31st Annual ALA Poster Sessions
Saturday, June 23rd and Sunday, June 24th
American Library Association 2012 Annual Conference
Anaheim, CA
2012
Poster Session Committee:
Luke
Vilelle, Chair, Hollins University
lvilelle@hollins.edu
Candace
Benefiel, Review Panel Chair, Texas A&M University
cbenefie@lib-gw.tamu.edu
Sarah
McHone-Chase, Abstracts Editor, Northern Illinois University
mchonechase@niu.edu
Jody
Condit Fagan, James Madison University
faganjc@jmu.edu
Melanie Griffin, University of South
Florida
griffinm@usf.edu
Jennifer Ventling, Dayton (OH) Metro
Library
jventling@daytonmetrolibrary.org
Michael
Witt, Purdue University
mwitt@purdue.edu
Poster Session Reviewers:
Jessica Adamick, University of
Massachusetts Amherst
Jeff Barber, Regina Public Library
Candace Benefiel, Texas A&M
University
Nan Butkovich, Penn State University
Mollie Dinwiddie, University of
Central Missouri
Eleonora Dubicki, Monmouth
University
Jody Condit Fagan, James Madison
University
Stephanie Graves, Southern Illinois
University Carbondale
Melanie Griffin, University of South
Florida
Stefanie Hunker, Bowling Green State
University
Andrea Imre, Southern Illinois
University Carbondale
Steve Johns, Des Moines Area
Community College
Julie Judkins, University of
Michigan Medical School
Wendi Arant Kaspar, Texas A&M
University
Robin Kear, University of Pittsburgh
Karen Lawson, Iowa State University
Deborah O. Lee, Mississippi State
University
Barbara Lewis, University of South
Florida
Grace Liu, University of Windsor
Meris Mandernach, James Madison
University
Gretchen Maxeiner, University of
Pittsburgh
Sarah McHone-Chase, Northern
Illinois University
Pixey Mosley, Texas A&M
University
Susan Wells Parham, Georgia Tech
Necia T. Parker-Gibson, University
of Arkansas
Carl Pracht, Southeast Missouri
State University
Arlene Salazar, Texas State
University
Jodi Shepherd, California State
University, Chico
Ginger Williams, Wichita State
University
Myoung Wilson, Rutgers University
Michael C. Witt, Purdue University
Frances Yates, Indiana University
East
Floor Managers:
Howard Carter, Southern Illinois
University Carbondale
Yu‑Hui Chen, University at Albany,
SUNY
Melanie Griffin, University of South
Florida
Robin Kear, University of Pittsburgh
Pixey Mosley, Texas
A&M
Sarah McHone‑Chase, Northern
Illinois University
Eric Resnis, Miami University
Luke Vilelle, Hollins University
ALA Liaisons:
Mary Ghikas and Paul Graller
Abstracts Booklet:
Sarah McHone-Chase, Northern Illinois University
2013 Annual Poster Session Application
Information
2013 Annual Conference, Chicago, IL: June
27–July 2, 2013
Applications for presenting poster sessions at the 2013 American
Library Association Annual Conference in Anaheim, CA, will be accepted via the
World Wide Web at:
http://www.lib.jmu.edu/org/ala/
Applications will be accepted between November, 2012 and early January, 2013. Exact dates will be
announced in the fall.
An application form, guidelines for applying, helpful hints, and
photos of sample poster sessions can be found at the Web site.
History:
Poster
sessions were introduced to the American Library Association at its 1982 Annual
Conference in Philadelphia. They are an effective forum for the exchange of
information and a means to communicate ideas, research, and programs.
Poster
sessions may present any of the following:
Ø a report of a research study
Ø an analysis of a practical problem-solving effort
Ø a description of an innovative library program
Poster
sessions cover a broad range of subjects grouped according to such areas as
management, collection development, technology, reference, and library services
to special groups.
Poster
session participants place materials such as pictures, data, graphs, diagrams,
and narrative text on bulletin boards. During their assigned time periods,
participants informally discuss their presentations with conference attendees.
Participants are selected through a double-blind peer review process.
Saturday, June 23, 2012
11:00-12:30
Session II: The Educators: Posters on Distance
Learning, Continuing Education, Library Education, Literacy, and Research
Methodology
Saturday,
June 23, 2012
1:00-2:30
Session III: Outreach: Posters on Interlibrary
Cooperation, Library Services to Special Groups, and Reference and Information
Services
Saturday,
June 23, 2012
3:00-4:30
Session IV: Global Solutions, International Projects
in Libraries
Sunday,
June 24, 2012
11:00-12:30
Session V: Connections: Posters on Cooperation
with Non-Library Institutions and Agencies, Interlibrary Loan, Library Use
Instruction, and Public Awareness
Sunday,
June 24, 2012
1:00-2:30
Session VI: Infrastructure: Posters on
Buildings and Equipment, Management, and Technology
Sunday,
June 24, 2012
3:00-4:30
Saturday, June 23, 2012
11:00-12:30
I
- 1 What VRA Core Can Do for Dublin Core
Meghan Finch, Wayne State University, Detroit, MI (meghan.finch@wayne.edu)
Hosting
digital collections from various institutions can be a challenge when it comes
to metadata standardization and interoperability. Differing schemas and
clashing value vocabularies can make cross-collection searching and sharing
confusing, but different types of resources demand different metadata needs.
Wayne State University’s Metadata and Digital Media Librarian designed an
application profile to help bring the university’s existing hosted digital
collections together in a cohesive way using national standards while still
providing for the potential special needs of varying and often mixed-material
collections. This poster presents the process of assessment from reviewing
existing metadata through to the creation of the application profile. VRA Core
elements related to spatial and temporal descriptors are assessed, selected,
and integrated with Dublin Core to create a more robust schema for use with
cultural heritage digitization projects.
I -
2 Un-Tethered Electronic Resources Management:
Reaching Out Beyond Your Library
Lenore England, University of Maryland University College, Adelphi, MD
(lengland@umuc.edu)
Stephen Miller, University of Maryland University College, Adelphi, MD
(smiller@umuc.edu)
Electronic
resources management (ERM) is a patchwork business of strategically organizing
the interconnectivity of resources, tools, systems, and staff. Coordination is
critical, not only in the library, but throughout the organization. It was
discovered that the purchase of electronic resources was occurring both in the
library and in various departments at the University of Maryland University
College (UMUC). The departments were not coordinating their purchases of
electronic resources, resulting in inefficiencies in cost, licensing, and
staffing. It was then decided to coordinate ERM functions throughout UMUC,
setting up directional changes both in the library and UMUC as a whole. A plan
is proposed to un-tether ERM and set up a central electronic resources
processing unit for the coordination of the acquisition, licensing, and management
of electronic resources by using business process management (BPM) processes
and taking advantage of value chains throughout UMUC. A workflow diagram was
developed to map out the new process between the library, academic departments,
course development, and procurement. Expansion of ERM will result in economies
of scale not previously seen and will, most importantly, ultimately reduce
costs. It will further address issues of quality and consistency of electronic
resources license agreements and enable greater understanding of the curricular
requirements.
