Chris Le Beau, Clinical Instructor
Rebecca Power, Reference Librarian
Database vendors are moving at different speeds toward serving the needs of users with impaired vision. Libraries working hard to provide accessible resources sometimes overlook databases. This presentation examines how the major database vendors are progressing toward accessibility and how well a select group of libraries addresses the needs of database users with disabilities.
Many libraries striving to provide accessible resources to patrons with disabilities stop at the door of the omnipresent database. Given the extent of database use today, the presenters question whether we shortchange our patrons if we don't examine the accessibility of these electronic resources, provide the most accessible versions, and encourage database vendors to improve their products.
Vendors are moving at varying speeds toward serving the needs of users with disabilities. While some have made great strides, others still report "we're working on it." This presentation looks at some of the major vendors including EBSCO and ProQuest to assess how they are improving accessibility.
Libraries have also moved at different speeds in the provision of accessible databases to patrons with impaired vision. Some offer text-based database interfaces, while others have never heard of them or have specifically decided against them. The presenters review the issues involved in offering text-based interfaces including access points and publicity, and examine a selection of ARL libraries to determine how many are offering text-based interfaces and how they are addressing some of the issues involved.
This session introduces accessibility issues inherent in database use, examines how the major database vendors are progressing toward accessibility, and reports on how well a select group of libraries addresses the needs of database users with impaired vision.
Bill Meloy, Reference Librarian/Collection Manager for Serials
Julia McGinnis, Technical Services Librarian
After adding over 50,000 e-books in a 2-year period to our holdings, we discovered they were not catching on with students and faculty. Although students almost categorically refuse to use print journals, the transition to e-books has been slow. This session will explore our attempts to identify the misconceptions and challenges that prevent the effective use of these resources.
Over the last 3 years the Manderino Library at California University of Pennsylvania increased its focus on electronic journals and e-books. Students immediately took to the electronic journal format almost to the point of refusing to use print journals. However, during the same period our increased emphasis on e-book collections appears less successful.
E-book collections such as ebrary and Netlibrary provided an economical opportunity to fill gaps in our print collection. With an institutional focus on distance education, e-books seemed to provide the obvious solution for how to serve users who will never come to campus. With our traditional users taking to e-journals immediately, we thought e-books would be a win-win solution. However, use statistics indicate that our e-book collections remain underutilized. Reference desk interactions started to indicate that perhaps a disconnect exists. Students seem reluctant to use them, faculty sometimes advise them not to, and some librarians find them difficult to navigate. We suspected that part of the problem rested in misperceptions of what they are and how to use them while at the same time we recognized real technical and interface limitations.
Before purchasing additional collections or pursuing individual titles in favor of print copies we decided to investigate e-books from the perception of students and faculty. Working through a combination of surveys and focus groups we hope to discover ways to make e-books a viable resource and to better define their appropriate role.
Joyce Meldrem, Library Director
This session will give participants ideas of ways to incorporate fun, humor, celebrations, and recognition into their workplace. Librarians interested in having fun at work or putting more fun into their workplace should attend. There will also be an opportunity to share your fun ideas with the other attendees.
Is it possible to have fun at work and still get your tasks accomplished? This session will cover benefits and disadvantages of having fun at work.
In today's libraries, where librarians are trying to cope with providing resources and services in person and also online, often short-handed and under-funded, having stress relievers and a sense of camaraderie is necessary in the workplace so that ideas flow and people work better together. Incorporating fun, humor, celebrations, and recognition opportunities into the workplace are all ways to improve the work environment. Fun doesn't have to just be for the library staff for it to improve the work environment! It can include student employees, students on campus, faculty, administrators, friends of the library and more!
Often times having fun at work is seen as disruptive or a time-waster, but if carried out appropriately, the end result can build a sense of camaraderie, lower stress, improve service, improve productivity, and make work a place that people want to come to every day.
This librarian will share 101 ways in which her library, other libraries, and businesses have incorporated fun, celebrations, humor, and recognition into the workplace.
Kristin J. Whitehair, Biomedical Librarian
This session explores processes K-State University Libraries used to form a student ambassadors group. Student ambassadors assist with promoting library collections and services. Additionally, this group offers feedback regarding library services and policies. Librarians interested in outreach to incoming and first year undergraduates are encouraged to attend.
How can libraries reach incoming and first year undergraduates? This is a difficult question for many libraries. Incoming and first year undergraduates are often unfamiliar with academic libraries and the services they offer. Promoting library collections and services to this group in a meaningful manner is necessary and challenging. Interestingly, a student employee provided a solution to this problem at K-State Libraries. The solution is forming a student group to promote library interests to incoming and first year undergraduates.
Motivated by this innovative idea, K-State University Libraries developed a student Ambassadors program. This paper discusses planning, implementation, and evaluation processes used by the Student Ambassador group. Additionally, strengths of the group and difficulties encountered will also be examined.
The student ambassador group, in conjunction with the faculty advisor and several other library staff, work to identify opportunities to reach both incoming and first year undergraduates. The student ambassador group designs flyers, display boards, and other promotional materials for events. The students' creative approach to promotional materials led to the creation of a display board promoting the libraries through a large comic strip. This comic strip highlights library collection and services. Moreover, the student ambassador group serves an additional purpose by offering feedback to ideas and potential policy changes for the user-centered K-State Libraries.
