Posts Tagged ‘ACRL’
Building a Dream Team: Library Personas in the 21st Century Library by Lynda Kellam (Data Services & Government Information Librarian at UNCG Jackson Library), Jenny Dale (First-Year Instruction Coordinator and Reference Librarian at UNCG Jackson Library) and Lauren Pressley (Associate Director of Learning and Outreach at Virginia Tech)
- 168 Hours: You Have More Time Than You Think (read this)
- What do I do best that other people cannot do as well? Those are my competencies/persona.
- What do I spend time on that other people could do or do better? Try to ignore, minimize, or outsource those things.
- What is your professional persona? How do you incorporate different personas into a future-forward organizational structure? Try to organize “functional specialties” in a diverse team approach.
Erin Dorney (@edorney) April 11, 2013
Library Publishing and Undergraduate Education: Strategies for Collaboration by Stephanie Davis-Kahl (Scholarly Communications Librarian at Illinois Wesleyan University), Michael Seeborg (Professor of Economics at Illinois Wesleyan University) and Isaac Gilman (Scholarly Communications and Research Services Librarian at Pacific University)
- Use students to peer-review submitted articles and write critical reviews of articles once they’re published to help them learn about scholarly publishing and become part of the process.
- “silos belong on farms”
- Teaching students how to package information will help them think critically about the information they encounter/consume
- Gilman created a journal publishing for-credit course that was then expanded into a publishing minor program that explores both traditional and emerging forms of publishing (sounds awesome!)
Erin Dorney (@edorney) April 11, 2013
Hacking the Learner Experience: Techniques and Strategies for Connecting with your Instructional Ecosystem by Andy Burkhardt (Emerging Technologies Librarian at Champlain College), Lauren Pressley (Associate Director of Learning and Outreach at Virginia Tech), and Brian Mathews (Associate Dean at Virginia Tech)
- What do we need to start, what do we need to stop, and who do we need to work with?
- William Perry, 1968, big in student affairs (look up)
- Kolb, experiential learning, think about the cycle – where are you and where is everyone else in the room?
- Think about who students are through information – make it personal and relatable.
- Legitimately learn together – not sage on the stage but also not guide on the side.
Erin Dorney (@edorney) April 11, 2013
The Mother of all LibGuides: Applying Principles of Communication and Network Theory in LibGuide Design by Carol Leibiger and Alan Aldrich (Associate Professors at University of South Dakota)
- The average subject guide takes an experienced librarian between 8-20 hours to create.
Hidden Patterns of LibGuides Usage: Another Facet of Usability by Wendy Wilcox, Gabriela Castro Gessner, and Adam Chandler (Access Services Librarian; Research and Assessment Analyst; and Electronic Resources User Experience Librarian at Cornell University Libraries)
- Studied 637 LibGuides using stats from Springshare and bibliomining to log user location.
- 70% of guide usage was by non-Cornell affiliated users (who is using them – other librarians I guess? Are we all just looking at each others’ guides?)
- Number of tabs in the guides they studied ranged from 1 to 19 (…WHAT!).
- Is it even important to know who is viewing our guides (my opinion, yes).
The Art of Problem Discovery by Brian Mathews (Associate Dean at Virginia Tech)
- If we just keep doing what we’ve always done but a little bit better, we miss out on growth opportunities.
- What is our total landscape?
- Don’t sell products or services – help people address the needs they have/their jobs.
- What if we scrapped all existing library services (no legacy services), identified the tasks of our communities, and rebuilt new services around those needs? What would the library look like? (This was probably my favorite idea of the whole conference… I really wish I could do this somewhere. Maybe I should just do it conceptually and then see if I can get anyone on board with the idea).
- Invest in other people’s problems.
- We can’t just be louder (YES. I feel like this is always an issue with library marketing. People seem to think if we just put up more and larger posters around campus, an initiative will be successful, when in reality it has to be more strategic… and the right message).
- Librarians as problem developers/problem designers.
- Disrupt intentionally.
- Just read the whole paper, people.
