• More Than A Pathfinder: Are We Getting the Most Out of Online Course Guides?

      DeFrain, Erica; University of Arizona Libraries (2012-04-24)
      With library budgets continuing to shrink and the ability to create online content becoming an accessible task for almost everyone, the push to offer more scalable online instruction services has never been stronger. The number of library course and subject guides has exploded in recent years, but are they really doing what librarians hope they are? This poster seeks to spark a new dialogue concerning the creation and use of online course guides by looking at the assumptions we hold and what practice has taught us. Who is using them? What is a course guide's lifespan? Do we have the data to support our pedagogical theories? What does the future hold? How can we make them better?
    • Librarians Bridging the Gap: From High School to University

      Anaya, Toni; University of Nebraska-Lincoln (2012-04-24)
      Academic libraries have not typically been able to build partnerships with K-12 education in ways that could both impact our information literacy mission and the goals of our universities surrounding student achievement and academic persistence. However, these partnerships are important in the big picture, as libraries try to affect information literacy and student achievement. Partnerships with pre-university students can be accomplished in various ways, but one avenue is working through college preparation and academic outreach programs affiliated with the university. Since 2010, the University of Nebraska-Lincoln Libraries have been collaborating with the Office of Admissions on an innovative program working with high school seniors through the Nebraska College Preparatory Academy (NCPA). The UNL Libraries have been able to demonstrate a strong connection with the students as they enter college, helping impact student retention and achievement statistics. Moreover, the project has improved the information literacy skills of the cohort’s students, by starting to work with them from the high school level.
    • Evolution of an Information Competency Graduation Requirement: Current Impact and Future Implications

      Ford, Lorrita; College of San Mateo (2012-04-24)
      The College of San Mateo institutionalized information competency proficiency as a graduation requirement in Fall 2010. This session will trace the evolution of the requirement from conception to implementation, the multiple ways that the requirement can be satisfied, and its impact on students and library services.
    • Patron-Driven Acquisitions: Bridging the Boundaries of Need and Access to Information Resources

      See, Andrew; University of Arizona Libraries (2012-04-24)
      As the University of Arizona Libraries employ a 21st century user-centered approach to information resource management, we have adopted a Patron-Driven Acquisitions program. Fundamentally, the program is based on the model of users as the drivers of library acquisitions. By imbedding order records in the library catalog and by identifying user needs through interlibrary loan requests, the library is able to acquire targeted information resources that more efficiently meet the research needs of our users. This service significantly enhances the user experience and allows the UA Libraries to see greater use of our resources.
    • Quick and (Mostly) Painless Space Usage Assessment Using iPads

      Brite, Amanda; Miller-Wells, John; Pfander, Jeanne; Yildirim, Hayri; University of Arizona Libraries; (2012-04-24)
      The Library Space Usage Assessment project was initiated in September 2011 in an attempt to answer questions about how public spaces were currently being utilized at the University of Arizona Libraries. The project team utilized iPads and an online data collection form to gather data on customer activity over a period of three weeks during the fall 2011 semester. This poster presents an overview of the tools and methodology developed by the project team to conduct the assessment. The presentation also highlights the results of the project team's assessment efforts and how those results informed recent changes to library services.
    • A Local Look at the ARL 2030 Scenario Planning Project

      Church-Duran, Jennifer; University of Kansas Libraries (2012-04-24)
      In 2010, the Association of Research Libraries (ARL) developed an exciting new project, designed to support libraries in future visioning and preparation. The result was a set of 4 "alternate futures" narratives (scenarios) that do not discuss libraries, but rather the research environment in which libraries will function. These scenarios work together as a set, to shape and guide strategic conversation through highlighting critical uncertainties. KU Libraries became one of the first ARL institutions to bring this work home. We launched intensive, interactive workshops that offered our staff the opportunity to suspend disbelief and move beyond conventional understanding about our future. This poster will provide an overview of the ARL scenario set, and explain the outcomes and best practices of KU Libraries’ work.
    • Supporting Students Where They Are When They Need It: Scaling Instruction at the University of Arizona Libraries