Kelly Smith, Serials and Electronic Resources Librarian
In this session, we will look at the difficulty of representing eJournals in the catalog, focusing on one library's transition from single to separate records. Following the presentation there will be time for discussion. Librarians interested in sharing their ideas and local approaches are encouraged to attend.
Academic library catalogs as they currently exist are essentially static databases-they are searchable versions of card catalogs. Even the display in many systems resembles the old-fashioned card. By contrast, eJournals (and Web sites and eBooks, for that matter) contain dynamic information. URLs change, platforms change, vendors change, the same title is hosted on multiple changing platforms, and so on. Is it possible with the library catalog as it exists today to effectively present metadata for online formats when each change must be input manually? Can the catalog truly represent a complete listing of our holdings in this dynamic and largely unstable electronic publishing model?
This informational session provides orientation with the basic tools, processes, and uses for podcasts as a learning support. The session will provide attendees with the knowledge to rapidly implement a course podcast with a minimum amount of time, cost, and effort.
At Eastern Kentucky University (EKU), prior to 2006, there was a mixed approach to representing electronic journals in the catalog (which was an Endeavor Voyager system). In some cases, when electronic access was available for an existing print title, an 856 link to a URL had simply been added to the print bibliographic record. In other cases, catalogers had attached a separate electronic holdings record to existing print bibliographic records. In other cases, completely separate bibliographic records had been imported individually from OCLC. For aggregated databases, bulk records were imported from vendors, creating an additional layer of separate (and less full) records.
In an effort to be more consistent, the Electronic Resources Librarian began discussions with public services librarians about the possibility of moving to a separate record model. There was some resistance to this idea based on the belief that it is easier for patrons when everything is on one record. However, this was not necessarily the most patron-friendly option for several reasons. As long as records for aggregator databases were included in the catalog, there would be at least one separate record for those titles-there was no way to incorporate those into existing print records. On the records that had both print and electronic holdings attached to the bibliographic record, patrons would have to do extensive scrolling to see the entire display. In the end, the public librarians agreed that separating the print and electronic records and connecting them by displaying the 776 linking field would be an acceptable option.
This led to a much cleaner display in the catalog, but it did not solve the problem of keeping up with ever-changing eResource metadata. To address this problem, the library needed to look for answers outside of the catalog. EKU Libraries integrated features offered by its open URL link resolver into the cataloging records. They also began discussions about the necessity of including aggregated database records in the catalog. The low quality of the records and the inherent instability the titles led to many errors in the catalog since most patrons accessed these titles via searching directly in the databases and not in the library catalog. The evolution of the library display at EKU is ongoing, as librarians try to adapt this outdated technology to the needs the 21st century.
Jack Maness, Reference and Instruction Librarian
In an effort to better understand where within a library's Web site a user needs what type of instructional support, this session analyzes 2,000 uses of 18 different streaming video tutorials produced by a university branch library. The usage rates of types of videos are compared, and where several points of access of a single video are provided, the access points are compared. By understanding where users access what sort of content in virtual instruction, reference and instruction librarians responsible for virtual services can provide the type of instruction where it appears to be most needed. The presenters will attempt to clarify the point of need in virtual instruction.
In an effort to provide instruction to both distance and traditional students at their points of need, the Gemmill Engineering Library at the University of Colorado at Boulder has been providing instruction via streaming video tutorials since 2005. Videos are produced in cooperation with the Center for Advanced Engineering and Technology Education (CAETE) using Tegrity software, a web-based instructional platform. Their content currently ranges from four introductory tutorials (searching the catalog, e-databases, interlibrary loan, and advanced search techniques), seven overviews of discipline-specific resources, four resource-specific tutorials, and three recordings of full-length, in-class lectures.
These videos are posted throughout the University Libraries Web sites: resource-specific tutorials are found next to links to the resources themselves in subject guides; discipline-specific videos are located at the top of corresponding subject guides; and introductory tutorials and all other videos are also centrally-located on a learn to use the library page within the Engineering Library pages.
This session analyzes the access patterns of over 2,000 uses of these 18 videos. The usage rates of types of videos are compared, and where several points of access of a single video are provided, the access points are compared. And, to the extent possible, on and off campus access is compared.
By understanding where users access what sort of content in virtual instruction, reference and instruction librarians responsible for virtual services can provide that instruction where it appears to be most needed. This session will conclude by suggesting what instructional content should be provided, and where within a library's web-presence it should be provided. The presenters will attempt to clarify the point of need in virtual instruction.
Bob Schufreider, US Sales Manager
Ed Goedeken, Collections Coordinator
With the increasing availability of usage statistics, libraries have been presented with a fantastic opportunity to understand how their content is being used. This presentation will look at how libraries are using this data to manage their digital content offerings and to provide users with a better selection of resources.
With the increasing dominance of online journals and databases, libraries are being provided with an ever-increasing amount of usage statistics, reported by a large number of vendors in a variety of different formats.
This usage data is of immense value to libraries and allows them to analyze trends in user behavior, identify training issues, easily provide management with usage reports, and more. By evaluating this information, libraries are able to base budgeting decisions upon real usage, and therefore to better optimize the resources they provide to their users.
While the statistics offer an excellent opportunity to libraries, it is only possible to effectively analyze the information if the data from different vendors is in a standard, comparable, format. Over the last two years MPS has worked with libraries, as well as with the COUNTER and SUSHI initiatives, to make this data available to institutions in a clear and standard format.