Erin Dorney (@edorney) April 12, 2013
Love your Library: Building Goodwill from the Inside Out and the Outside In by Adrienne Lai (Emerging Technologies Librarian at North Carolina State University Libraries), Lia Friedman (Director of Learning Services at UC San Diego Library), Alice Whiteside (Librarian & Instructional Technology Consultant at Mount Holyoke College), and Char Booth (Instruction Services Manager & E-Learning Librarian at Claremont Colleges)
- Cultivation, communication, collaboration, context, camogogy (camouflage + pedagogy) = outreach
- Pull children’s books from your education section for stress-relief events
- Sneak teach!
- Special Collections pop up library in Art & Design building- bring it to them
- When they opened a new building, had students take photos of library spaces and tag them on Instagram. A program fed the images to digital displays within the building (after moderation) and some will be preserved in the archives. Over 1700 photos already. Students like seeing the student-perspective (DO THIS AT MILLERSVILLE).
- Put a Q&A board away from public service points for privacy and then post pictures of answers on social media.
- Full-sized librarian cardboard cutouts for visibility when not at a desk/office.
- Google outreach map with different locations for events, hanging things, tips. Helpful for student employees (yup, do this).
- Slides / Handout (“steal with joyful permission” – Char)
Erin Dorney (@edorney) April 12, 2013
I’ll be at the Association of College & Research Libraries 2013 Conference Wednesday through Saturday (April 10-13). Thought I’d share my tentative schedule here in case anyone wants to catch up before/during/after a session. I have lunches and Friday night dinner open if people wanna meet up! Comment, text me, tweet or DM @edorney to get in touch.
I’m presenting with some of the other Lead Pipe Editorial Board members on Thursday at 3 PM about #diylib culture. We’d love to hear your thoughts before the panel session so we can incorporate a variety of perspectives. Check out our recent editorial for all the details. Hope to see you there!
Wednesday, April 10
8 PM – Battle Decks! – Imagine, Improvise, Inflict: Get Inspired or Die Trying
Thursday, April 11
8 AM – Building a Dream Team: Library Personas in the 21st Century Library
9 AM – Meeting with Lead Pipe Editorial Board members
10:30 AM – Library Publishing and Undergraduate Education: Strategies for Collaboration
1 PM – Hacking the Learner Experience: techniques and strategies for connecting with your instructional ecosystem
2 PM – Poster Session
3 PM – From the Periphery into the Mainstream: Library DIY culture(s) and the academy
4:20 PM – Henry Rollins Keynote
Dinner with Lead Pipe Editorial Board members
Friday, April 12
9:30 AM – Poster Session
11 AM – Contributed Papers: “The Mother of all LibGuides”: Applying Principles of Communication and Network Theory in LibGuide Design/Hidden Patterns of LibGuides Usage: Another Facet of Usability/The Unobtrusive “Usability Test”: Creating Measurable Goals to Evaluate a Website
1:30 PM – The Art of Problem Discovery
2:30 PM – Poster Session
4 PM – “Love your library”: building goodwill from the inside out and the outside in
8 PM – All Conference Reception
I’ll probably be blogging at some point since this is my first time attending ACRL. Anything you’re looking forward to?
On March 12th (2 PM EST) I’ll be co-presenting “Stealth Librarianship: Creating Meaningful Connections Through User Experience, Outreach, and Liaising” with Kiyomi Deards and Bohyun Kim. We’ll be talking about relationship-building and how user experience research, outreach, and stealth librarianship can be used to create meaningful connections within the campus community. The class size is limited to 60 participants, so register now! And let us know if there is anything specific you’d like to see us cover.
I’ll be in Indianapolis from April 10-13 for the ACRL 2013 Conference. It’s my first ACRL and my first trip to Indiana. On the 11th I’ll be presenting on a panel with some my fellow Lead Pipe editors:
From the Periphery into the Mainstream: Library DIY culture(s) and the academy – In October 2008, In the Library with the Lead Pipe published its first article. Additionally, numerous groups have been hosting unconferences, infiltrating SXSW, and more. The culmination of do-it-yourself (DIY) activities points to a growing DIY culture that is permeating academic libraries. Find out from some of these DIYers what DIY library culture has inspired in academe, and how these innovative enterprises tie into our scholarship, instruction, and advocacy.