I -
3 Nothing to Sneeze At: Lessons Learned While
Creating an Interdisciplinary Digital Repository about the 1918 American
Influenza Epidemic
Julie Judkins, University of Michigan, Ann Arbor, MI (julieju@med.umich.edu)
In
fall 2012, the University of Michigan’s Center for the History of Medicine
(CHM) will launch an open access digital collection of archival and
interpretive materials related to the history of the 1918-1919 influenza
pandemic in the United States. The American Influenza Epidemic of 1918: A
Digital Encyclopedia (AIE) (http://www.influenzaarchive.org) will document the
experiences of 50 diverse communities when influenza ravaged the country and took
an estimated 675,000 lives. The project, awarded a prestigious “We the People”
designation by the National Endowment for the Humanities (NEH), collates 50,000
pages of archival materials gathered by the CHM staff at 140 national
institutions during a multi-year federally funded historical study. This poster
outlines the major challenges faced, including curating and digitizing a
collection of primary sources already rendered as surrogates (photocopies,
microfilm), securing permissions at the national level, keywording the diverse
but narrowly focused materials, collaborating with an interdepartmental team,
and designing a method of user testing. Solutions and strategies put in place
to meet these challenges will also be discussed. The poster features AIE
screenshots, archival images, and charts.
I
- 4 Not Your Mom’s Graphic Novels: Giving Girls
Options Beyond Wonder Woman
Arianna Lechan, Dana Hall School, Dedham, MA (alechan@comcast.net)
Anna Jorgensen, South Elementary School, Quincy, MA (ajjorgensen@gmail.com)
Graphic
novels bring to mind the stereotypical male superhero, swooping in and saving
the damsel in distress. This perception of graphic novels is due, in part, to a
history of male novelists writing specifically for a male audience. Unfortunately,
focus on only the hero in graphic novels ignores the rise of the strong female
protagonist, and of an increasing number of talented female authors and
artists. Librarians who are expanding or creating a graphic novel collection
are provided with criteria for evaluating the positive representation of women
in these novels. An examination of how women have been represented historically
in graphic novels offers librarians additional background helpful in selecting
graphic novels that will appeal to girls. The poster enhances the presentation
with enlarged pages from several recommended titles, visual representations of
women through graphic novel history (1920-2012), and a timeline of the graphic
novel’s development. Resource lists and examples of recommended titles from
multiple genres are provided.
I
- 5 Mapping Atlanta: Building Spatial History
Tools and Digital Resources
Kimberly Durante, Emory University, Atlanta, GA (kaduran@emory.edu)
Erica Bruchko, Emory University, Atlanta, GA (berica@emory.edu)
By
leveraging geospatial technologies to link spatial features with archive and
library collections, historical atlases and other cartographic resources can be
transformed into digital databases and tools for researchers. This session will
explore the organization and operation of a large-scale, collaborative mapping
initiative. It will describe in detail the project’s genesis and iterative
technological implementation, as well as demonstrate how rich content can be
drawn from archives and artifacts using geographic information systems and
applied for use within the university classroom. Issues in digitization,
metadata standards, and system interoperability will be addressed using a
repository architecture solution that provides a flexible and generic method
for object handling, as well as for potential use within linked data
applications.
I
- 6 Library Analytics Toolkit
Carli Spina, Harvard Law School, Cambridge, MA (spina@post.harvard.edu)
As
libraries face increasing economic pressure, statistics are an ever more
important tool for advocating for libraries and promoting the impact libraries
have on their communities. Statistics are also crucial in responding to
shrinking budgets and in developing long-range plans for the future. Through
this project, we researched and developed an open source software tool with the
goal of allowing users to visualize a range of library usage events and
statistics in a fully configurable analytics dashboard. For example, this will
allow users to visualize changes in usage patterns due to evolving patron needs
and will provide support for resource allocation to address these needs. As the
first stage of the development of this software tool, we met with a variety of library
professionals to identify which metrics are most useful, to determine how
information is collected and used, and to identify future trends in library
information analysis. This poster will illustrate the results of the research
stage and demonstrate how library staff may use the resulting software to
better manage and understand their library’s statistics.
I
- 7 IVDb… for Free! Implementing an Open Source
Digital Repository in a Corporate Library
Alicia Verno, Boston Biomedical Consultants, Inc., Waltham, MA
(averno@bostonbiomed.com)
In
2011, Boston Biomedical Consultants, Inc. (BBC), a Boston-based consulting firm
with a focus in the In Vitro Diagnostics (IVD) industry, set an initiative in
motion to create a digital archive of the information collected over its
35-year history in IVD consulting. Overseen by the Information Services
Manager, BBC investigated open source programs to build and maintain a digital
archive of the company’s intellectual property without a large monetary
investment from the firm. Using the DSpace Digital Repository Software, the In
Vitro Diagnostics Database (IVDb) was created, archiving the company’s library
files and providing a searchable online database for staff use in project-based
research. This process included developing an IVD-specific controlled
vocabulary for cataloging, digitizing a variety of physical documents,
purchasing and configuring a server to house the scanned documents and the
DSpace software using Ubuntu Linux, and installing, customizing, and populating
the system. The result has been a user-friendly, robust database that has
proven to be a time-saver for the firm’s staff and a valuable research tool
created with little monetary investment (~$500 in hardware costs).
I -
8 It Takes a Village to Create a State Literary
Map: Future Directions of the Online Literary Map of North Carolina
Jennifer Motszko, University of North Carolina at Greensboro, Greensboro, NC
(j_motszk@uncg.edu)
Kathelene McCarty Smith, University of North Carolina at Greensboro,
Greensboro, NC (kmsmi24@uncg.edu)
Partnering
with the North Carolina Center for the Book, the University Libraries at the
University of North Carolina at Greensboro are developing an innovative online
literary map of North Carolina to support public interests, encourage student
research, and document the state’s rich literary tradition. This unique project
is a database-driven, searchable/browseable, multilevel, multimedia online
research tool which provides an extensive amount of content on works written
about North Carolina and authors associated with the state. Originally designed
for academic researchers, the map has expanded in both scope and content to
include K-12 students, public library patrons, cultural tourists, and readers
of all ages and interests. In the expansion of the audience, the project has
increased collaboration among patrons, librarians, educators, authors, and
prominent members of the literary community within North Carolina. Currently, a
formal launch for the website is planned for the fall of 2012. This poster
presentation will cover the development of the project, statewide collaborative
efforts, and future ventures which include digitization of original manuscript
materials, development of educational curricula and cultural resources, and
sustainability of the map.