This presentation will share some of these findings, providing practical feedback about how libraries are using usage statistics (and integrating these statistics into other library data) to push content out to users, and to make informed decisions about subscriptions.
Denyse K. Sturges, Reference Librarian & Bibliographer
Hours of committee time are spent designing your Web site to ensure that it represents your library. What does your physical library say to the people walking through its doors? Your Web site has clear navigation guidelines. Does your library? And where is your library's Home?
The library's built environment sends signals to everyone entering its doors and creates expectations in those who enter. What does your physical library say to the people walking through its doors?
This presentation explores the signals and signs that emerge from the built environment, specifically the library. A checklist of visual attributes and their uses will be devised based on literature drawn from architecture, aesthetics, sociology, and space planning. Examples drawn from the built environment will help demonstrate the expectations these features raise in anyone who encounters them. This presentation will also explore how unmet expectations of library patrons can influence their perception of the library in general as well as the library building in particular.
Because physical libraries are expensive to remodel, this presentation will suggest some workarounds that can help solve or diminish common library problems. Attendees will have the opportunity to discuss how their libraries currently address and solve cognitive disconnects as well as how these challenges might be addressed in the future.
Laura Sare, Government Documents Librarian
Librarians interested in the cataloging and collection development issues facing academic government document depository libraries, as government information moves from tangible items to that information available only online, are encouraged to attend. See how one library manages electronic records to provide the best and most current government information and learn about strategies to deal with electronic information in OPACs.
Like a lot of medium sized academic depository libraries, our library gets our bibliographic records for federal government documents through Marvice. Back in the late 90s we would import the monthly record load and a cataloging librarian would double-check each record, noting problems and sending those problems to the documents department to be resolved. The cataloger would also create a holding record for electronic only bibliographic records to show a linkable URL in the OPAC.
In the past few years, as more and more items were available online, it became a full time job for one cataloger to create electronic holdings in our OPAC. Something had to be done because our cataloging department could not have one librarian completely devoted to government documents. What our library developed was a two part system to deal with our monthly record loads. First, a programmer at our consortia leader Texas A&M created a script that would automate the creation of electronic holdings. The second part of our system was completed by our acquisitions librarian who created various reports to help us locate the problem records the cataloging librarian was finding and sending to the documents department.
Between the script and the reports, the man hours devoted to documents fell so much that cataloging librarians now have time to work on retrospective cataloging, making more government documents available though the library catalog than before.
Lori Mardis, Information Librarian
Lisa Jennings, Acquisitions Specialist
Kathy Ferguson, Reserve & Circulation Supervisor
Sara Duff, Coordinator of Technical Services
Do you feel like you are getting lost in the details? B. D. Owens Library has created/adapted electronic tracking devices to organize workflow, prioritize tasks, set standards, reduce workload, analyze data, facilitate information sharing across library teams, and identify inconsistencies. This presentation showcases tools that benefit Access Services, Collection Management, Technical Services, and Information Services.
Information overload isn't just restricted to the web. With the proliferation of electronic resources, increased instruction, limited staffing, static budgets, and constrained time, it's easy to get lost in the details. Presenters will open the session by asking what common details attendees are currently trying to manage and soliciting from the audience issues that have been solved from locally developed or purchased systems. Multiple units within B. D. Owens Library have also made forays into information management systems by creating or adapting approaches to streamline work processes. Examples that will be shared include:
The benefits of using these systems include organization of workflow, prioritization of tasks, establishment of standards, reduction of workload, data analysis, facilitation of information sharing across library teams, and identification of inconsistencies. This presentation will showcase tools that have benefited Access Services, Collection Management, Information Services, and Technical Services (which includes Acquisitions, Cataloging, and Serials). Presenters will also share the history, alternatives, detriments, administration, optimization aspects, maintenance, and collaboration process. In conclusion, presenters will discuss future improvements and possible initiatives into other information management systems.
Robert Monge, Instructional Services Librarian
This session highlights how to develop short videos that reinforce the Association of College and Research Libraries Information Literacy practices. These short videos can be employed in traditional classroom instruction, online and distance education classes, and web based tutorials.
"How come you don't clap for me?" asked a Speech 101 instructor after a library instruction session. A student leaned over and whispered, "Because you don't show us videos." YouTube style videos can do more than entertain students. They have the power to reinforce valuable information literacy lessons raised in class. This paper will discuss the importance of incorporating visual material based on experiential learning theory; how to design short videos that reinforce the Association of College and Research Libraries Information Literacy Standards; and how to implement these videos in traditional classroom instruction, online and distance education classes, and web based tutorials. In particular, the paper will focus on why it is important that librarians work to actively create original content instead of relying on what is posted on the Internet. The paper will include several scripts from videos specifically created for instruction at the University of South Dakota.
Peggy Kaney, Access Services Librarian
Brande Flack, Reserve Supervisor
Donna Graham, ILL/Document Delivery Supervisor
As a response to the challenge of keeping up with library student assistants whose schedules spanned 100 hours per week, the Access Services department incorporated current educational best practices and course management software to provide a platform for training, evaluation and communication in their re-designed student worker program.
When the error rate began to rise and customer service concerns began to increase, the Access Services department of the John Vaughan Library of Northeastern State University began to take a hard look at the current state of their training program for student assistants. Challenges of adequately covering the service desks over an increased amount of hours with minimal increase in staffing, gaps in coverage of full-time staff supervisors, and inconsistent student training between shifts began to emerge. In response, a full-fledged re-design of the training practices seemed to be in order.