I was invited to present a session for academic librarians at the Pennsylvania Library Association Lehigh Valley Chapter Spring Workshop on May 23rd at Muhlenberg College. I’m trying something a little different (modeled on a session I saw Aaron Schmidt and Amanda Etches do in November 2011) and will be bringing in some students to discuss the library:
A Crevice or a Chasm? Investigating the Disparities Between Experience and Expectation – How wide is the gap between what students expect from the library and what they experience? Hear from four current college students about why, when, and how they use (or don’t use) the library. Audience members will have the opportunity to pose their own questions to the panel following this facilitated conversation.
My first conference abroad! A joint proposal I submitted with two colleagues was accepted for presentation at the 5th International Conference on Qualitative and Quantitative Methods in Libraries being held in Rome June 4-7 at “La Sapienza” University. Does anyone have international travel tips for me? I’ve never been outside the US, so this is big & awesome news!
One Website to Rule Them All: Meeting the Needs of Students, Faculty, and Librarians – Most academic library websites have three main audiences: students, faculty, and librarians. While there are additional audiences (including non-users, community members, staff, and parents), these three groups spend the most amount of time on our sites. Libraries risk losing credibility and customers if these three main audiences do not have a good experience on the site. While each of these groups has a different set of needs and expectations, many academic libraries do not have the freedom, time, or skill set to develop a distinctive website for each user group. Our challenge, therefore, is to create a single website that meets the needs of each of our individual user groups without sacrificing continuity of design, quality of information, or consistency of navigation for one group over another. This presentation will highlight the opportunities and challenges of building an academic library website for students, faculty, and librarians. Each speaker will address one audience and will highlight various qualitative measurements which attendees can recreate at their home institutions in order to assess the effectiveness and efficiency of their websites to make targeted improvements.
How is your spring looking? Anything you’re looking forward to? If you’ll be at any of these events, make sure to say hello!
Image CC BY-SA 2.0 courtesy of fsse8info on Flickr
Please consider completing this evaluation for any of the virtual sessions you attended at the ACRL: http://www.zoomerang.com/Survey/WEB22C6ACTQAH2/. You can fill it out as many times as you want for different sessions and it will be very helpful to the Virtual Conference Committee for future planning as well as presenters who would like to improve their skills. Thanks in advance!
9 AM: Harnessing Your Projects: Using Project Management Techniques and Basecamp in Libraries, featuring Barbara Lewis (Coordinator for Digital Collections at University of South Florida).
- 105 audience members
- Audience Poll: What experience do you have with project management? 49% I have managed many projects, 30% I have managed one or two projects
- A project has a specific beginning and end, doesn’t go on and on forever (that would be more a program). There is a defined scope of work at the beginning to avoid project creep. It often requires multiple participants, skill sets, and resources to provide a deliverable.
- Project management = skills, techniques and tools
- Planning – what is the end product going to be? Put together a project team. What specific things need to happen? List of tasks to be completed along with schedule. What are the milestones? What are the risks?
- Tracking – identify completed tasks, ensure quality, recognize and resolve bottlenecks.
- Reporting – communication with your team, boss, and end-user/customer/client.
- Work breakdown structure – list of tasks and sub-tasks
- PERT chart (Program Evaluation Review Technique) – a visual graphic of the dependencies
- Gannt chart – project task and schedule
- Product breakdown structure – list of components for the deliverable
- Project Management Tools – Microsoft Project, Open Proj, Trac, Easyprojects.net, AceProject, @task, Basecamp, Omniplan
- Audience Poll: Have you ever used project management software before? Majority = no
- You can set up and RSS feed for updates
- Not different levels of permission – you have access to the project or you don’t
- You can customize your colors/settings
- Can assign tasks and due dates to a specific person
- You can have reminders sent to people before their tasks are due
- You can track how long you spend on tasks – good for time management/tracking
- Limitations – no calendar, tasks can only be assigned to one person, no view only users, search doesn’t search the Writeboards, can’t globally change users assigned to tasks (as when a student worker leaves), can’t covert a To Do list to a template.
- How does Basecamp ensure user privacy? Not sure. Each institution has separate and secure space on their servers.
- How steep is the learning curve? About an hour, then a few random questions. Very intuitive. Good video tutorials on the Basecamp site.
