformation, and integrate them thoughtfully into academic research. This session can be tailored to specific disciplines, research topics and resources, module outcomes and assessments.	3-7
  Creating Academic Posters with Canva	50/90 min	Session focuses on creating a visually appealing and effective academic posters using Canva, a user-friendly graphic design tool. This session focuses on best practices for poster design, including how to balance text and visuals, use colour and typography to enhance readability, and maintain consistency and clarity throughout their poster. Cover tips for tailoring posters to specific academic conferences or presentations, ensuring they meet standard guidelines and effectively engage the target audience. This session can be tailored to specific disciplines, research topics and resources, module outcomes and assessments.	3-7

   

Collections/Special Collections

The Library’s Collections and Special Collections team offer support for integrating primary source research skills into taught courses. The Collections team can assist in exploring and utilising a wide range of unique and valuable collections, including the British Library for Development Studies (BLDS), the Mass Observation Archive, and other distinctive archives and special collections held at Sussex. 

To discuss support integrating the following collection into your modules, contact library.collections@sussex.ac.uk

To discuss support integrating the following collections, contact library.specialcoll@sussex.ac.uk

• Mass Observation
• Rudyard Kipling Papers
• Richard Attenborough Papers
• German Jewish Collections
• Leonard Woolf Papers
• The Monks House Papers

 See the below for some examples of how the collections team can support your modules.

• Collections/Special Collections Workshops

  Session Name	Suggested Length	Description	FHEQ Level
  How to Make the Most of the Sussex Library Collections	60/90 min	Session focuses on providing an in-depth overview of print and digital resources tailored to the specific programme/module of study, and includes an opportunity for students to engage directly with printed sources as part of group work exercises. Part one helps students become familiar with using the relevant Library Subject Guide to access our comprehensive range of digital primary source collections (including the Mass Observation Archive, Independent Voices, and JSTOR Collections) and to develop proficiency in their use via search examples relating to their particular research interests. Secondary source databases such as SCOPUS and Web of Knowledge can also be included if required. Part two introduces the printed collections, featuring relevant materials pre-selected from Sussex’s many rare and unique holdings (including the Legacy Collection, the British Library for Development Studies Legacy Collection and the Rosey Pool Collection), and our runs of print journals. Special Collections based at the Keep will also be signposted. Discovery and access to the printed resources will be explained, alongside the process of requesting and viewing items. Part three typically features a group exercise in which students examine, evaluate and discuss a selection of items, before feeding back their findings as part of a class discussion. This is a bespoke session that can be adapted to different subject areas and to meet specific module outcomes and assessments. Tutors are encouraged to contact the library collections team in advance to help plan the session and pick out materials, and would normally attend themselves in order to provide subject expertise. These sessions typically take place in one of the library teaching rooms.	4-7
  Working with Primary Sources (Practical Session)		Session focuses on providing an introduction to the theory and practice of using digitised and printed primary sources. Session will centre on a selection of primary sources relevant to the specific programme/module of study, and will involve practical learning exercises utilising both relevant digital tools and original rare printed materials. Part one covers concepts of primary and secondary sources and the distinction between library collections and archives. The benefits and pitfalls of using archives will also be explored, and ideas of decolonisation introduced, with the aim being to help students develop an understanding of how best to use primary sources in their research. Part two uses the relevant Library Subject Guide to identify suitable digital primary source collections (from a range including the Mass Observation Archive, Independent Voices, and JSTOR Collections) to highlight their particular strengths, and to help students develop proficiency in their use via search examples relating to their particular research interests. Part three will describe our holdings of printed primary materials from the Library Legacy Collection, British Library for Development Studies Legacy Collection and other relevant collections. Special Collections based at the Keep will also be signposted. Part four introduces a variety of print primary sources curated for the session, including pamphlets, fliers, bulletins, newsletters and other grey literature. Digitised versions of these examples will have been shared with students in advance of the session, and in class students will have an opportunity to compare and contrast the experience of viewing digital surrogates with handling print originals. This will form the jumping off point for a series of group exercises aimed at developing an understanding of how to apply the above concepts in practice. This is a bespoke session that can be adapted to different subject areas and to meet specific module outcomes and assessments. Tutors are encouraged to contact the library collections team in advance to help plan the session and pick out materials, and would normally attend themselves in order to provide subject expertise. These sessions typically take place in one of the library teaching rooms.	4-7
  Short Introduction to Library Collections	20 min	Session comprises a mini introduction to print and digital collections in the Library. This would typically comprise a slot in a lecture or seminar where the Collections Team briefly describe our holdings and provide a sample display of relevant materials from the collections.	3-6

  Sample Collections Teaching Session Course:

  History (UG3, Special Subject – Palestine) Session:

  Working with Primary Sources – Practical Session Preparation:

  Tutor contacted the Collection Development team requesting a primary source session based on Palestine. It was agreed that this would take place in week 6 of the module, and a library teaching room was booked.

  Materials: Potential essay topics of interest to the students were discussed and this influenced the choice of materials. Prior to the session a selection of relevant primary sources were retrieved from the collections, scanned, and provided to the students in advance.

  Staff: The Collection Development Librarian and Assistant Library Officer oversaw the session, with an introduction and support from the module tutor.

  Content covered: A Powerpoint Presentation covered the concepts of primary/secondary sources and archives/collections, the benefits and challenges of using these, and a comprehensive overview of where to find material on the history of Palestine among the library’s print and online holdings (centring on the ‘Post WW2 World Order’ theme of the Library Legacy Collection and the ‘International Organisations’ section of the BLDS Legacy Collection).

  Practical work: Following the presentation students were divided into groups, presented with a selection of printed primary sources relating to Palestine, and asked to discuss these via a series of prompt questions. The groups then fed back into a class discussion and finally a general Q and A.

  Outcomes: Several students followed up after the session with requests to used the material covered in their research. One student went on to write their dissertation on Palestine in the Tricontinental (a journal from the ‘International Organisations’ section).

Support for your Research

The Research and Open Scholarship and Research Data Management team offer workshops and one-to-one support to support your own research. See our research support pages for more information on how we can support you.