      Kline, Elizabeth; Sult, Leslie; University of Arizona Libraries (2012-04-24)
      Continuing on the University of Arizona Libraries' long history of leveraging technology to support students in attaining information fluency, this poster will highlight two approaches for supporting students where and when they need assistance. We will discuss how the Libraries selected, developed, and refined a scalable and interactive online approach to database instruction and suggest an approach other libraries can adopt to make pedagogically sound database tutorials. We will also share a local tool designed to push course-appropriate library content and services to all courses using a course management system and our plans for modifying the tool so that faculty and librarians can work together to efficiently and easily create customized, integrated course guides.
    • To Fee or Not to Fee: Building Student Support for Additional Library Revenue

      Cuillier, Cheryl; Huff-Eibl, Robyn; Brewer, Michael; University of Arizona Libraries (2012-04-24)
      The University of Arizona has had a student library fee since 2006. The fee started out at $15/year for students and now stands at $120/year. In FY2011-12, fee revenue for the University Libraries is expected to be about $3.5 million—a critical chunk of our budget. This poster will describe the approach that enabled the Libraries to successfully implement a fee. Garnering support from student government leaders and advisory boards has been crucial. The poster will also detail how student fee money is used, challenges we’ve faced, and strategies that might work at your institution.
    • Writing for Educators Instead of Grade Levels

      Fey, Cass; University of Arizona Libraries (2012-04-24)
      This session will focus on successful educators' guides written to encourage and facilitate interdisciplinary use of collections by K-12 and university faculty. This tactic for relating collections to classroom study bypasses the time-consuming methodology of writing for specific grade levels. The Curator of Education at the Center for Creative Photography will discuss her approach to writing for the educated individual to assess and present collection subject matter and interpretation strategies to students at various grade levels and across curricula. It will include samples of collection descriptions, discussion questions, and methods for interpreting photographs.
    • Data-Driven Strategic Planning for Access Services

      Miller-Wells, John; Teetor, Travis; University of Arizona Libraries (2012-04-24)
      This poster will describe the process and role of the University of Arizona's Access Services and frontline public service staff in needs assessment and user service evaluation, specifically in understanding the voice of the customer. We will include information on our strategic planning process, resources required, data sources, methodology, analytical tools, and the outcomes of this process. Information in this poster was first presented at the 2010 Access Services Conference and has subsequently been updated for publication.
    • Library Leadership 2.0

      Downing, Karen; Rivera, Alexandra; University Library, University of Michigan (2012-04-24)
      Librarianship, like no other profession, has undergone great changes over the last several decades, including demographic shifts in our internal and external communities, sweeping technological changes, and other factors that impact how we conduct our work. The profession has accordingly organized to meet these changes. This poster is a preview of a forthcoming publication exploring Library Leadership in these new environs. Specifically the poster will present the evaluation of leadership thought, leadership needs in various contexts, current leadership development initiatives, and the application of recent leadership research to frame a new model of library leadership: Library Leadership 2.0.
    • First Steps: An Environment Scanning Process for Informing Decision-Making in Digital Humanities

      Elliott, Cynthia; University of Arizona Libraries (2012-04-24)
      Digital Humanities is a collaborative approach to humanist work using digital tools that encourage interdisciplinary scholarship and challenge current theoretical paradigms using technologies. This poster will present an environmental scanning process for discovering opportunities for the University of Arizona Libraries to take a leadership role in the area of Digital Humanities on campus. These first steps lead to identifying, collecting, and translating information about external influences into useful recommendations that provide input into our decision-making process.
    • Digital Course Materials: Expanding Access & Reducing the Cost of Enrollment

      Brewer, Michael; University of Arizona Libraries (2012-04-24)
      The cost and accessibility of textbooks and other required course materials has been an issue at both the local and national levels for a long time. Indicative of this is a new requirement in Arizona that universities provide students with a total cost of attendance for each course before they enroll. Universities must do more to improve students' access to required course materials and to reduce the overall cost of education. In the past, supplying students with required course texts was delegated to the bookstore in coordination with teaching faculty. Today, with emerging electronic options and business models, a more nuanced, multi-tiered, and campus-wide approach may be possible and necessary. This poster will detail the major issues and describe some potential solutions.
    • The ARL Initiative to Recruit a Diverse Workforce: Refining One Approach to Diversity Recruitment in Research Libraries