- Can you archive files outside of Basecamp? You can do an XML output.
10:30 AM: Humanities by the numbers: evaluating usage data of collection areas, featuring Arianne Hartsell-Gundy (Humanities Librarian at Miami University), Masha Misco (Catalog & Slavic Librarian at Miami University), and Jeffrey Hartsell-Gundy (Miami University).
- 101 audience members
- Talking about their research project
- Audience Poll: What areas of responsibility do you have? 74% Collection Development, 70% Public Services, 46% Subject Specialist, 44% Technical Services, 35% Administration, 35% Acquisition
- Areas evaluated include folklore, communication, linguistics, composition and rhetoric, and theatre; Russian orthodoxy, history of Russia, political science, slavic literature
- Research questions:
- How close are we to the 80/20 rule?
- Which call numbers in our collection circulate the least/most?
- Break down numbers of materials in call number ranges.
- Something happened to my computer at this point and I wasn’t able to follow the rest of the presentation 😦
12 PM: Integrating the Library into Online Courses, featuring Susan Thompson (Coordinator Library Systems at California State University San Marcos), Thoreau Lovell (Head of Library Information Technology & Media Services at Leonard Library, San Francisco State University), Hillary Kaplowitz (Instructional Designer at California State University, Northridge), Danielle Skaggs (Coordinator of Online Instructional Design at California State University, Northridge) and Christina Mayberry (Science and Engineering Librarian at California State University, Northridge).
- 132 audience members
- Online classes are increasing at their universities (classes only online AND hybrid with significant online component).
- Changing assumptions of how students interact with the library – they expect to find their resources in the course container. Faculty may bypass library for course reserves and upload them directly into the CMS.
- We can’t expect students to proactively come to the library – instead, we need to go to them. We have also lost control over what the student sees in the CMS, the professor has that control. We can’t provide a consistent set of information that we want students to have access to.
- So, how can librarians participate in a meaningful way?
- Independently contact and collaborate with individual instructors – takes a lot of time and is inconsistent.
- Change in course management system = several campuses switched to Moodle due to funding. This allowed customization.
- Audience Poll: What LMS does your institution use? 15% Moodle, 42% Blackboard, 12% Desire to Learn
- San Marcos:
- 7-year-old library building with solid technology infrastructure
- Planning for Moodle required collaborative planning with library systems, web development librarian, reference/instruction librarians, access services staff and campus IT.
- Things they wanted to offer: access to reserves, video, improve and simplify back-end processes, ability to contact librarians, search catalog and databases, ability to renew items, ILL…
- Ended up offering 3 primary services: Reserves, Video on Demand, link to the library homepage.
- 2 methods to add content: dedicated reserves role (campus IT/library controlled) librarian role (faculty controlled)
- Reserves & Video on Demand = Convenient access for students at point of need, easy for the library to comply with copyright.
- Future: want content to be automatically generated based on course subject & a “sticky” block to group all library material.
- Audience Poll: Who manages the course management system at your institution? 52% Central IT, 32% Academic Technology, 10% Other
- Site level block – includes link to library webpage with information about course resources (a pared-down page with the essentials). Appears in every course in Moodle, instructors cannot opt out. Sticky.
- DIY embedding – actions instructors can take on their own without a librarian to embed the library into their course. Instructions within Moodle and on the library website.
- Librarian role – similar to teacher role. Added by instructors within courses, can push resources, create activities, interact with students and provide assessments. Target instructors who are already using the library, who are already collaborating with you. It’s an easier sell and can spread visibility and create library advocates among faculty members.
- Import librarian-created content.
- Librarian-run Moodle sites – librarian in the teacher role. Library research site – classes can enroll. Having students view the lessons before an in-person instruction session made them more engaged. Could be stand alone, could be in addition to.
- They have 1,800 (34%) courses with a Moodle component & 30,000+ student accounts
- They wanted front-end enhancements not back-end modifications (hosted by vendor).
- Multiple options for different levels of integration. Many opportunities available for collaboration.
- Outreach to campus community = faculty retreat presentations, teaching and learning bytes, Moodle training workshops, and Library Message in a Minute (you tube videos on different topics).