Taking advantage of resources available on campus, course management software (Blackboard) was considered as a means to provide both communication and training opportunities for the student assistants. The staff received training through the university's Center for Teaching and Learning, and a course shell was created. In addition to focusing on the technological tools via the software, the department head also was trained in online instruction techniques and best practices. It was determined that creating an online learning community of the student assistants and Access Services staff had tremendous potential for turning around the department and bringing about needed improvements.
A review of the course management software showed many potentially useful tools such as threaded discussion, text, links to files, group communication via email, and assessment. Since the department had already begun to use online tutorials for training, they were imported into the course shell and activities were added to be used to evaluate new trainees as well as to provide a review for returning student workers. These assessments were added to the grade book tool, providing up-to-date training status to staff across the schedule. The discussion board was used as a place for students to ask questions that could in turn be answered by more experienced students or staff. Notices were disseminated to all student workers and staff via the announcement tool.
A new sense of connectedness developed among the staff and the students through the use of the software, and increased opportunities for peer training emerged. Experienced students began to take pride in their knowledge of job-related tasks as they were able to field questions from recent hires. Staff made more efficient use of their face-to-face time with student assistants as they were able to focus on more complex activities and procedures. While not a perfect solution to all training issues, the software turned out to be a significant element in the quest for improved library services.
Tanya Finchum, Associate Professor/Librarian
Juliana Nykolaiszyn, Visiting Assistant Professor/Librarian
What do oral historians and librarians have in common? Oklahoma State University Library is expanding its efforts to conduct and collect oral histories. Come "hear" the history, how to's, and how not to's, and what's involved with this endeavor. The skills of the librarian can indeed enhance an oral history project.
The Oklahoma State University (OSU) library is a creator of oral history documents as well as a repository for them. A focus of the oral history collection expansion project is to create, to assist in creating, and to collect oral history interviews with men and women who have been eyewitnesses to or participants in events of historical significance, especially in Oklahoma and related regions, for deposit in the OSU library's Special Collection and University Archives (SCUA). Interdisciplinary research using oral history methodologies on diverse and important topics to Oklahoma is encouraged and a goal is to create groups of interviews with sufficient focus as to provide a substantial body of information on a significant subject. Interviews are accessible to faculty, staff, alumni, students of the institution and to the broader research community.
So how is this accomplished? What are some of the challenges and successes of this endeavor? Who are the major players? While there had been prior oral history projects conducted by librarians at OSU, the big push to expand the oral history activities began in the summer of 2006. A librarian was temporarily assigned to develop a sound research proposal which would be approved by the Institutional Review Board and actually conduct three to five interviews; to develop procedures for transcription; and to develop a local policy for organizing and cataloging oral history collections. Additionally, this librarian was to develop a work plan for format preservation, digital conversion of analog files, and web access. Initially this was to have been accomplished within a four month time period. Those who come to this session will hear how some of this was accomplished, what was learned along the way, and where the story may go next.
Dalene Hawthorne, Head of Systems and Technical Services
Electronic Resource Management systems have become necessary for libraries with large collections of electronic resources. Libraries with smaller electronic collections have many of the same needs, but may not have funding for an ERM system. This presentation highlights Emporia State University's experimental approach to the problem.
Electronic Resource Management (ERM) systems have become necessary for libraries with large collections of electronic resources. Libraries with smaller electronic collections have many of the same needs to manage their e-collections, but may not have the funding to purchase or develop an ERM system.
Emporia State University (ESU) Libraries and Archives has developed a process that utilizes tools the library already owns to manage electronic resources. ESU is using the library's integrated library system and a relatively inexpensive tool available from its subscription vendor to manage its electronic resources. Of course, some functions of a full-blown ERM system are still not available to ESU. ESU staff therefore decided to use the DLF (Digital Library Federation) Electronic Resource Management Initiative Data Element Dictionary to label data elements with the goal of being able to export the data at some future date so that it can be imported into an ERM when ESU can afford to purchase one.
Heather Smith-Collins, Curriculum Resources Center Librarian
Tony Greco, Reference Librarian
Kelley Weber, Reference and Instruction Librarian
Cal Melick, Public Services Librarian
Public Services Librarians at Mabee Library, Washburn University, discuss transitioning their library's research tools to wikis. Although various technologies were evaluated, wikis were chosen because they enable research tools to become dynamic and editable workspaces. Those considering adaptable methods to diffuse information and receive patron feedback are encouraged to attend.
Maintaining up-to-date research guides which accurately describe, hyperlink and lead students through the highly mutable world of Internet resources poses specific challenges. Washburn University Reference and Instruction Librarians describe the transition of research guides from static PDF web pages and paper handouts to wikis. This transition created collaborative workspaces more easily edited by the librarians and more interactive for patrons. Wikis transform the editing and composing of online content as revolutionary to basic web pages as word processing was to the typewriter. Continuous input and peer review from Library colleagues also helps maintain higher-quality content. Wikis are also capable of integrating interactive technologies; an important step toward Library 2.0.
WU Librarians delineate the process involved in assessing the information diffusion needs, comparing various technological options, and implementing the change. Considerations necessary for a small to medium-sized library to embark on a similar wiki project are outlined. WU shares copyright, archiving, procedural and training components necessary for the transition. Current evaluation measures delineate a plan to extrapolate information from librarians about wiki platforms and from students regarding research guide content.