I
- 9 Have I Got a Story for You!
Barbara Lupei, Naval Air Warfare Center Weapons Division, China Lake, CA
(barbara.lupei@navy.mil)
Mary Ray, Naval Air Warfare Center Weapons Division, China Lake, CA (mary.ray@navy.mil)
Ann Moorehead, Naval Air Warfare Center Weapons Division, China Lake, CA
(ann.moorehead@navy.mil)
The
Naval Air Warfare Center Weapons Division (NAWCWD) Scientific & Technical
Library at China Lake, CA began presenting storytelling programs in 2004. The
staff produced and videotaped the earliest programs with nothing but
enthusiasm—no extra funding and no extra staffing. With 24 successful programs
completed, the team enjoys sharing their lessons learned and telling stories
about their storytelling experiences. The programs were designed to improve
organizational communication and knowledge capture, but they proved valuable in
many other ways. The library gained networking partners, marketed library
services, and the staff learned new skills. The programs enhanced the
reputation of the library as an asset to the organization. Program topics have
covered weapons development, wartime missions in Kosovo and Vietnam, creating
tethers for the Mars Exploration Rover, local archaeology, and Indian legends
from local tribes. Evaluation methods have included feedback forms,
observation, interviews, and recognition from upper management. This poster
session will include a video montage of great moments from past programs,
marketing materials, lessons learned, and instructions for embarking on a
similar type of program.
I
- 10 Getting Credit for Copy Cataloging: Improving
WorldCat as Well as the Bottom Line
Elaine Franco, University of California, Davis, Davis, CA
(eafranco@ucdavis.edu)
Loretta Firestone, University of California, Davis, Davis, CA
(lbfirestone@ucdavis.edu)
At
the University of California, Davis, there is very little “easy” copy
cataloging these days. What was once handled by beginning copy catalogers is
now outsourced for shelf-ready processing. The loss of librarian positions over
the last few years has meant that copy catalogers are taking more
responsibility for complex copy cataloging. The success of the OCLC Expert
Community project encouraged UC Davis Cataloging and Metadata Services to train
and authorize copy catalogers to enrich, upgrade, and enhance OCLC WorldCat
master records, capabilities previously limited to original catalogers. The
number of master record edits has increased significantly and UC Davis has seen
a dramatic rise in its OCLC credits, resulting in a profitable cataloging
operation. The session will include exhibits of training procedures and
workflows, as well as graphs charting increases in UCD’s OCLC transactions and
credits over several fiscal years. UCD’s experience will provide evidence that
investing in cataloger training and WorldCat enhancement can result in tangible
dividends for individual libraries. This session will be based upon “Copy
Cataloging Gets Some Respect from Administrators,” a presentation at ALA
Midwinter 2012 in Dallas made for the ALCTS CaMMS Copy Cataloging Interest
Group.
I
- 11 From Blockbuster and Netflix to the Academic
Library: Classifying Films by Genre
Maryke Barber, Hollins University, Roanoke, VA (mbarber@hollins.edu)
Hollins
University’s Wyndham Robertson Library is undergoing a current project to
reclassify its film collection from an accession number system to a new
classification, combining genre categorization with LC rules. Because
genre-based categorization is not a current practice for academic library film
collections, the system had to be designed from scratch. This session will
highlight the process, starting with the decision to reclassify based on user
feedback, then research, system design, planning for implementation, and
lessons learned. Attendees will learn why they might want to consider
reclassification, and understand the pros, cons, and potential obstacles for
the project. Images will include decision diagrams, DVD covers, and record
examples; the poster will also include quotes about the film collection from
library patrons.
I -
12 Finding Repositories of Research Data with
Databib
Michael Witt, Purdue University, West Lafayette, IN (mwitt@purdue.edu)
Michael Giarlo, Pennsylvania State University, University Park, PA
(michael@psu.edu)
Marcy Wilhelm-South, Indiana University-Indianapolis, Indianapolis, IN (marcy.wilhelm@gmail.com)
Rachel Newbury, Indiana University-Indianapolis, Indianapolis, IN
(rrnewbur@umail.iu.edu)
With
support from the Institute of Museum and Library Services, the libraries of Purdue
and Pennsylvania State University have collaborated to create Databib: an
online, annotated bibliography of research data repositories. A number of
academic and research libraries are taking an active role in data curation,
applying library science principles to help address the data deluge. Librarians
are helping researchers formulate funder-required data plans, adapting library
practice to help organize and describe research datasets, developing data
collections and data repositories, performing digital preservation, and
teaching data literacy. Librarians are in a good position to provide these
services; unfortunately, there is currently no framework in place to support
the organization and discovery of data repositories. Many funding agencies are
requiring their sponsored researchers to submit their data to repositories
without giving further instructions to them. What repositories are appropriate
for a researcher to submit his or her data? How do potential users find
appropriate data repositories and discover datasets that meet their needs? How
can librarians help patrons who are looking for data find and integrate
datasets into their research, learning, or teaching? Databib
(http://databib.lib.purdue.edu) has been created to help address these needs
for librarians, data users, data producers, publishers, and funding agencies.
I
- 13 Economy Driven Acquisitions: Difficult
Realities, New Potential
Patricia Headlee, Northern Arizona University, Flagstaff, AZ (Patricia.Headlee@nau.edu)
Julie Swann, Northern Arizona University, Flagstaff, AZ (Julie.Swann@nau.edu)
Sandra Lahtinen, Northern Arizona University, Flagstaff, AZ
(Sandra.Lahtinen@nau.edu)
A
commitment to support distant students with electronic content, a shrinking
state budget, and inflation led Cline Library at Northern Arizona University
(NAU) to allocate the majority of the acquisitions budget to continuing
resources; meanwhile, the monograph collection languished, dated and
irrelevant. Traditional collection development became a remote luxury since
monographic funds were stretched to cover content needed for specific courses.