- San Francisco State:
- Displaced due to a protracted library renovation project (I NEED TO CONTACT THEM RE: OUR PROJECT AT MU).
- Are working from tent annexes (looks awesome).
- Moodle re-branded as iLearn, managed by academic technology.
- 2,400 courses using iLearn
- Got a phone call at this point so I missed a large portion of this section 😦
- Three tiers of integration: top-level, course level and instructor level.
- Future: Want to improve article search, move eReserve system into iLearn, explore what student bookshelves would look like (instead of faculty bookshelf), add librarian role, and better understand how faculty and students would like to see library resources integrated into iLearn. More outreach, too.
- Lessons learned: cross unit collaboration is always hard, it feels like losing control but the relationship is KEY!
1:30 PM: Listening to users…. Closing the feedback loop: Just do it! featuring Meg Scharf (Associate Director for Public Services at University of Central Florida) and Lisabeth Chabot (College Librarian at Ithaca College).
- 120 audience members
- Audience Poll: Does your library have a suggestion box? Electronic or print? How do you respond to questions?
- Ithaca College – Ask us or Tell us – invites feedback, scolls FAQ with REAL answers right next to it. Librarian who answers has photo posted near response. Awesome idea! They use Subjects Plus.
- Within 24-hour turnaround time.
- Popular topics = heating, cooling, cell phone usage, comfortable seating, requests for food, need for outlets.
- Central Florida gets more paper suggestions than electronic. 5 boxes are located throughout the building. Best questions come from the box in the staff lounge. Very interesting! Answered electronically on the website.
- Also have a guestbook – look up article by John Lubbens (L&M Magazine). Sometimes this grows to a running commentary with students replying to one another. Using a homegrown form that feeds to their intranet for a response.
- Interesting to look at the words that are being searched for on the library website. This can help in the development of FAQs and website design – give them more obvious options if they miss the drop down menu.
- Dealing with inappropriate comments – skip over the curse words, don’t publish derogatory remarks. Very little misuse, more just emotional or dramatic. Kill them with kindness in the response to fight this.
- Closing the loop with webpages – web is a customer service medium. Table with slips of paper with magnets on the back with categories/topics from webpage. Then students arrange them as they see fit. They take digital photographs. Do this with faculty as well. Also have red dots to indicate what is most important to them on the library website. Also a visibility thing – looks like a game, attracts attention.
- Tell faculty members that you need their comments electronically or physically to use as evidence when trying to bring about change to services/resources.
- Get rid of library-speak! Articles, not journals.
- Tailor description of resources to course outcomes within course guides.
- Mystery Shoppers – not used to “catch” your staff, but to reveal design flaws. They got some from human resources at their university (CHECK INTO THIS). Found out students were struggling with a consistent greeting when answering the phone. Easy to remedy.
- Complaints – we all get them. A complaint not resolved or answered leaves the patron feeling they have been ignored on purpose.
- Community dialogue about cell phone use in the library on the web. Identified different perspectives. Comes down to community ethos. Asked for student perspectives on how to address this. Distilled the comments and came out with some “best practices” and signage indicating “Phone friendly” areas.
- When framing a reply, pause. Don’t escalate the situation by answering quickly. Get the whole story. Take your time, ask them questions. Give them your full attention. Make them think you have all the time in the world to devote to this. Even with email complaints. Then they know that this is important to you.
- Librarians should aspire to surprise and delight their customers.
3 PM: When Nontraditional is the Norm: Shifting the Instruction Paradigm for Adult Online Students, featuring Erin Brothen (Education Librarian at Walden University), Erika Bennett (Information Literacy & Instruction Librarian at Capella University) and Kim Staley (Reference Librarian and Liaison to the School of Public Service Leadership at Capella University).
- 120 audience members
- Their courses are all online, asynchronous, libraries is completely online.
- Audience Poll: 71% regularly work with adult learners
- Origins of adult learning – 70% of adult learning is self-directed and highlights practical applications (Tuft).
- Malcolm Knowles – Andragogy (adult learning theory, as opposed to pedagogy) 6 assumptions:
- The need to know. It’s not enough that it’s just on the syllabus.
- The learner’s self-concept. Adults want to be self-directed within the classroom.