Denise M Shorey, Head of Reference
Bob Davis, Associate Director, Academic Technologies
This session will use the InfoCommons at Northwestern Library as a case study to examine a very successful partnership between two high-profile campus entities. Librarians and others who are considering collaborating with other campus organizations will benefit from the discussions on creating effective partnerships.
A buzz, a hum of activity, a social space in an academic environment, a destination for college students: this is the InfoCommons at Northwestern University Library. In an otherwise forbidding building, your traditional library, what have we done that has turned the entrance to the library into a choice location for meeting, greeting, studying, and researching? Beyond the obvious: comfortable and varied seating, high-end computers, a group project room, and staffing for research as well as technological needs, is the whole concept of an information commons--a learning space--that was developed and is maintained jointly by University Library and University Information Technology.
Collaboration is a watchword in today's libraries, but just as there are many types and sizes of libraries, so there are many forms of collaboration. Some more common partnerships are libraries and information technology centers; others involve writing centers, career centers, student affairs, or other units on campus that share in the immediate enterprise of enhancing student learning and life.
Our presentation will begin with the success that two key Northwestern entities had in creating a new type of learning space, discussing hurdles leaped and lessons learned. This is not the first joint venture between these two, however, and the presenters will also discuss an earlier collaborative effort that continues to have significant impact on faculty research today. Moving beyond this, the discussion will attempt to answer some of those questions that many librarians have: how to collaborate without losing turf; characteristics of effective collaboration; and some of the benefits--as well as potential pitfalls--that can occur when two or more different cultures come together.
Mary C. Aagard, Collection Project Librarian
This session details a collection management project that developed guidelines for withdrawing low-use serial titles from a large academic library's storage collection using WorldCat Collection Analysis. Librarians interested in WorldCat Collection Analysis and collection management of storage collections are encouraged to attend.
Like most academic libraries, the Purdue University Libraries face shelving shortages in both the active and storage collections. As the storage facility reaches capacity, what approach should the Libraries take to find more space? This session presents a project that uses WorldCat's Collection Analysis (WCA) software to analyze serial holdings in selected subject areas and develop criteria for de-selecting low use and/or short run titles. The librarian merges data exported from WCA with data from the catalog to create serial title lists organized by subject, language, date, and holdings. Based on initial de-selection criteria, the librarian ranks titles in three tiers according to how well the title matches the criteria. Each title is also compared to four consortial benchmark institutions to identify duplicate holdings so that when subject bibliographers review the final lists to make withdrawal decisions, partner institutions holdings forms one of the decision points. After the withdrawal decisions have been made, the librarian works with colleagues at those benchmark institutions to offer them de-selected titles they may have interest in acquiring.
The session will discuss working with WorldCat Collection Analysis and the collaborative process involved in making initial de-selection decisions based on a scientific process. The presenter will show graphical representations of withdrawal statistics, interlibrary loan requests for de-selected titles, and will discuss the response to the project from the Libraries staff and the consortial institutions.
Robin Ewing, Assistant Professor, Access Services Coordinator
This session describes the development of an assessment plan for access services at the St. Cloud State University library. Using the ACRL Standards for Libraries in Higher Education, this plan will address circulation, interlibrary loan, and periodicals. Librarians interested in evaluating services are encouraged to attend.
After attending the ACRL workshop Assessment in Academic Libraries: Using the ACRL Standards for Continuous Evaluation, the Access Services Coordinator at St. Cloud State University decided to create an assessment plan for Access Services (circulation, interlibrary loan, and periodicals) to systematically measure the effectiveness of the department's services. Using the workshop materials, the ACRL Standards for Libraries in Higher Education, and Standards and Assessment for Academic Libraries: A Workbook, an assessment matrix is being developed to match workgroup goals to assessment instruments. Creating an assessment matrix requires reviewing existing assessment instruments to see if any of them address the goals of the department or organization or if new instruments are needed. For example, will LibQual provide some of the information needed? What about student focus groups? The assessment matrix also addresses the frequency of assessment. How often should the library survey group study room users? Administering a survey for every goal every year may cause survey fatigue.
In addition to describing the creation of an assessment matrix, this presentation includes a literature review, a discussion of goal development, and a review of the challenges due to the organizational structure of the library at St. Cloud State University.
R Philip Reynolds, Research Education Librarian
Our customers have flocked to Google. Do they know how to use it? Do librarians know how to use Google as well as our OPAC? Learn how to hack Google, teach users new skills, find research databases, and build Custom Search Engines that supports curriculum and enhances collections.
This presentation will cover four areas. First it will discuss the research habits of search engine users and some of the problems with these habits. Then it will discuss librarians' use of search engines. Here we encounter the real question: Do we do much better? Can we use a search engines to their full potential? When needed, can we hack an engine to make it perform beyond its intended function? Can we use a clever workaround to solve a problem? Or are we on a level playing field with our patrons once we get outside traditional database searching? Google currently offers over seventy free services-fifty-two of them are search related. How many are we familiar with and comfortable using?
The presentation will incorporate a discussion of some of the Google hacks documented in the book Google Hacks, 3rd edition, by Paul Bausch, Tara Calishain, and Rael Dornfest. It will conclude with a demonstration of how to use Google to create Custom Search Engines (CSE) that can be used to support curriculum or enhance a collection of primary or other specific sources.