Financial constraints forced the analysis and rejection of former acquisition
models and led to processes that updated library content and supported user
information needs while expending fewer library resources. After evaluating
Purchase on Demand (PDA) models, NAU selected one that best meets University
needs. Based on subject profiles, 45,000 records were added to the catalog and
the real work of maintenance and monitoring funds began. Webinars and previous
experience facilitated planning for record maintenance, but as the process
progressed unforeseen challenges arose. Success of the unmediated acquisitions
pilot was determined by statistics, rate of expenditure of funds, and
suitability of titles purchased. The poster features statistics and graphs that
represent the criteria used for evaluation and includes valuable considerations
for planning and process development that can be applied to future user driven
acquisition models.
I -
14 Dueling Systems: Why the Bookstore Model of Classification
Beat Out the Dewey System in an Elementary School Library
Holli Buchter, St. Vrain Valley School District, Longmont, CO
(buchter_holli@svvsd.org)
Red
Hawk Elementary, the newest elementary school in the St. Vrain Valley School
District, located in Longmont, Colorado, is our pilot school using the
Bookstore Model instead of the Dewey Decimal System. The school opened in
August 2011 and the impact on students, staff, parents, and district leadership
has been transformative. This library is one of a kind in the United States. It
is impacting school libraries, principals, and teachers across the country. The
session will include the details of why this model was chosen, the
transformative searching changes that have occurred for students and staff. The
session will also include an analysis of the data that has been collected over
a two year time frame. A longer version of this session was presented at AASL
in October 2011. The presentation will be via slide show with handouts, photographs,
and charts showcasing the data.
I -
15 Developing a Downloadable Audiobook Collection
in an Academic Library
Amy Baptist, Southeastern Louisiana University, Hammond, LA (amy.baptist@selu.edu)
Downloadable
audiobooks are a relatively new addition to the ever-widening world of
electronic resources available in libraries. Instead of checking out audiobooks
as physical CDs, patrons are able to access them as digital audio files through
the library’s website. Once the patron “checks out” the audiobook online, it
can be downloaded to a home computer, laptop, or a variety of portable
listening devices (such as iPhones). Seeing electronic audiobooks as
potentially very helpful for college students, two academic librarians at
Southeastern Louisiana University developed a small collection as a pilot
project for their library. This poster session illustrates their experience
with starting the project, including the various questions and choices they
encountered. How should a provider be chosen? What if funding is not available
for a subscription service? Can the audio files be downloaded to any of the
different mobile devices library users may own? The poster also highlights the
selection process and the efforts the librarians made to choose audiobook
titles that would be most relevant to academic coursework. The poster session
will feature portable listening devices with selected audio clips in order to
demonstrate usability and sound quality to attendees.
I -
16 Check Out Science in the Library: How Library
Kits Help Families Share Science
Helen Bloch, Oakland Public Library, Oakland, CA (hibloch@yahoo.com)
Juvenile
library collections should contain interactive materials related to science.
Three years ago Oakland Public Library entered into a partnership with Lawrence
Hall of Science to create science kits for libraries. Geared toward grades 1-5
and covering a wide range of topics from bird beaks to oil spills, these kits
contained: an age-appropriate book, an experiment journal which users kept,
detailed instruction sheets outlining the experiment, any needed scientific
aids, e.g. a magnifying glass, and a free pass to the museum so that
participants could further explore science. Oakland Public Library created and
included in the kits a bibliography of other recommended titles that children
could check out. An annual science festival was created at each participating
library to introduce the kits and spur interest. Evaluation and measurement of
this project was accomplished by tracking usage of kits and participation at
science festivals. Kit users, festival participants, and library staff were
interviewed and asked to fill out written questionnaires. Session participants
will bring kits for examination and will set up one or two experiments from the
kits which attendees can try. Photos of past science festivals and evaluation
data will be available on the posters and in electronic formats.
I
- 17 Alternate Digital Access Points: An
Experiment with Providing Access to Archival Video Through a Repository and
YouTube
Wade Garrison, University of Kansas Libraries, Lawrence, KS (wadeg@ku.edu)
In
2010, I undertook a project to help a scholar in Department of Film and Media
at Kansas provide online access to his research data, hundreds of video
interviews he conducted over the last 30 years with major actors, directors,
musicians, and entertainers. Using our digital repository, KU Scholarworks,
built on Dspace, the videos were converted to appropriate formats and uploaded
under a creative commons license. In 2011, after over 100 videos had been
uploaded to the repository, I experimented with placing a subset of 34 videos
on YouTube in order to compare the usage statistics that Dspace generated
against those of YouTube. I was sure we were missing an audience but wanted to
have some idea of its size. Both resources are discoverable through searching
Google. However the smaller set of 34 videos on YouTube has received over
100,000 views compared with only a few thousand for the current set of over 150
videos in the repository. These results seem to indicate that making this
resource widely available means providing access and ensuring discoverability
through multiple channels and methods. Neglecting to provide multiple access
channels, particularly for media, may deny thousands the chance to discover
materials.
I
- 18 QR Codes: If You Code It, Will They Scan?
Jason Coleman, Kansas State University, Manhattan, KS (coleman@k-state.edu)
Leo Lo, Kansas State University, Manhattan, KS (leolo@k-state.edu)
Danielle Theiss, Rockhurst University, Kansas City, MO
(danielle.theiss@rockhurst.edu)
Jessica Hammond, MOBIUS, Columbia, MO (jessica@mobiusconsortium.org)
Although
QR codes (a type of two-dimensional barcode) have begun proliferating in
libraries, relatively little is known about what patrons think of this
technology or how it can benefit them. To address this gap, Kansas State
University Libraries and Rockhurst University’s Library conducted a short
online survey, five focus groups, and two pilot studies during the 2011
calendar year. This poster presents graphical summaries of the data gathered
from these explorations and includes a section listing key conclusions and
lessons learned. It also depicts many of the materials used to conduct the
investigations, including: the display sign and take-away cards used to recruit
survey participants; a screenshot of the online survey; the 11 QR code sign
variants used in the focus groups to gain insight into patrons’ design
preferences; the three signs used in the focus groups to compare how long it
takes to use a QR code, a long url, and a short url on a mobile phone; the
navigational QR code sign used in the focus groups; the QR code signs deployed
during one of the pilot studies; and the QR codes integrated into Rockhurst
University’s Library OPAC along with a summary of how that integration was
accomplished.