- The role of learner’s experience. Wealth of experience can enrich and impede classroom learning.
- Readiness to learn. Best when there is a need for the learning.
- Orientation to learning.
- Motivation. Internal motivation drives adult learning.
- Limitations to andragogy – it’s a model not a theory, not a lot of empirical evidence, is it exclusive to adult learners?
- Constructivism vs. Instructivist/Objectivism.
- Andragogy in the library – Ingram 2000 – Immediate need for practical help, fear of looking stupid (don’t underestimate this! It’s not enough to say call the library, say there’s no shame in calling the library. It’s not their fault), desire to become independent (crossover between millennials and adult learners).
- Adult online students come with diverse technology skills. They don’t necessarily choose online because they like technology – convenience is one of the main factors.
- Professional experiences seem very important e.g. business professionals (used to reaching trade journals) v. nursing professionals (are more familiar with continuing education). This can impact their experience of the library.
- Conflict between need for practical help and desire for self-actualization. Time crunch dominates because things are DUE.
- Audience Poll: Does your institution have standards or guides for publication or tutorial creation? 56% no, 31% working on it 13% yes
- Design best practices:
- Inclusion of level (basic, intermediate, etc) so that learners can pick and choose.
- Have objectives to help situate students in the learning process.
- Tutorials should be problem-based. Focused to solve immediate need.
- Time – keep tutorials short and to the point, let them know how long it’s going to take. Break it into pieces for they don’t have to sit through the whole thing each time.
- Accessibility concerns – font size, color, audio (pacing/narration and word choices), personalization (adjustable screen size, close captioning), format (text, video, printable version).
- Example: Joyner Library – http://media.lib.ecu.edu/DE/tutorial/ChoosingATopic/topic.html
- + You can change size of screen, close captioning, pauses for you to review and volume control.
- – Graphics make it hard to load on different connection speeds and screen readers.
- Example 2: Syracuse University Library – http://library.syr.edu/services/getting_help/instruction/productive_researcher/index.php
- Example 3: Capella University Library – http://www.capella.edu/interactivemedia/library/litReviewTutorial/index.aspx
- All examples were PRIMO from ACRL.
- Make sure your tutorials are findable!
- Continue the discussion: http://sites.google.com/site/thenontraditionalnorm/home
4:30 PM: Checklist Manifesto for Electronic Resources: Getting Ready for the Fiscal Year, featuring Lenore England (Digital Resources Librarian at University of Maryland University College), Li Fu (Digital Services Librarian at University of Maryland University College), and Stephen Miller (Associate Provost at the University of Maryland University College Library).
I was pretty much shot at this point in the day, so I am planning on viewing this webcast at a later point in time since they were all recorded (stroke of genius, ACRL!).
(As a reminder, all of these sessions were streamed live and recorded, so if you missed them, anyone who registered for ACRL can log into the virtual conference website and watch them in a few days)
9 AM: On the Front Lines: New Opportunities for Embedded Librarianship, featuring Jenny Dale (First Year Instruction Coordinator at UNC Greensboro) and Lynda Kellam (Data Services and Government Information Librarian at UNC Greensboro).
- First virtual session: 110 audience members
- Part of these efforts were to increase retention, “mandate” from the UNC to work on this.
- Audience Poll: How would you describe your institution? 28% large public university, 25% small private university/college, 23% medium public university
- Librarians are tenure-track, 90 staff members.
- Living Learning Communities = students work together in the same classes and live together in (sometimes) themed dorms (e.g. leadership, service). Usually smaller groups/cohorts of students to help them develop a community they feel comfortable with.
- They have librarians embedded in academic courses, in academic departments, and in learning communities (focus of the presentation today).
- Audience Poll: Are librarians on your campus embedded? Yes in online classes (12%), Yes in traditional face-to-face classes (20%), Yes in some other way (14%), Yes in a combination of the above ways (54%), No (24%)
- Case Study: Warren Ashby, oldest living-learning community in North Carolina. Started by doing select outreach events there (on-site), but that developed into more (office hours, curriculum development – helping faculty create assignments that integrate research and the library, library instruction in the dorms). Attended a lot of events there as well (e.g. student unconference).
