Sessions

Instagram has taken our technology-driven culture by storm, particularly among younger smartphone users. This popular app allows users to quickly snap a photo, transform it by adding filters and effects, and share it across numerous social media platforms. With 40 million photos uploaded each day, Instagram users are driven to share, like, and interact with fellow camera phone enthusiasts. College students, known for their interest in sharing their experiences on social media, are drawn to this free app. According to a Pew Internet Survey, Instagram is especially appealing to adults aged 18-29. Academic libraries have an opportunity to engage with their user base through this new social media tool in very creative ways.

The presenters will describe how the technology works and how they use Instagram on behalf of each of their institutions. With creative planning and timely photos, their libraries have successfully connected with students, members of the campus community, and other libraries across the country. Examples will inspire attendees to think about implementation, or how to improve an existing presence. Not only will the presenters cover content, driving "followers" and "likes", but also workflow considerations and tying existing programming to Instagram

In 2012 the Nebraska Independent Library Consortium (NICLC) became the first consortium to migrate to OCLC's WorldShare Management Services (WMS) library automation system as a group. With WMS, OCLC has re-imagined the integrated library system, streamlining traditional processes and integrating discovery and electronic resource management toward the goal of providing a complete suite of library management tools in a single platform. Using a panel discussion format, several library directors from NICLC member institutions will discuss why the consortium made this change, lessons learned from the migration process, how WMS has changed workflows in each department of the library, the pros and cons of WMS, implications for system administration librarians and how moving to "the cloud" has changed NICLC. With the one-year anniversary of the migration in the fall of 2013, the Brick and Click Symposium provides an excellent venue for members of NICLC to share their experience while the change is still fresh yet enough time has lapsed to provide perspective.

In September 2012 Creighton University officially announced that 7,000 square feet of the Reinert-Alumni Memorial Library would be reallocated to other university departments and construction would begin in December 2012. The reallocated space housed the journal collection and designated quiet study space. Over the next three months the library staff engaged in rapid planning and identified areas of need. The overall goal was to minimize the impact of the loss of space without compromising the collection or the student study space.

During the planning process several themes emerged: the need to effectively communicate the role of the library, the need to advocate for students, and the need to preserve the function and operation of the library. With a modest budget for carpeting, lighting, and new furniture the library staff attempted to create an inviting space which addressed the current needs of Creighton students.

One third of the print journal and microforms collections were recycled. Compact shelving was installed on the lower level in order to house the government documents and call numbers PS through Z. Unfortunately, seating for 100 students was lost. New furniture replaced many of the 1960s wooden tables and 1980s wooden study carrels. Moveable tables and chairs were purchased so that students could create collaborative working environments. New lighting and access to power outlets improved previously underutilized areas.

During construction of the new university office space and the installation of the compact shelving, the lower level of the library was closed to the general public. Patrons did not have access to the majority of the general collection or designated quiet study space. The library staff retrieved items for the requester or offered to purchase the title in ebook format. Fortunately the lower level was reopened to the public in mid-February, but the office space construction continued into March.

Given the short planning timeline and accelerated construction schedule, the library staff made quick decisions and sought to create a better library space. Various communication methods were used to keep the Creighton community informed of the changes. Emphasis was placed on maintaining a high level of customer service, and increasing usage of the remaining library space. The Reinert-Alumni Memorial Library staff was challenged with creating a plan, having it continually changed by the contractors and project managers, and finding a way to make it work.

If we build it will they come? The University of Missouri – Kansas City (UMKC) Libraries Research Rescue Team says, "Yes!" We have boldly moved forward with our pilot program, Research Rescue: Beyond the One-Shot Instruction Session. A team of librarians started planning classes in December 2012; sessions were taught starting in late January through May 2013. The librarians provided help with databases, Zotero citation management, borrowing materials, and Microsoft Applications in the Research Rescue workshops. Research Rescue librarians are:

• Jen Salvo-Eaton, Head of Resource Sharing & Graduate Student Services
• Susan Sanders, Clinical Medical Librarian
• Gloria Tibbs, Teaching and Learning Librarian
• Fu Zhuo, Research and Liaison Librarian

UMKC students are diverse in many respects, including work and life experience. Working adults can find a traditional full-time academic schedule restrictive and their needs are different from those of a traditional student. International students and transfer students come to UMKC with skills they have learned in other settings but they may struggle to adapt those skills when they come to a new institution. The Research Rescue team strives to demonstrate its ability to respond and adapt to real-world library instruction needs by providing what the students need, when they need it.