I -
19 Picture Perfect: A Practical Guide to Using
Flickr at Your Library
Gayatri Singh, University of California, San Diego, La Jolla, CA
(gasingh@ucsd.edu)
The
UC San Diego Libraries created a Flickr account in 2008 to use as a
student-focused participatory outreach tool, and to act as a depository for
images. Staff usage of the site was stagnant due to internal guidelines,
including a picture release form required for every image with people it in.
Staff noticed that students were taking pictures of themselves and others in
the library and posting them to their public Twitter, FourSquare, and Facebook
accounts, so it seemed current students were comfortable with sharing images of
themselves online. After reviewing the literature in 2010, the Libraries
adopted a Web 2.0 sensibility that translated into an increased use of the
account. As more images were uploaded, the account generated more activity
(comments and favorites). Using images from our account, this poster will
highlight the ways in which the Libraries use Flickr: to promote exhibits and
events, to highlight past events, and as a tool for library advocacy, virtual
tours, image storage, etc. It will share our informal ground rules that guide
our practice. This poster will also present findings of a literature review
that examines privacy issues and Libraries posting images of their users on
Flickr or other photo sharing sites.
I -
20 Using Drupal as an Information Resource
Platform: The Celebrating New Mexico Statehood Project at the University of New
Mexico Libraries
Kevin Comerford, University of New Mexico, Albuquerque, NM (kevco@unm.edu)
2012
marks the first 100 years of New Mexico statehood, and as part of the
centennial celebration the University of New Mexico Libraries have developed a
centralized web-based search and retrieval system that enables users to access
information about New Mexico culture and history in the form of books,
journals, archival papers, photographs, audio, and video—resources held at more
than a dozen institutions across the state and cataloged online in a variety of
disparate information systems. It was also important to engage site users and
encourage them to upload their own photographs and share their local knowledge
about New Mexico history. To meet these requirements the UNM Libraries selected
the open source content management system, Drupal, to serve as the platform
upon which this resource would be built. The product of this effort is
Celebrating New Mexico Statehood (http://nmstatehood.unm.edu), an official
project of the New Mexico State Centennial. This poster will present some of
the key conceptual and technical issues encountered while developing the
Celebrating New Mexico Statehood website using Drupal 6.X, including content
type design, implementing social media features, importing text and media
elements, and site organization.
Session
II: The Educators: Posters on Distance Learning, Continuing Education, Library
Education, Literacy, and Research Methodology
Saturday, June 23, 2012
1:00-2:30
II -
1 iP*ds in the Elementary Library
Tabitha Johnson, The School at Columbia, New York, NY (mjohnson@southoldufsd.com)
Having
a hard time figuring out how to use iP*ds in your library? This poster will
explain how iP*ds have changed the curriculum at The School at Columbia
University. Over the last two years, we have integrated iP*ds into our daily
lives from kindergarten through fourth grade. This will include the best apps
to use for storytelling, reading, and assessment, as well as showing how these
were included in practice.
II -
2 Remembering the “Student” in Student Assistant:
The QR Codes Action Research Project
Stephanie Rosenblatt, California State University, Fullerton, CA (srosenblatt@fullerton.edu)
Alnas Zia, California State University, Fullerton, CA (a.xya87@gmail.com)
Mandy Bruns (mandyle2007@yahoo.com)
Lacey Hague (musicalx3@csu.fullerton.edu)
Academic
libraries underutilize one of their most plentiful resources: the intellectual
abilities of undergraduates. Student library employees complete a wide range of
tasks but this work doesn’t often engage students’ critical thinking skills—skills
that librarians work hard to develop when they see the same students in the
“front of the house.” In January 2010, the service desk on the fourth floor of
the library was closed. This floor houses 11 separate collections, making navigation
of the space confusing. Suddenly, an area that was supported with 115 student
staff hours was supported with 20. Two years later, three students working on
the floor came up with a list of questions they were frequently asked by
patrons and decided to try providing this information using QR Codes. The
poster session will document the process the supervising librarian and student
workers used to evaluate if QR codes would be used by patrons. The students
plan to use click-throughs and other usage statistics to determine if student
patrons will use QR codes and which type of codes are most popular. Once this
data is collected, the students will survey patrons via the Web and in-person
to determine if the codes are useful.
II -
3 Creating an Interactive and Engaging Subject
Guide with SpicyNodes
Sheau-Hwang Chang, Bridgewater State University, Bridgewater, MA
(schang@bridgew.edu)
SpicyNodes
is a newly developed web authoring tool that allows teachers, librarians, and
users in other trades to create interactive resource guides on any topic for
various purposes. It employs radial-map visualization technology that can offer
end-users the opportunity to explore and learn complicated concepts or subjects
with ease. A radial-map basically consists of trees and graphs functioning like
a spider web. Users can move freely from node to node in any direction they
wish. It is similar to a concept map search engine provided by some database
vendors, for example Credo Reference database’s visual search. Each tree node
can be displayed like a simple web page containing hyperlinks pointing to an
image, a video clip, and/or a source page accessible on the Web. A node can
also link to other nodes covering the same area within the map. Like other
social network Websites, SpicyNodes also provides sharing, collaboration, and
website embedding features. This poster will demonstrate a subject guide
created with this tool for a second year seminar course entitled “Japan through
Literature and Films” taught at Bridgewater State University in Massachusetts.
Pros and cons of this tool and the subject guide will be examined.
II - 4 Starting
from Scratch: Better Assignments Make Undergrads into Better Researchers
Stephanie Otis, University of North
Caroline – Charlotte, Charlotte, NC, sotis@uncc.edu
Alison Bradley, University of North
Caroline – Charlotte, Charlotte, NC, adbradle@uncc.edu
Library
instruction seeks to improve students’ research skills and increase student
engagement in the research process. The design and structure of an assignment
often limits librarians’ ability to help their classes develop good search
habits and strong research skills. In this project, librarians work together
with course instructors to design research assignments that engage students in
the research process. In addition, students benefit from a semester-long,
structured relationship with a subject librarian focused on a specific learning
activity. Instructors participating in this program work closely with
librarians to consider the clarity, purpose, and scope of their assignments as
they review and redesign research activities for their course with student
success in mind. Librarians will also develop and offer scaffolded learning
activities that guide students to use and evaluate scholarly information
effectively. Learn how we worked to build closer collaborations with teaching
faculty and reached new levels of engagement with our students as a result.
Evaluation of students’ final projects and survey of students and faculty
involved will show the success of this pilot project.