- Library First-Responder – A student was trained for about 15 hours. In the dorm who has familiarity with the library services, contact info., and could help direct students in the right direction to get help from a librarian. Library ambassador. Student volunteered for the job (and is paid based on time she spends answering questions). They advertised her dorm room and chat/IM name (with her permission). She decided that whenever her dorm door was open, she could help.
- Create a LibGuide specifically for a living-learning community was very popular.
- Audience Poll: Does your campus have learning communities? 55% yes, 42% no
- Best practices:
- Identify potential partners
- Define your relationship with your assigned unit. Could be hands off approach is best.
- Balance outreach with other responsibilities
- Redefine the library’s role
- Connect with the institution’s strategic goals
10:30 AM: Personal Branding for New Librarians: Standing out and Stepping up, featuring Bohyun Kim (Digital Access Librarian at Florida International University), Erin Dorney (Outreach Librarian at Millersville University Library) and Kiyomi Deards (Assistant Professor at University of Nebraska Lincoln).
This was my first virtual presentation ever! I think it went well judging from tweets? Perhaps someone will blog about it and I can link to their coverage here. If you attended, thanks! There were more than 107 audience members.
12 PM: Depending on our Users: Collecting User Feedback to Assess and Improve Research Consultations, featuring Carrie Forbes (Instruction Coordinator and Reference Librarian at University of Denver Penrose Library) and Erin Meyers (Student Outreach Librarian and Research Center Coordinator at University of Denver Penrose Library).
- 134 audience members
- Audience Poll: Do you offer reference or research consultation services? 90% yes
- Noticed a decrease in number but increase in complexity of research questions at the reference desk.
- Wanted to offer consultations in a visible, dedicated space – essential element, enclosed by glass walls, first floor for referrals.
- Audience Poll: Where do you offer these services? 53% in librarian office, 18% at reference desk, 15% in another dedicated library space
- Need to assess interactions – length, type, #.
- Data from Sept. 09- Sept. 10 from surveys following the consultation. Demographic information, service awareness, satisfaction & open-ended question designed to get at learning outcomes.
- Needed buy-in from all reference faculty and GAs who worked at the research center for this feedback survey. It’s online and built-in survey monkey. Worked together on wording (verbal and written). Tweaked it as they went during the first quarter.
- They average about 300 instruction sessions/workshops for the size of their university (10k students)
- Instructional assessment – they asked: What was the most important think that you learned in the library workshop? If you were to attend a follow-up workshop, what topics or resources would you want us to cover?
- Research sessions are one hour in length, sometimes 1-1, sometimes 1-many
- Social Work, International Studies, LIS, Business & Clinical psychology (top 5 graduate majors seeking help in the research center). Important data for marketing the services.
- Satisfaction rate: Out of 938 individuals surveyed, 93.8% would recommend to a friend or classmate
- When did students seek help? How far before due date did you seek help – 5 or more days before the due date (66%)
- 7 faculty reference librarians who are liaisons as well. 10 grad students working at the research center consultation room. Very robust training program including shadowing librarians.
- They have the ability to have 4 consultations going on at the same time.
- They work with faculty to market the service via faculty, campus events, orientation, liaison advisory group (faculty across campus who attend 2 meetings per year).
- Some students like to tell their professors that they sought extra help at the research center.
- They have written a more complete article about this service (“The Research Center…” in Reference Services Review Volume 38, Number 1, 2010).
- How did you hear about the research center? From a professor, in a library instruction session, new student orientation.
- Audience Poll: How do you assess your reference services? Counting reference questions (on-going) 79%, counting reference questions (sampling) 17%, user surveys/feedback 6%
- Graduate students are staffing on weekends.
- They want to modify some of the learning outcomes questions (due to low response rate), work on assessment of non-students (community, faculty), talk to faculty about the quality of work they are seeing & look for correlation, follow students over a period of time to determine long-term impact.
1:30 PM: Training Volunteer Library Teachers: Novice to Professional in a Few Painless Steps, featuring Suzanne Julian (Library Instruction Coordinator at Brigham Young University).
I took a break for this session to work on some homework due tonight for my poetry class. If I find someone who blogged it, I will post the link here for you.