The objectives of the program are:

• To make research and library instruction opportunities accessible through flexible delivery systems and schedules.
• To provide research assistance opportunities that will increase retention potential.
• To enhance the academic library experience for students through individual attention from librarians, LibGuides, hands-on lessons, and other teaching methodologies.

In the classes described below, librarians come to the rescue for students:

Library Research (Instructor: Fu Zhuo)
The process of finding quality academic resources in print or online can be difficult if you don't know where to look. Classes are tailored to research papers and assignments; the focus is on locating and using subject-specific data sources and evaluating sources.

Library Services (Instructor: Jen Salvo-Eaton)
For those who missed the library tour or want to know what the library can do for them, there's the Library Services workshop. The instructor introduces students to online services like document delivery, text-a-librarian, and to physical spaces, such as the service desk and group study rooms.

Just for Graduate Students (Instructor: Jen Salvo-Eaton)
This session helps graduate students make the move from novice to professional:

• How to Write a Literature Review
• How to Do a Poster Presentation
• Using WorldCat to Expand your Research
• Conducting Interdisciplinary Research

Zotero Citation Management (Instructor: Susan Sanders)
Learn the basics about Zotero, a free web-based citation management tool that lets you save citations in one-click from the Web while doing your research.

Microsoft Office – "Ask Gloria" (Instructor: Gloria Tibbs)
The Microsoft 2010 applications such as Word, PowerPoint, and Excel are incredibly powerful programs. If you feel "stuck," Gloria will show you tips, tricks, and tools that will help you use these applications with ease.

There are few things any library can successfully do without qualified and dedicated staff members. Student staff members, especially in academic libraries, are essential to ensure that the library can continue to function. Since student staff are relied upon to this extent, it is essential that they be both high quality and well-trained employees. Additionally, library employment should not be considered a separate entity from a student's educational process but can, and should, be considered an integral part of that process.

This presentation describes how staff at a small academic library increased the effectiveness of its student worker program by focusing on the development and assessment of student worker performance. Drawing on professional library literature, business practices and other sources, greater systematization and rigor were brought to the student worker employment practices. This included the interview and hiring process, the training program, and performance assessment. Both qualitative and quantitative measurements were used to assess student work. Competitions were used to motivate and engage student staff members. Results of this on-going process are provided, along with conclusions regarding the successes, failures and ongoing tweaks of this particular approach.

We believe that this presentation will be of definitive benefit to other libraries seeking to develop and grow in the areas of student staff training and development.

Academic libraries have embraced the creation and use of video to teach information literacy concepts and publicize library services. Librarians, library staff, and instructional technologists are often tasked with the development of these videos and tutorials, combining their perspectives as information professionals with what they hope will be engaging, student-friendly visuals. Although students are the intended audience of these videos, they are not often a part their production.

How different would library tutorials and promotional videos look if they were created by students? After securing funding from an internal grant sponsored by the college's career center, one librarian decided to hire a student to help answer this question. Working together with the college's Media Center Coordinator, the librarian and student Instructional Media Fellow created a series of short videos that were part library promotions, part instructional tools. Each video addressed common student dilemmas (i.e. How do I request an article the library doesn't own?) while at the same time highlighting underused or under-recognized services (i.e. Did you know about ILL?). The college librarians provided the student fellow with a list of potential video topics and suggested content, but the student fellow was given full creative license through the production process. She was responsible for the structure, content, filming, and editing, resulting in a video series created for students, by a student.

In this session the librarian who initiated this project will discuss ways in which libraries can leverage student talent and creativity to produce videos that inform and entertain their target student audience. Planning, timelines, content creation, equipment and other technical considerations will be addressed alongside lessons learned and potential project pitfalls to avoid.

Colleges and universities with teacher education programs need to maintain children's collections for use in these programs. Curriculum trends show that children's books are becoming centerpieces to every area of the K-12 curriculum, not just tools in language arts classrooms. They can be seen in math, science, history, music classes and more. Yet, in some cases, traditional academic libraries overlook and underutilize those materials because children's books lack the scholarly nature that other areas of the collection possess and do not have dedicated procedures focused on their upkeep, relevancy and promotion.