Scott Rice, Networked Information Services Librarian
Amy Harris, First Year Instruction Coordinator
In order to engage millennial students and get them interested in library instruction, librarians at the University of North Carolina Greensboro created an online game. The game uses a question and answer format and web evaluation exercises to reinforce learning about information literacy concepts.
Educational games are receiving a critical look from academia for the ways in which they can be used to provide, promote, and enhance learning. "Serious" games, as they are often called, have been used across various disciplines to illustrate concepts, give real-life examples, or generate enthusiasm for a topic.
Believing that library instruction in information literacy can benefit from a games-based approach, University at North Carolina at Greensboro (UNCG) Librarians Amy Harris and Scott Rice created a computer board game with a question-and-answer format. The game was created using Ajax and XML and can be adapted easily by other libraries. The game allows from two to four students to play against each other by answering questions about information literacy topics in four different categories (such as Choose your Resource, Avoiding Plagiarism, and Searching and Using Databases). The game also has a one-player version in which students provide timed responses to questions. The game can be accessed at http://library.uncg.edu/game/.
One of the innovative additions to the game is evaluative exercises designed to get students to think about information literacy concepts in a concrete manner. When landing on special squares placed around the board, students are asked to evaluate either one or two Web sites. One-Web site exercises ask the student to find specific information about a Web site, such as the company's physical address, contact information, etc. Two-Web site exercises ask the student to decide which of the two Web sites best fits specified criteria. For example, some two-Web site exercises ask the student to figure out which Web site is selling a real product or which Web site has more accurate or less biased information.
The Information Literacy Game has received positive responses, both from students and other librarians. However, the effectiveness of the game in fitting into the information literacy program and engaging students is still being measured. Data from online surveys is being gathered in order to better understand how much impact the game may have on student learning.
Brian Rosenblum, Scholarly Digital Initiatives Librarian
Holly Mercer, Coordinator, Digital Content Development
The University of Kansas Digital Initiatives is conducting a pilot program to explore new models for the online publication of scholarly journals. We will discuss the program's activities to date and some of the key questions that have emerged. We will also follow the development of one of the initial projects: the digitization of back-issues of a scholarly journal--from the initial planning stages to completion.
Driven by concerns about the current scholarly communication environment, libraries are taking on more active roles in the scholarly publishing arena, building new tools and services to support the publication of scholarly content. The University of Kansas Digital Initiatives is conducting a pilot program to explore new models for the online publication of journals, conference proceedings, monographs, and other scholarly publications. This service is intended to help lower barriers to electronic publishing for campus publications, help make their content available online in a manner that promotes increased visibility and access, and ensure long-term stewardship of the materials. Components of the pilot program include evaluating of electronic publishing software, gathering information about the scope of publishing activity occurring on campus, engaging faculty editors about scholarly communication issues, and identifying potential campus partners interested in electronic publishing. This presentation will discuss the program's activities to date and some of the key questions and issues that have emerged. We will also follow the development of one of the initial projects, the digitization and publication of the back issues of a scholarly journal, from its initial planning stages to completion, discussing issues such as negotiating the agreement with our faculty partner, working with a vendor to scan and OCR the content, creating article-level metadata, and putting the final, digitized content online.
Keri Cascio, Librarian/Trainer
Every day, Internet users are tagging, saving, and sharing content on the Web. By adding their tags to sites like Del.icio.us, Flickr, YouTube, Digg, and LibraryThing, users organize the Web at record speed. Libraries can learn how to leverage this metadata in relation to their own services.
Just as the Internet allows users to create and share their own documents, photographs, and videos, it also enables them to organize digital materials in their own way. Web content is often categorized collaboratively, using tags or keywords supplied by users. Users no longer rely on pre-existing library formats to classify and organize their information. A December 2006 survey from the Pew Internet & American Life Project found that 28% of Internet users have tagged or categorized content online such as photographs, news stories, or blog posts.
By using sites like Del.icio.us (sharing browser bookmarks), Flickr (sharing photographs), YouTube (sharing videos), Digg (sharing news), and LibraryThing (sharing books), the public communicates information as a social interaction. These sets of user-created tags and descriptors are sometimes referred to as "folksonomies." Since tagging is open ended and always editable, it can quickly adapt to growing fads and trends. Tags can reflect and represent both Web content and the people who create and review it.
We will look at this social approach to the organization of information and discuss how libraries can understand and leverage the explosive volume of metadata that is being created on a daily basis.
Pamela M. Salela, Assistant Professor, Library Instructional Services Program
Julie Chapman, Assistant Professor, Library Instructional Services Program
The University of Illinois at Springfield librarians have been teaching library research methods online since 1998. This session will provide an overview and details about the course structure, highlighting various aspects of the course, such as how to create a learning community online.
The University of Illinois at Springfield librarians have been teaching library research methods as a semester long credit course for over 30 years. In Fall 1998 UIS began to offer courses online. It was not long before we considered adding Library Research Methods (UNI401) to our burgeoning online curriculum offerings. The course is currently taught utilizing a textbook, as well as with lectures which have been developed in-house. Supplementary readings are provided through electronic reserves. Communication takes place via the discussion board, email, telephone and/or chat room. The instructors provide a great deal of structure through weekly assignments and assessments (quizzes) and a semester-long research project. We also provide ample opportunity for students to provide feedback through course evaluations both public (in the discussion board) and confidential and anonymous. This session will provide an overview and details about the course structure, including the syllabus, assignments, readings and discussion topics.