II -
5 Weaving Successful Partnerships: Creating a
Sustainable Family Literacy Program
Liana Juliano, American Indian Library Association, El Monte, CA
(lj12116@yahoo.com)
Lessa Pelayo-Lozada, Asian Pacific American Librarians Association, Rolling
Hills Estates, CA (lessalozada@gmail.com)
Talk
Story: Sharing Stories, Sharing Culture, is a joint project between the
American Indian Library Association and the Asian Pacific American Librarians
Association that started as part of ALA 2009-2010 President Camila Alire’s
Family Literacy Focus Initiative. Our goal was to develop a replicable program
model that was simple, sustainable, and scalable for libraries of all sizes. We
sought to build self-esteem and cultural identity in our children, while
sharing knowledge and fostering an understanding of cultural diversity to
children of all backgrounds. Talk Story: Sharing Stories, Sharing Culture, is a
literacy program that reaches out to Asian Pacific American and American
Indian/Alaska Native children and their families. The program celebrates and
explores their stories through books, oral traditions, and art to provide an
interactive, enriching experience. The program has been able to continue
through grants from AILA and APALA. To date, eight Talk Story grants have been
awarded. The session will highlight materials created for the program,
including its website, and feedback from past grant winners. We will also share
how we were able to find outside sponsorship from Toyota Financial Services so
we could offer more grants to libraries and community organizations.
II -
6 Using Academic Digital Collections to Enrich
K-12 21st Century Learning
Linda Teel, East Carolina University, Greenville, NC (teell@ecu.edu)
Hazel Walker, East Carolina University, Greenville, NC (walkerh@ecu.edu)
Primary
sources are key to the success of 21st century learners. This poster session
will share strategies of a kindergarten-12th grade educational component
integrated into three successful academic library digitization projects
developed using grant funding provided by the North Carolina Exploring Cultural
Heritage Online (NCECHO) Heritage Partners. “The Eastern North Carolina Digital
Library” (http://digital.lib.ecu.edu/historyfiction/), “Seeds of Change: The
Daily Reflector Image Collection” (http://digital.lib.ecu.edu/reflector/), and
“North Carolina State Government Publications Collection” (http://www.ncgovdocs.org/)
provide appealing, accessible, and historically significant primary and
secondary resources usable in all areas of the kindergarten-12th grade
curriculum making history come alive in the classroom. Presenters will share
first-hand experiences based on planning, implementation, marketing, forming
partnerships, grant writing techniques, focus groups, teacher workshops, lesson
plan activity development and promotional strategies. Lessons learned during
the process of the implementation of the kindergarten-12th grade educational
components for all three projects will also be highlighted.
II -
7 Teaching with Google
Robin Amado, University of Wisconsin – Madison, Madison, WI (amado@wisc.edu)
Anjali
Bhasin, University of Wisconsin – Madison, Madison, WI (bhasin2@wisc.edu)
Carrie
Wolfson, University of Wisconsin – Madison, Madison, WI (cwolfson@wisc.edu)
Maegan
Heindel, University of Wisconsin – Madison, Madison, WI (mheindel@wisc.edu)
In
spring 2012, UW-Madison MERIT Library offered six instructional technology
trainings to Madison Metropolitan School District schools including Sennett
Middle School and Lincoln Elementary. As a new initiative, the trainings
focused on equipping teachers to use technology to aid in the construction of
knowledge. Trainings focused on using Google Applications including but not
limited to Google Earth, Google Books, and Google Documents for peer review,
self-graded quizzes, games, and more. In addition, library staff also provided
training on using Interactive White Boards to create active and collaborative
lesson plans that enhance knowledge and critical thinking skills.
II -
8 Making a Good Thing Better: Increasing Demand
for One-on-One Information Literacy Instruction at Grinnell College
Phillip Jones, Grinnell College, Grinnell, IA (jonesphi@grinnell.edu)
Cecilia Knight, Grinnell College, Grinnell, IA (knight@grinnell.edu)
Laureen Cantwell, Grinnell College, Grinnell, IA (cantwell@grinnell.edu)
Come
learn why Grinnell College Libraries enjoyed a 60% increase in the number of
Library Labs, our customized research appointments, during fall 2011. Research
consultations are well established instructional options in many academic
libraries and have been offered at Grinnell for nearly 20 years. In this poster
session, we will show how we promote, conduct, and assess our one-on-one
information literacy sessions on topics such as analysis of the Occupy
Movement’s protest signs, Aztec blood symbolism, and gender equity indices.
We’ll also illustrate the positive connection between Library Labs and our
classroom instruction as well as plans for expanding this successful one-on-one
instruction option beyond the reference desk—to librarians’ offices, special
collections, and academic support centers across campus—while maintaining its
effectiveness.
II -
9 Librarians and Peer Mentors: A Collaborative
Approach to Library Instruction
Theresa Carlson, Northern Arizona University, Flagstaff, AZ
(theresa.carlson@nau.edu)
Kevin Ketchner, Northern Arizona University, Flagstaff, AZ
(kevin.ketchner@nau.edu)
This
poster outlines how librarians collaborated with the Honor’s Program to
integrate information literacy skills into first year Honors curriculum. In the
Honors Program all sections include a peer mentor (GURU), an experienced
undergraduate student. Our approach in this project combined GURU led classroom
instruction with library created digital content to form an integrated
instructional approach. Peer mentors and faculty were able to explore new ways
to integrate information literacy instruction directly into the course to move
content beyond the traditional 50 minute library instruction session. As
experienced learners, GURUs are able to understand the research difficulties of
first-year students. After surveying the GURUs to determine what questions or
issues they encountered while doing library research, the library created
online modules for the students to use at their point of need. Accompanying
each library module is an instructor’s guide that offers suggestions and
additional resources. The GURUS guided the instruction process, facilitated
activities and served as a resource to the students using the online content.
This model of novice (freshman), experienced (GURU) and expert (librarian)
aligns our efforts between learning objectives, learning opportunities, and
assessment.
II -
10 Librarian-Faculty Collaborations in Assessing
Student Information Literacy Skills
Antonia Olivas, California State University, San Marcos, CA (tolivas@csusm.edu)
As
initiatives to include information literacy into higher education curriculum
increases, skills such as classroom management, lesson planning, and assessment
that promotes lifelong learning are becoming increasingly important for
academic librarians to possess. Within the last 20 years, academic reference
librarian positions began including instruction as a large part of their job
duties. However, a majority of library
schools appear to offer little to no courses in teaching information literacy.
With nearly half of the teaching workforce of the United States quitting their
traditional K-12 careers, and an expected 45% of academic librarians reaching
the age of 65 or older this decade, there is an immediate opportunity to
recruit former K-12 teachers into positions of academic librarianship,
particularly within the field of Information Literacy. This research will
reveal several factors contributing to the career change of former K-12
teachers (current academic librarians) and how they use their former K-12
training in higher education classrooms.