In this session attendees will learn how library staff and faculty collaborate to transform a children's collection into a vibrant and essential part of the library that reflects current K-12 curriculum trends. One key element is creating an effective collection development policy that includes ordering, maintaining and withdrawing materials. Interaction with the collection is important. Thus, a reader advisory and review program that allows not only library staff, but also faculty and students to provide input on the collection will allow all stakeholders to assist in keeping it relevant. Above all, library staff must be willing to seek out faculty guidance in learning how children's books are used in K-12 settings so that the collection continually evolves to meet those changing needs.

Session attendees will also discover how to create and facilitate physical and virtual spaces where faculty and students are able to connect children's literature to all areas of the K-12 curriculum. Much of this is done by shifting your focus from the physical collection itself to promotion and outreach. This is a fluid process that involves an on-going conversation between multiple library staff and faculty. From that created body of knowledge, the library can provide students with a variety of resources to help them see and appreciate children's books as fundamental pieces in K-12 curriculums. This can be accomplished by developing on-line subject guides and tutorials that show both on-campus and distance students how to use materials effectively. Other helpful practices including creating brochures (in-print and on-line), providing a librarian presence in on-line and on-campus education courses, developing collection friendly subject headings, furnishing on-line reviews of children's books, offering topical for-credit classes, and maintaining awareness of future trends such as children's e-books will be shared.

Over the past several years virtual meetings have become a popular option for committee members with limited travel budgets and time away from work. More frequent meetings help librarians make quick decisions as a collaborative group rather than making decisions over multiple emails, phone calls or delayed face-to-face meetings. Conference phone calls work as a similar substitute but phone calls do not offer nearly as many collaborative meeting tools as some of the more recent virtual meeting platforms.

Academic librarians are often expected to participate on national committees and network with other librarians from around the country. Goals of professional development can become stifled when librarians are not able to attend face-to-face committee meetings or feel pressure to include everyone in a meeting despite the challenges that may be involved. Online meeting options have created more professional connections between academic librarians than ever before and yet research on this topic is limited. There is still very little evidence on which meeting platform librarians prefer and which are perceived to be the most effective virtual communication tool (Adobe Connect, Elluminate, Skype, Google Hangouts etc). The purpose of this study is to gather that data.

During this presentation, findings of virtual meeting platform preference will be presented from a national survey sent out to librarians through relevant academic librarian listservs. We will analyze both qualitative and quantitative data in order to assess not only which platform is used most often, but also report if there are any correlation between popularity and satisfaction. From these findings we can analyze librarians' communication preferences and possible predictions for the future. How will online meetings change as meeting platforms continue to evolve? What will this mean for the way librarians interact in the future? These are the type of issues that we plan to explore.

University of San Diego (USD) is a change-making campus. As the hub and heart, the university library has taken on an active role in initiatives and innovative services. Educators by approach and change-makers by example, librarians are leading through and making a difference. This presentation will demonstrate how Access & Outreach Services Department successfully promotes changes and produces results. Through a changing=learning=improving=growing (clig) process, student workers are motivated, staff are empowered, patrons are engaged, and new services are created. By soliciting user feedback, assessing library operations, focusing on university missions, and organizing cross training, Access & Outreach has transformed the way it conducts business. Internally, it collaborates, breaks silos, and encourages synergies between areas. Externally, it reaches out to more extensive constituencies, serves those underserved, and forms partnerships across the board and beyond. Statistics are up with an average of 50+% increases in major areas. Staff and employees are recognized through various university awards and public recognitions, such as Employee of the Year in USD 2012. Student workers have retained and graduated at a very high rate. Customer satisfaction has been at an all-time high. Change-making is fun and rewarding. Being a change-maker makes Access & Outreach proud. Come learn why change-making is our DNA and leading access to success is our mission.

"Marketing is not a poster; marketing is understanding your customers and creating products and services for them—that only you can uniquely provide."
--Alison Circle, The Library Marketing Toolkit

Too often library marketing is a task that gets pushed under the rug or shoved lower on the list of priorities in favor of what is seen as more essential "library" services such as collection development, reference, and instruction. This reality is fueled by the idea that marketing is simply code for promotion or advertising, the icing on a cake built out of carefully curated resources and services.