Adapting to an online environment did present some interesting challenges, such as how to create a learning community and how to provide meaningful feedback to the class as a whole, as well as to each individual student. We will share our insights on what worked and did not work and discuss future directions for the course.
Josť Montelongo, Education Librarian
This session presents a web-based module that libraries can use to fortify students' abilities to summarize and evaluate quantitative research articles. Through the inclusion of strategically-placed exercises, students learn to deconstruct an actual quantitative study, write a summary, and generate ideas for their own experiments.
"How can we help students summarize and evaluate the empirical studies that appear in journals?" is the question this session attempts to answer. Many libraries provide Web sites that contain information literacy modules to assist students with evaluating scholarly articles. In this session, attendees will be shown how to develop web-based modules that guide students through both the summarization and evaluation of a quantitative research study.
The fundamental component of the module is an entire article (ranging from seven to ten paragraphs) taken from a well-known psychology journal. Each of the article's paragraphs is followed by two types of exercises. One type of exercise is included to help students to write their summary of the article. For instance, students have to write down the main idea expressed in the paragraph. The second type of activity is designed to help the student engage in critical thinking with the text of the article. For example, students might write down a question they have of the study's generalizability. Another activity may require the student to generate a different experimental situation. Still others might have the students connecting to an online statistical computation Web site where they can check the results reported by the authors.
As a result of this process, students end up with two products. First, they use the main idea questions after each paragraph as a scaffold for writing a summary of the entire article. Second, students collect the thoughtful questions they generated as they interacted with text to evaluate the study's strengths and weaknesses in order to generate a study of their own.
In summary, this approach accomplishes several objectives with respect to information literacy. Among these are:
The activities in this presentation are the result of the author's experiences as a secondary and community college reading instructor and those as a researcher in the fields of psychology and education.
Frances Devlin, Interim Coordinator for Reference Services
John Stratton, Social Science Librarian & Liaison to School of Business and Dept. of Public Administration
Lea Currie, Coordinator for Humanities Council and Education Librarian
The University of Kansas Libraries implemented its chat reference service in 2003 to provide research assistance to students, staff and faculty. Usage statistics have shown that chat has developed into a popular service used by students to get online library help. Chat transcripts generated as a result of the service provide a plethora of materials worth further examination. In our session, we will present results based on our analysis of approximately 1,500 chat transcripts from 2005-2006 using the ACRL Information Literacy Competency Standards for Higher Education.
The University of Kansas Libraries implemented its chat reference service in 2003 to provide research assistance to students, staff and faculty. To further extend our hours of service, we established partnerships with three other state academic institutions in 2004 and created the Kansas Academic Cooperative Chat Service. Usage statistics have shown that chat has developed into a popular service used by students to get online library help. Chat transcripts generated as a result of the service provide a plethora of materials worth further examination.
In our paper, we will present results based on our analysis of approximately 1,500 chat transcripts from 2005-2006 using the ACRL Information Literacy Competency Standards for Higher Education. We have developed questions for each standard to determine if library staff are using chat interactions to instruct students how to find appropriate resources and provide them the tools to conduct research. Our evaluation of transcripts will provide insights into whether librarians are teaching students to determine what information they need, how to access it, use it and evaluate it critically. In addition, an analysis will identify staff training needs and help us determine future strategic directions to improve our service.
Sean Cordes, Instructional Services Coordinator
The presenter uses the case history of the Multimedia Production Studios at the Iowa State University Library as basis for a practical and theoretical perspective on tools and systems useful for implementing and managing student centered multimedia production environments in the library.
On a wave of technology and space movements, libraries are not only changing tools and appearance, but services as well. Bibliographic instruction is now paired alongside online learning; single study carrels are making way for collaborative spaces; and reference, instruction, and media and information technology departments are coming full circle, evolving traditional library research processes to encompass a full multimedia information product development cycle.
In addition to locating a call number, today's academic library students may ask for assistance making digital captures of a physics experiment, adding scrolling credits with Chinese characters to a video, or editing raw footage video footage into a coherent multimedia guide about food safety.
This presentation discusses the multimedia production service, a form of emerging user service arising from the idea of the information commons model as a collaborative workspace. While these environments involve library space and network technology, the research focuses on the blending of information technology and library staff into collaborative processes arising from these novel library work elements.
The research was drawn from a body of peer reviewed literature covering theoretical and practical library and business management practices. The author tempered this knowledge using first hand case examples from the Multimedia Production Studios at Iowa Sate University. In addition, a diagramming strategy based on Human Interaction Theory is described that can be used to foster the development of management processes in multimedia development centers and other library service units.
Connie Ury, Library Outreach Coordinator
Our library has a long history of gathering of student/faculty library instruction feedback (qualitative data). Recently we have gathered student performance (quantitative) data on assignments related to library instruction. The presenter will share qualitative and quantitative data, along with trends identified when instructional content and delivery modes were adjusted.
Our library has a long history of gathering student and faculty feedback regarding the effectiveness of library instruction. Over the years, we have asked our constituents to provide input and suggestions to help us improve the delivery of our on ground and online library instruction; the content of our Web-based tutorials; and the effectiveness of our personal teaching styles. We have used this qualitative data to fine tine our instructional materials and to improve our personal and group teaching models.