II -
11 Happy RAILS to You: Using Rubrics for
Authentic, Reliable, and Convincing Learning Assessments
Megan Oakleaf, Syracuse University, Syracuse, NY (moakleaf@syr.edu)
RAILS
(Rubric Assessment of Information Literacy Skills) is an IMLS-funded, three-year
project designed to help academic librarians assess student information
literacy skills exhibited in “artifacts of student learning” like research
papers, presentations, worksheets, portfolios, or reflective journals. Using
the AAC&U VALUE rubrics and the ACRL information literacy standards as
starting points, RAILS assists librarians who seek to create campus-specific
rubrics, “norm” them for use with multiple raters, and gather results data that
inform instructional improvements. Of interest to both academic and school
librarians, the RAILS project advances the use of direct, authentic assessments
of information literacy learning, as well as trains librarians to score
learning artifacts reliably over time or across student groups. This poster
will 1) report the rubric results of 10 higher education institutions that
participated in RAILS from 2010-2012 using graphs and charts, 2) share a list
of rubric “best practices,” 3) communicate research-based strategies for
norming rubrics with multiple raters, 4) supply RAILS publications and
tip-sheets, and 5) employ laptops to demonstrate the RAILS website
(www.railsontrack.info), including its tested training materials and rubric
clearinghouse.
II -
12 Faculty Case Tracker: An Online Tool for
Effective Outreach
Irene Ke, University of Houston, Houston, TX (ijke@uh.edu)
Beth German, University of Houston, Houston, TX (emgerman@uh.edu)
Sean Watkins, University of Houston, Houston, TX (slwatkins@uh.edu)
With
daily competing priorities, it has been a challenge for many liaison librarians
to keep up with the research interests and teaching activities of every faculty
member. However, in order to provide the most relevant services to faculty, it
is absolutely essential that we indeed have a good grasp of the priorities of
our faculty and maintain an up-to-date record of our interaction with them. To
address this challenge, two departments at the University of Houston Libraries,
Web Services and Liaison Services, worked collaboratively to create a friendly
software program that allows librarians to store, update, search faculty
information, and track their activities. The same program can also assist
librarians to disseminate information to targeted faculty members efficiently.
This poster will discuss the development of the program and the collaboration
process of two library departments. Presenters will give a demonstration on how
the program works, and how it supports our work on instruction, outreach, and
collection development.
II -
13 Every Child Ready to Read @ LAPL
Eva Mitnick, Los Angeles Public Library, Los Angeles, CA (emitnick@lapl.org)
Natalie Cole, Library Consultant, Los
Angeles, CA (nataliecole1@gmail.com)
Cindy Mediavilla, Library
Consultant, Culver City, CA (cmediavi@ucla.edu)
The
Los Angeles Public Library’s Reading Readiness Plan tasks library staff with
empowering parents, caregivers, and teachers to build a literate Los Angeles.
In response, librarians are partnering with schools, early education centers,
and other community groups to offer Every Child Ready to Read @ your library
workshops in their neighborhoods. LAPL has evaluated workshops in six
communities using surveys, focus groups, and observation. As a result, the most
successful formats and techniques are being codified and implemented in
communities across the city. Our poster will describe our successes and the
lessons we have learned. We will discuss our most successful workshop
techniques and methods of evaluation. And we will demonstrate the impact that
Every Child Ready to Read @ your library workshops are having in Los Angeles.
II -
14 Evaluating Information: Using an Instructional
Scaffolding Activity to Facilitate Student Learning
Rachel Radom, University of Tennessee, Knoxville, TN (rradom@utk.edu)
Rachel Gammons, University of Tennessee, Knoxville, TN (rgammons@utk.edu)
Librarians
have designed a number of information evaluation methods to use in library
instruction (e.g., the CRAAP test from California State University, Chico).
Instruction librarians and staff at the University of Tennessee (UT) Libraries
have implemented a new information evaluation method based on the 5 W’s (who,
what, when, where, why, how). This technique is currently used in UT
undergraduate English composition library instruction sessions. The 5 W’s
method is influenced by the educational theory of instructional scaffolding, a
teaching strategy that builds off a student’s previous knowledge, provides
students with simple tools to apply to increasingly complex tasks, and prepares
students for independent learning through recall and familiarity. Our poster
will compare this new method to existing information evaluation methods and
will also discuss preliminary results from a study focused on student recall of
the method and value placed on the method by English composition instructors.
II
- 15 Distance Learning Library Services at Urban
and Metropolitan Universities
J B Hill, University of Arkansas at Little Rock, Little Rock, AR
(jbhill@ualr.edu)
Lisa Li, University of Arkansas at Little Rock, Little Rock, AR (hxli@ualr.edu)
Carol Macheak, University of Arkansas at Little Rock, Little Rock, AR
(cimacheak@ualr.edu)
All
academic libraries have as their core missions serving the students, faculty,
and staff of their institutions. With the advent of distance learning,
institutions have needed to further commit to providing an appropriate level of
library services to remote, nontraditional learners. The library profession’s
commitment to serving distance learners has resulted in the promulgation of a
series of standards since 1963, including the 2008 ACRL Standards for Distance
Learning Library Services. With these Standards as a guide, libraries have
established their local organizations, policies, and services to meet their
unique user populations and library resources. Urban and metropolitan
universities differ from more traditional institutions as they often serve a
largely nontraditional population of part-time students, taking courses
on-campus, off-campus at remote locations, and increasingly online. With this
online population, there is a blurring of “distance learners” and more
traditional “on-campus learners.” This presentation reports on a survey of
libraries at the member institutions of the Coalition of Urban and Metropolitan
Universities (CUMU) and identifies the services, activities and policies that
urban and metropolitan libraries have developed to provide library resources to
their online and distance learners. Survey results will be presented in a
variety of graphs.
II -
16 Class Guides in Bloom (Bloom’s Revised and
Digital Taxonomies, That Is)
Nancy Noe, Auburn University, Auburn, AL (noenanc@auburn.edu)
Springhare’s
LibGuides, and the ability to create class and course guides using the system,
have resulted in an explosion of class/course pages. Librarians are expending
time and effort on creating pages. In addition, given the collaborative nature
of the tool, librarians are freely sharing (and copying) pages at an amazing
rate. Yet outside of page count hits, it appears that little is being done to
assess the effectiveness of these pages. Bloom’s Revised Taxonomy and Bloom’s
Digital Taxonomy provide framework for reviewing and considering class/course
guide content and its relationship to information literacy student learning
outcomes. This extensive survey of over 500 pages from eight southeastern land
grant institutions, along with two historically black colleges in the region,
provide a number of data points for discussion, including a percentage
breakdown of where pages fall in terms of the taxonomies, the prevalence of
information literacy learning outcomes, prominent vocabulary used by the
creators, and whether or not active learning or student assessment/feedback is
included within the guides.