Yet, holistic library marketing is driven by the need to deeply understand the communities we serve: what they need, how they need it. The idea is that gathering this type of market research will guide the creation of resources and services as well as how to promote them to the public. Marketing will also work to gauge community members' reaction to and perception of resources and services, creating a continuing feedback loop leading to on-going improvements.

Join us on the journey that began with research on modern academic library marketing efforts to the execution of a comprehensive plan which includes examples of how to get library staff on board, how to approach practical problem solving using participatory design, and how to effectively use of social media platforms.

Session attendees will leave with practical tools to use in implementing their own library marketing efforts. These will include a brief, targeted bibliography on marketing the academic library, frameworks for measuring impact of social media efforts, specific suggestions for successful social media interactions, and guidelines for implementing participatory design market research to solve real-life library problems.

The proliferation of mobile devices has reached a point that we can now assume our users are just as likely to visit our web sites using a mobile device as they are using a desktop or laptop computer. This has significant implications for how we build our websites and how they should function. In the recent past, we developed separate websites for mobile devices or we created a native web application targeted to a specific device such as an iPhone or android phone. Maintaining separate web sites for mobile and desktop is no longer practical especially with limited resources and the growing number of screen sizes both small and big.

Responsive web design is an approach to designing web sites so that a user's experience is not diminished due to the choice of device or screen size used to render the site. The web site is screen-size aware and rearranges its layout and features accordingly.

The developer's objective in responsive web design is to create a single site that serves all devices and screen sizes. Creating a responsive web site involves incorporating the following techniques into the site architecture: 1) flexible grid, 2) flexible images and 3) media queries. These techniques are simple, but their application to a whole site requires a lot of attention to detail. While the idea of creating and maintaining a single site seems like it would save time, experts involved in this type of development have reported that it can take almost as much time as developing two sites – one mobile and one desktop. That being said, a new philosophy has taken over in the web development world and that is mobile first. This means that you design for a mobile screen before you design for a desktop or laptop screen.

Student retention is an important issue for colleges and universities. It is simple to measure and it allows easy comparison among schools. Universities are active in creating new programs for students that help keep them engaged in their classes and involved on campus. This includes campus funded tutoring, freshman seminar courses, and intramural sports among many other things. These programs are important when it comes to campus life because it has been shown that student involvement is directly related to student success (Astin, Alexander W., Achieving educational excellence. San Francisco: Jossey-Bass, 1985.)

Student retention has also become an objective of academic libraries. Effective use of the library resources is an aspect of student involvement. It makes sense that success here can translate to academic success for students. Academic libraries are challenged to show how they contribute to college success and student retention. As difficult as this is, libraries are developing programs to do just that.

I intend to identify and describe library programs that are aimed at improving student retention and show how success can be measured. For example, freshmen students who are considered high risk for dropping out at John Carroll University, meet with a two member librarian instruction team, to receive a series of sessions to develop library and other research skills. I will identify these programs via a literature search, Internet searches and a survey of libraries. I plan to identify and describe six varied examples. For the presentation, I will concentrate on informing the attendees of the state of the art success strategies and measurement.

How often have you wished there was a better way to let delicate manuscripts and rare books perform for visitors, while staying mindful of preservation and security? Emporia State University's Special Collections and Archives and Technical Services department have joined forces to achieve this goal by utilizing mobile, augmented reality technology to bring these items to life. Through free application mobile software, ESU Special Collections and Archives has merged the boundary between the physical and virtual worlds, offering visitors the opportunity to go beyond walking through stationary exhibits of artifacts to a full interactive experience. Imagine an easy way for a handwritten music score to tell its story to visitors; a method that allows the score to break free of the display case in an explosion of audio, video and images. The notes will perform for all visitors – not just those who can read musical notation – allowing everyone to experience the sound of the tune, see pictures of the musicians who originally wrote and performed the piece and learn about its history, without reading any detailed labels. Tired of being bound by hardware costs and lack of customizable freedom? This session is for you.