Since 2001 we have gathered quantitative data measuring student performance on assignments directly related to curriculum delivered in the library classroom. These assignments include quizzes over online tutorials in general education courses (English Composition, Fundamentals of Oral Communication, and Computers and Information Technology); papers, reports, and article reviews in an upper level Management Information Systems course (a 300 level business course) and Managerial Communication (a 200 level business course); and graduate level research papers in several Computer Science courses.
The presenter will share the value of both qualitative and quantitative data in overall library instructional program planning and design; the use of this data in individual library instructional component improvement; and the ways in which qualitative and quantitative feedback can be employed by individual librarians for personal teaching improvement and in one's personal portfolio for rank and promotion.
Edwin B. Burgess, Director
Users downloaded half a terabyte of Combined Arms Research Library materials last year, with under 3000 documents in the collection. What's the attraction? How did the library develop a popular destination site, and what plans do we have for the future?
The Combined Arms Research Library has been building a Digital Library, using the ContentDM platform. The presentation will discuss the rationale behind development of this piece of the library, the selection process for the software and the considerations that now drive retention or replacement. It will also discuss the selection of material, and the effects and decisions that have cascaded from the initial conditions. Discussion of the CARL's efforts to publicize the site, and increase use of valuable historical and research materials, will include sections on OAIster and the major search services. Issues of preservation, both of legacy resources and digital resources, are critically important to the development. Copyright is a minor theme and will receive a short treatment, as most of the digitized materials in this collection are government publications. Finally, the presentation will cover short- and medium-term plans for continued expansion. A theme throughout will be the difficulty of ensuring integration of the materials into existing library resources and the differences between paper-based and digitized resources in library services.
Marian Davis, Access Services Librarian
Robert Hallis, Information Services Librarian
Need a central place for policies, procedures, training exercises or schedules? Blackboard is the answer. It costs nothing to add a course, training is available, and students are familiar with using it. Moreover, it's available 24/7. This session shows how to use Blackboard and Breeze to manage your training material.
Academic library service areas are typically staffed with a mixture of full-time employees, students, and graduate assistants. Each of these tiers of employees has different levels of experience and expertise. For some, this may be their first job, while others may have been at the same institution for decades. In addition, the high level of turn over for student workers requires a constant need for repetitive training. Blackboard provides a central place to store information in a single place to facilitate updating materials. In addition, the discussion board provides a communication forum, through which multiple lines of communication can be maintained through multiple threads. By creating Blackboard courses for unit management and training, the James C. Kirkpatrick Library of the University of Central Missouri is able to provide self-guided training modules, learning assessments, and a common area for policies, procedures and manuals in a 24/7 environment. Macromedia Breeze is a tool that enhances PowerPoint presentations in this environment.
Dennis L. Goodyear, Technical Services Librarian
Jean Eaglesfield, Regional Manager, Collection Management and Dev. Group
Robert Frizzell, Director of Libraries
This session describes development of the Statewide Purchasing Plan for books that MOBIUS awarded to YBP, June, 2006. Two panel members will describe their experiences with services of the vendor's system: the exporting of files to the Library's system, the sending of alerts to faculty and the writing and use of a notification slip plan.
In 2006 the MOBIUS consortium of academic libraries of Missouri contracted with YBP Library Services for monograph and continuation services to member libraries. The history of the consortium's path to this project will be summarized. Two panel members will describe their experiences with services of the vendors system. There will be a description of the workflow of the selection, order and receiving process and the GobiExport service -- how it works at Avila University. Also, the experiences of Avila library staff and faculty with GobiAlerts (the sending of lists of new titles from the vendor's database automatically to faculty and the faculty recommendations) will be described. At Northwest Missouri State University, the experiences of a librarian who has written a notification slip plan covering numerous subjects will be described. The usefulness of the service will be summarized. The collection development and coordination functions of the vendor database will be shown. There will be increased use in these functions as additional MOBIUS libraries participate in this vendors database in the years ahead.
Sarah McHone-Chase, Information Delivery Services Librarian
Interlibrary Loan departments are in a unique position in assisting with the continuity of services after a library disaster. This presentation focuses on understanding the elements of institutional disaster plans and strategies for being part of the disaster recovery effort, including the creation of a complementary interlibrary loan disaster plan.
A disaster can befall any library at any time, and the nature of possible disasters is varied: flood, fire, mold outbreaks, tornados, and others. Each disaster requires an individual response. Not even the most thorough of disaster plans can anticipate every possible difficulty that might be encountered in a disaster. Instead, libraries should concentrate on creating a flexible, realistic disaster plan that focuses on the safety of all library personnel as well as on continuity of services.
It is especially in regard to this last point that interlibrary loan services are crucial: if library materials are damaged or otherwise inaccessible, interlibrary loan departments are capable of ensuring that users can still get the materials they need. In order to do this, however, it is important that an interlibrary loan department is aware of the details of its institutions disaster plan and has a complementary plan of its own.
In conjunction with a short discussion of disasters and library disaster plans, this poster presentation will discuss the need for interlibrary loan departments to maintain visibility within their institutions and promote an understanding of their function so that they can be recognized as an integral part of the disaster response. The fundamental aspects of an interlibrary loan disaster plan will also be discussed, with a focus on the unique problems that interlibrary loan departments must consider.