3 PM: Benefits and Challenges of Academic Librarians in Virtual Worlds, featuring Robin Ashford (Reference & Distance Services Librarian at George Fox University), Beth Kraemer (Information Technology at University of Kentucky), Diane Nahl (University of Hawaii) and Denise Cote (Associate Professor at College of DuPage).
- 112 audience members
- Audience Poll: Have you created an avatar in a virtual world? 50% yes 50% no
- Many virtual worlds are used by young children
- Virtual worlds are currently in the trough of disillusionment (according to Gartner’s Hype Cycle)
- They found that the primary responsibilities of academic librarians in second life were pretty much evenly distributed among the various areas of library work.
- Used social media to get the word out about the Google Docs survey. Was out for about a month.
- Successes = library events and traditional reference work, collaboration, professional development and content creation.
- Texas Wesleyan University Genome Island
- Challenges = technical difficulties, steep learning curve, insufficient value and unknown application.
- Their study represents a sounding taken 5 years after academic librarians began working in second life.
- 62 respondents to their survey.
- Second life is open source so other virtual worlds use its code.
- We can’t replicate traditional library work in the virtual world environment.
4:30 PM: Digital Library Interdependence: Building external partnerships with cultural heritage organizations, featuring Darren Poley (Outreach Librarian at Villanova University).
- 87 audience members
- Geared towards external partnerships developed.
- To have a trusted digital repository is really at the heart of what a library offers to an institution.
- Audience Poll: Do you have a trusted digital repository? 38% in development, 38% growing for some time, 24% not yet
- Factors: (RLG-OCLC Report, May 2002)
- Scope of collections (looking for a fit for what you’re already building in your collection). What special collections do you already have? What subjects are descriptive of your institution? What associations does your library already have?
- Preservation and life-cycle management (in order to be trusted, needs to be able to migrate and be preserved)
- Wide range of stakeholders (most important factor to creating interdependence. Library has a commitment to look outside of itself to see who would have a shared stake in preserving this heritage)
- Ownership of material and other legal issues (proper documentation, owner and copyright permissions). Make friends with the legal department. Discuss real situations you can envision.
- Cost implications
- Institutional latitude – Do you think your institutions gives you the latitude to build digital partnerships? Are digital initiatives, technology development, and public affairs handled inside or outside of the library?
- VuDL – http://vudl.org/
Did you attend ACRL on-site or virtually? Feel free to share your thoughts and experiences.
Due to the unexpected passing of a family member, I will not be attending the ACRL 2011 Conference on-site in Philadelphia this week. However, I will be attending the virtual conference in full force, including blogging about the live webcasts and even presenting online. While I am disappointed to miss the in-person interaction with my academic library colleagues over the next few days, I look forward to participating electronically and connecting with many of you over Twitter, Facebook, and the virtual conference website.
As a reminder, the virtual conference website is open to anyone registered for the virtual conference AND everyone who is attending on-site in Philly. Conference material will be archived there for up to a year later, so face-to-face attendees can go back at any time and watch the webcasts they may have missed. Slidecasts (recorded PPTs with synched audio) from every contributed paper, cyber zed shed presentation, invited paper, and panel session presented in Philadelphia will be posted to the virtual conference site a few days after ACRL wraps up, so they can be accessed as well. Handouts can already be downloaded, for attendees to preview before sessions.
I want to thank my co-chair Scott Vine from Franklin & Marshal College as well as our entire ACRL 2011 Virtual Conference Committee for their hard work on organizing an excellent slate of online programming for Thursday and Friday. I am honored to be presenting “Personal Branding for New Librarians” with Kiyomi D. Deards (www.libraryadventures.com / @kiyomid) and Bohyun Kim (www.bohyunkim.net/blog / @bohyunkim) on Thursday at 10:30 AM EST. Maybe I’ll see some of you there!
What are your plans for ACRL? Is this your first time attending?
I have a guest post over at ACRLog today, so check it out if you have a few minutes! I decided to talk about our upcoming renovation project since it’s the thing I’ve been spending the majority of my time on at work lately. As outreach librarian I have been coordinating lots of communication about the project (including its spot in the University Soar to Greatness campaign) as well as the transition and design planning.