The Library Extravaganza is a unique event allowing students, faculty and staff to meet library employees and learn about our services and materials in a stress-free environment. Several booths on the first floor feature services (Circulation, Inter-library loan and research appointments) and materials (E-books, Libguides, subject-specific reference) within the library. Every year, different resources and materials are highlighted. The event is so popular other divisions on campus have asked to participate (Student Services, Honors, Health Center, etc.). When students enter the library for the event, they are given a card with the number of each booth displayed. Students must have ten squares stamped to be eligible for prizes. The event is not all academic; we have a few fun events. A lamination table with numerous stickers allows students to create luggage tags to attach to book bags or purses. A Count the Candy Jar has been an unbelievable success. Students guess the number of pieces of candy in a large jar; the person with the winning number wins the jar of candy. A band plays outside the library and plenty of food (pizza, popcorn, cookies) and soft drinks help attract the students. The event is free and gives students a chance to explore the library and ask questions. Many professors require their students to attend and the library provides a "proof of attendance" card for the students to give professors.

While traditional web analytics remain valuable, they fail to capture a full picture of how users interact with our online services, particularly with now common in-page features such as tabs and expanding/collapsing menus. This session will describe how library staff at the University of Kansas have used event tracking in Google Analytics to monitor use of specific features of the Libraries homepage, our catalog, a databases A-Z list, and discovery system. I will discuss the technical skills necessary to implement event tracking and demonstrate examples of the events we track. In particular I will cover the challenges of implementing event tracking on external sites over which we have limited control, like our hosted discovery system, and share how we've used the data from event tracking inform our efforts to assess and improve our online library services.

Our roadmap to the cloud started with WorldCat Local as our catalog/discovery system. Next we moved to OCLC's WorldShare Management Services (WMS), a cloud-based ILS system/platform including the License module and WorldCat Knowledge Base we use to manage our e-resources. At the same time, the cloud also moved into public services with the use of the Springshare platform for our reference, instruction, statistics and room reservation systems. Staff scheduling is also in the cloud with Whentowork. All of these cloud based technology changes have revolutionized the way librarians and staff do their routine jobs. The impact on our workflow has meant that communication with various stakeholders is vital. Managing the change process was the most underestimated aspect of the implementation process. Still on the horizon are our consortial borrowing system and patron/demand driven acquisitions, both to be in the cloud. Cloud technology is transforming the way we assist patrons. Instead of a cloud-free future, we are looking forward to a future in the cloud!

Managing electronic resources isn't a task in today's libraries – it's a multi-step process. From working with pushy vendors to dealing with demanding faculty members, identifying and meeting the needs of your users through licensing agreements can add up to a lot of work and headache.

Learn how to streamline the electronic resource licensing management cycle. Gain a deeper understanding of the working relationships that come with the management of electronic resources and serials.

Specifically, attendees will walk away from this session with:

• An understanding of the stages in the Electronic Resource Management licensing process
• An awareness of some of the most common pitfalls and best practices to help avoid them
• And an idea of some of the current trends changing the world of electronic resources

This presentation will begin with a brief overview of the ERM lifecycle to help illustrate just how important the licensing step is to libraries and their users. From there, attendees will gain a basic step-by-step roadmap librarians can successfully follow to negotiate real-life, working agreements with vendors to best suit the individual needs of your institution.

This presentation will give attendees an opportunity to discuss emerging trends within the realm of electronic resource management. Additionally, those who attend the presentation will learn to identify how these evolving practices can influence future licenses agreements and determine how agreements can accommodate change in usage and institutional growth.

Web-scale discovery services are definitely a "hot item" in college and research libraries. There have been many accounts in recent years of the success and failures of choosing a discovery system. Still under investigation, however, is what to do after the product has been implemented. Discovery products are game-changing tools that affect every corner of the library, but the real work for reference and instruction librarians begins after the implementation process is complete. This presentation will discuss discovery tools in the context of information literacy instruction. The presenters will provide an overview of relevant teaching and learning theories and information literacy standards that can set the groundwork for teaching with discovery tools. This information will be parlayed into practical approaches for instructing users on the applications of discovery tools as the presenters share data collected from a national survey of librarians' experiences teaching discovery tools. The presenters will poll attendees on their own teaching techniques, comparing these results to those from the survey. Finally, the presenters will share their recommendations of best practices for teaching with discovery tools and posit questions for future discussions.