      Puente, Mark A.; Association of Research Libraries (2012-04-24)
      Since 2000 the Association of Research Libraries' (ARL) Initiative to Recruit a Diverse Workforce (IRDW) has provided financial support, training, and leadership development to over 150 master of library and information science (MLIS) students from traditionally underrepresented racial and ethnic minority groups. Recent iterations of this Institute of Museum and Library Sciences (IMLS) and ARL-member funded program have focused on recruitment of students with academic backgrounds in science, technology, engineering, and mathematics (STEM) disciplines. This poster will highlight program successes with respect to outputs, long-term impact on the LIS profession, and the perceived effect on career tracks of program participants.
    • Faculty Perceptions: Digital Teaching & Learning Services for the Academic Library

      Young, Marlo Maldonado; University of California, San Diego Libraries (2012-04-24)
      This poster presents qualitative data gathered through semi-structured interviews with faculty on how the academic library of the future can support digital teaching and student learning needs on the UC San Diego campus. Input from faculty across academic disciplines identified as early adopters of educational technology were interviewed in order to define and identify a preliminary framework for digital teaching and learning support services for the UC San Diego Libraries to consider. Faculty ideas that emerged present transformative opportunities that extend far beyond the current framework of "instructional services" provided by academic libraries. Data also includes input on the role of the librarian in supporting faculty’s digital teaching.
    • Data Management at the University of Arizona: Working Across Campus to Develop Support and Services

      Kollen, Chris; University of Arizona Libraries (2012-04-24)
      In January 2011, the National Science Foundation instituted a requirement that all grant proposals include a data management plan. In response, many academic libraries began to focus on developing library services that support storing and curating data in order to increase research productivity. The University of Arizona, with the Libraries taking a lead, wanted to look at how the campus could support researchers as they developed data management plans. With the goal of making substantial advances in this area, the Dean of Libraries designated 1 FTE librarian for data management, and the Dean and Vice-President for Research (VPR) established the Campus Data Management and Curation Advisory Committee with members from the Libraries, VPR's office, and faculty regarding data management, the Campus Committee's charge and recommendations (including what units need to collaborate), progress made, next steps, and useful tools and initiatives to keep an eye on.
    • Competencies = Accomplishment and Transformation

      De Long, Kathleen; University of Alberta Libraries (2012-04-24)
    • The Evolution of the Information Resources Management: UA Libraries’ experiences with Doing More with Less

      Andrade, Ricardo; Martin, Jim; University of Arizona Libraries (2012-04-24)
      Like most academic libraries in this difficult economic climate, the UA Libraries have had to cope with constant budget pressures and challenges. Due to diminishing resources, the information resources management component of the Library is one of the areas that has had to be reevaluated regarding how to maximize existing resources to better meet users' needs. The poster will highlight some of the new approaches and strategies that the Library is utilizing to meet users' needs with limited resources in the changing environment.
    • Forming a New Team: Delivery, Description, and Acquisitions Team (DDAT)

      Dols, Linda; Lee, Katie; Quintana, Deborah; Voyle, Jeanne; University of Arizona Libraries (2012-04-24)
      In the most recent restructuring of the University of Arizona Libraries in May 2011, a new team was formed: the Description, Delivery, and Acquisition Team (DDAT). Similar work in the Libraries was assigned to DDAT. The highest-priority work of DDAT is the acquisition and delivery of information needed to support our primary customers’ teaching, research, and learning. Ordering and interlibrary loan (ILL) support obtaining information; cataloging and metadata work support discovery; ILL and all document delivery services provide delivery of information. This team is also responsible for planning, coordinating, and implementing in-house digital scanning and reproduction work, which merges the application of metadata and cataloging on a single team. The functions of this team implement the information access/acquisition policies and apply the cataloging and metadata strategies, schema, and standards that are set by this team in coordination with other teams in the Libraries. This poster session will present the process used to form the new team, the implementation process, and how the team continues to cross-train, assign work, and measure success.
    • Online Credit Courses: Providing Effective Learning Environments for Students

      Mery, Yvonne; Newby, Jill; Pfander, Jeanne; University of Arizona Libraries (2012-04-24)
      The Online Research Lab and the Information Research Strategies for Graduate Students and Researchers courses were created to address the needs of undergraduate and graduate-level students from across the University when the Libraries moved to an online instruction model. These one-credit courses have been successfully delivered to hundreds of students since their creation. In this time, the courses have gone through several reiterations and evaluations, and continue to be improved upon. Quantitative and qualitative data have shown that these credit courses are an effective and popular way to teach information literacy. This poster session will describe the courses and their creation, and present assessment data showing the effectiveness of the ORL course.