Students need critical thinking and information literacy skills more than ever. Unfortunately, our time and opportunities are often limited to a single 50 minute session per semester. Keeping these sessions interesting for you and your students are difficult enough without trying to jam a semester's worth of information into one class period. Learn how to use the flipped classroom method to optimize time with the students while giving needed attention to hands-on-learning. This method of teaching can enhance and inspire library instruction sessions and maximize outreach to students at their point of need. Important resources to integrate instruction with your institution's LMS will be explored, as well as, current best practices with tips and tricks. The session will be framed as a demonstration of a flipped classroom to give real life meaning to the concept.

For the past several years there has been a noticeable decline in reference desk use by students at Criss Library on the University of Nebraska Omaha campus. Reference desk statistics have shown a steady decline and the decline is due to several factors: an increase in library instruction; increased use of digital resources; lack of time for students; and students unaware of research assistance offered by librarians. Two librarians from Criss Library researched the use of reference desk service by students, asking students why they do or do not use the service. The data from the research was used by a business marketing class as a service learning project. The class developed a marketing plan for the promotion of reference services in order to increase student use. The presentation discusses the findings from the research, the collaboration established with the business marketing class and promotion materials created.

Traditionally, libraries received a bound copy of the student's work upon graduation. Today, libraries increasingly only accept digitally formatted theses and dissertations to preserve and make available via an online institutional repository. Looking back at thousands of printed theses and dissertations written by former graduate and PhD students, how can academic libraries promote the use of these printed materials? How can librarians simplify the "check-out" process for campus and distance education students in the digital age? How can students and other end users use these scholarly works in a timely manner? This session presents a digitization project of retrospective theses and dissertations at Indiana State University's (ISU) Cunningham Memorial Library, providing practical solutions to answer the above questions.

Deciding on digitizing the collection in house as opposed to outsourcing, ISU library staff will share the methodologies used, the digitization and ingestion workflows developed, the scanning equipment and software used, file formats and organization selected for scanned materials, and standards implemented. The session will also present the outcome of the project thus far, for example, the number of theses and dissertations scanned and online, usage statistics in comparison with print circulation, the analysis of cost per title, the enhanced visibility especially for deteriorated manuscripts, and the improved preservation measures for the archival collection. In addition, the session will share some of the difficulties encountered over the course of the project, along with the developed solutions.

How does an academic library prepare for a future filled with new technologies, unexpected trends and new information ecologies? Will we be successful providing our same services relying on a process of incremental change with ever improving technologies? Will the library's role be replaced by an unexpected disruptive innovation coming from outside or inside our institutions? Will our parent institutions simply decide they don't need us anymore? In The Search for Survival: Lessons from Disruptive Technologies, Henry C. Lucas wrote that correctly answering the question "what business are we in" is a first, essential step for an organization in identifying and dealing with disruptive innovation that can undermine their entire business model.

One technique for identifying and managing disruption innovation is by doing disruptive innovation ourselves. By engaging in disruptive thinking we can transform our organizations intentionally rather than waiting for an external disruption to impact us. According to Luke Williams in Disrupt: Think the Unthinkable to Spark Transformation in Your Business, the goal of disruptive thinking is to break up patterns of thought, shift perspectives and catalyze new ways of thinking in order to become the disruptive innovator. Can we learn to embrace, rather than fear, disruptive innovation and use it as a technique to transform our processes and insure our future?

We explore the first stages of disruptive thinking strategies and attempt to apply them to academic libraries.

Information professionals always hear how libraries need to meet the users where they are. Mobile technologies and apps help highlight research into meeting this goal. But how do librarians create a library workshop on using apps for research and collaboration at an academic library? What apps should library instructors focus on? What types of mobile technology should be considered? Identifying apps can be an easy process through the assistance of online reviews, but reviews cannot identify what institution-specific users want and need. This paper outlines how the presenters created a workshop on integrating apps into the research process and also highlights useful apps, providing possible recommendations for workshops at your own library. After conducting an initial review of apps, three categories were identified: productivity, collaboration and research. To identify user needs, library employees surveyed faculty, staff and students. A variety of instruction sessions were offered, including workshops for faculty and students, and in-house sessions for library staff. Each session provided an opportunity for assessment, offering insight into recommendations for future workshops.

As libraries grow and shift with an increasingly digital world, the role of librarians is growing and shifting as well. One aspect of our jobs that is being challenged is that of materials selection. As we face shrinking budgets, one of the first things to get cut is our materials budgets and - some would argue - for good reason. Many are aware of the 80/20 rule - that 80% of the whole collection's use is driven by 20% of the collection. So how can we reduce spending money on items that get little to no use? One possible solution is through patron-driven acquisition (PDA). A usage analysis and cost variance of PDA purchases was compared to librarian-selected eBook and print titles over a 2 year span. Results inform suggestions for future collection building.

Having six physical sites in six counties, it can be a challenge to support student information literacy needs in the traditional format. Crowder College is implementing strategies, applications, and using technology in addition to using the assistance of the partner SWAN libraries in traditional instruction to overcome distance and librarian/student ratios. Crowder is striving to provide instruction to all types of students in all formats through the use of a variety of technology resources such as video conferencing, embedded librarianship, social media, LibGuides, and more. Come see how the library has applied this technology related strategy to enhance our access to students, and our ability to meet their library instruction needs. Technology included: GoToMeeting, GoToWebinar, Skype, Blackboard, Camtasia, iPads, social media (e.g. Wordpress, Facebook), website enhancements (e.g. embedded social media widgets), video instruction, and LibGuides.

Not being able to communicate in English well is a huge hurdle that many international students and second language learners face when attending college in the United States. In addition, lack of familiarity with library services is another challenge that international students and second language learners face. When international students come from countries in which libraries have very limited services and resources, using academic libraries in the United States and learning about their services can feel overwhelming. Another intimating factor is the sheer physical space of the library, as many academic libraries in the U.S. are drastically larger and more equipped than libraries in other countries.

Rod Library took the initiative to learn of the challenges that many international students and second language learners face. To better serve this underserved group, Rod Library is trying to better accommodate international students through outreach initiatives. These initiatives help international students succeed by putting them as ease and showing them the valuable roles that libraries play in their academic success.

Many academic libraries were early adopters of e-books and continue to acquire e-books to support student learning. The e-book is an innovation that purports to replace the printed book; however, research finds that students continue to prefer to use printed books. While students prefer the printed book, academic libraries that provide access to e-books report their e-book collection is being used as much or more than the printed book collection. In this study, eight factors were identified and explored to determine whether one or more of the factors affected undergraduate students' choice to use e-books. A quantitative research design using a convenience sampling method and chi-square analyses was employed in the study. The population of interest was undergraduate students attending Southwest Baptist University, a small, traditional, liberal arts institution. A survey was administered to students attending a university-wide chapel service. Four research questions were developed to explore whether a relationship existed between students' use of e-books and using e-books for leisure reading, using e-books as a textbook, using e-books to conduct research, using e-books to read an assigned reading outside of class, using e-books to read an assigned reading out loud in-class, using e-books as the format of choice, using e-books due to forced adoption, or using e-books due to convenience. Leisure reading, conducting research, forced adoption, and convenience were factors positively related to students' choice to use an e-book. In-class reading was negatively related with students' use of e-books. Textbook use and reading assigned readings were not related with students' choice to use an e-book. When both the printed book and e-book were available, students' choice was positively related with the printed book and negatively related with the e-book. When the e-book was the only format available, students' choice was positively related with the use of the e-book. Finally, students' use of e-books was positively related with convenience. This study was conducted in fulfillment of the presenter's doctoral studies.

Currently, there is a movement for libraries to provide more interactivity in instruction sessions to foster greater student engagement. However, Angie Brunk [Reference/Instruction Librarian at Emporia State University (ESU)], who was born with a visual disability, and Dale Monobe [Instructor for the ESU School of Library & Information Management], who has a teaching/educational background in rehabilitation counseling, have observed how students with disabilities may be left behind. For example, popular activities, such as the "Amazing Library Race" and a "Scavenger Hunt," may be completely inaccessible for students with disabilities. Most library instruction is meant to encourage library use. Unfortunately, activities that are not well planned can leave students with disabilities feeling unwelcome and make it more difficult for them to seek assistance from librarians. After leaving this session, participants will have a basic understanding of the physical and emotional challenges students with disabilities encounter as well as the basic skills to modify and/or create accessible instructional activities that focus on student engagement.