II
- 17 Capitalizing on University Resources for Easy
and Economical Information Literacy Assessment
Eric Resnis, Miami University, Oxford, OH (resnisew@muohio.edu)
ePortfolios
continue to gain strength in higher education as a viable and relatively quick
method for assessment of student work. Miami University (Oxford, OH) recently
implemented Chalk & Wire as its ePortfolio system for the entire campus.
The libraries have partnered with several departments to utilize ePortfolios
for the assessment of information literacy skills. Student work from those departments
is automatically forwarded to a team of librarians that assess the work using a
revised version of the information literacy rubric developed by the American
Association of Colleges and Universities (AAC&U). What is unique about this
process is that the artifacts are not tailored to the library or to the
information literacy rubric. Now in its third year, this project has provided
extremely valuable and robust data regarding the information literacy skills at
Miami. It assists in developing a baseline for students, and helps us to see
progression in information literacy as students move through the curriculum.
The assessments have provided data on which classes need further assistance
with research assignments, classes that need syllabi revised to better assist
students in the research process, and has helped us to easily identify classes
and assignments that can serve as a model to others.
II
- 18 Brick by Brick: Legos in the Library
Tess Prendergast, Vancouver Public Library, Vancouver, BC (bxbtessa@yahoo.ca)
Lego
programs have been springing up in children’s libraries and have proved to be
an effective way to blend a hands-on play with literacy. The type of play that
Lego inspires is linked to many of the same kinds of skills needed to build
literacy/reading ability. Lego programs can be adapted to almost any library
space or schedule and are great ways to meet new families, especially those
with children who are reluctant readers. Also, Lego’s current popularity in
children’s publishing (mainly early readers) makes it extremely easy to connect
the playtime aspect of Lego programs to your book collection. Also, libraries
can promote the value of open-ended and often cooperative play, all while
encouraging spatial, sequential, and problem-solving skills. Lego programs at the
Vancouver Public Library, and many other sites across North America, have
proven to be a great addition to school-age programs, making the library a
favorite destination for a diverse range of kids week after week. This poster
session will provide visitors with a solid rationale for providing Legos in the
library, as well as ideas about how to acquire Legos, program planning ideas,
booklists, and great pictures. Get building!
II
- 19 Assessment into Action: Meeting the Needs of
Adult Learners
Joe Hardenbrook, University of Wisconsin-Green Bay, Green Bay, WI
(hardenbj@uwgb.edu)
What
do you do with students you rarely see in the library? University of
Wisconsin-Green Bay has a growing adult learner population, most of which take
classes solely online. Reaching these students can be challenging. Librarians
conducted an assessment of adult students to investigate their needs. This
poster session will focus on the assessment results and the outreach plan put
into place. It will highlight several initiatives, including librarian-faculty
collaboration with introductory courses, the embedded librarian program, and
the targeting of library services to adult students. It will also address using
data to argue for increased budgetary support and collaboration with offices
outside the library. Based on preliminary feedback from students and faculty,
an increase in reference questions, as well as high usage statistics from
librarian-created tutorials and discussion boards, the outreach plan is
working. The poster session will include charts of the assessment data,
handouts of the assessment tool, teaching and marketing materials (LibGuide,
tutorials, newsletters), and photographs of embedded librarian best practices.
II -
20 Recruiting Future Librarians with Diverse
Backgrounds: A Collaborative Project at Ten University Libraries in North
Carolina
Sha Li Zhang, University of North Carolina at Greensboro, Greensboro, NC
(slzhang@uncg.edu)
Recruiting
librarians with diverse backgrounds remains a challenging task for the library
community in the U.S. The ALA Diversity Counts Report in 2007 states that the
field is not recruiting or graduating enough ethnic minority librarians to
replace the number expected to retire in the next two decades, highlighting the
need to recruit the next generation of librarians with diverse backgrounds. In
responding to this call, the University Libraries and the Department of Library
and Information Studies (LIS) at the University of North Carolina in Greensboro
(UNCG), in collaboration with 10 academic libraries in North Carolina, have
created the Academic and Cultural Enrichment (ACE) Scholars Program which was
funded by an IMLS grant in June 2008 and June 2010 respectively. This
collaborative project assists with recruitment of students with diverse
backgrounds to the LIS Department at UNCG, provides the students with
internship opportunities, connects the students with experienced academic
librarians for mentoring, and offers them cultural enrichment activities during
their two-year MLIS program. This session will present the implementation of
the IMLS funded project and provide updates on the progress of the program
since its beginning in 2008.
Session III: Outreach: Posters on
Interlibrary Cooperation, Library Services to Special Groups, and Reference and
Information Services
Saturday, June 23, 2012
3:00-4:30
III -
1 Calling Yesterday, Texting Today: Starting a
Text a Librarian Reference
Gayatri Singh, University of California, San Diego, La Jolla, CA
(gasingh@ucsd.edu)
Amy Butros, University of California, San Diego, La Jolla, CA
(abutros@ucsd.edu)
Current
research references the increase of mobile devices amongst college students.
Students use their mobile devices as calendars, phones, cameras, etc. According
to the Pew Research Center’s Internet & American Life Project 2010, 96% of
undergraduates have a cell phone. The report states, “Text messaging has become
the primary way that teens reach their friends, surpassing face-to-face
contact, email, instant messaging and voice calling as the go-to daily
communication tool for this age group.” If libraries want to meet users where
they are, text messaging seems like an obvious choice. The UC San Diego
Libraries, aware of the changing environment, were wary of adding a new service
when we have less staff and resources available. This poster discusses the UCSD
Libraries Text a Librarian service pilot. This poster will highlight and share
the implementation, staffing, marketing plans, and evaluation of the service.
Many factors lead to a successful pilot. Once users add us to their list of
contacts, sending a question is easy. We used a team of librarians and staff as
well as an email notification system to spread the workload around so one
person or unit was not overwhelmed. Using an online product helped ensure
everyone had easy access to the tool.
III -
2 Environmental Scan of Off-Site Reference in
Academic Libraries
Elizabeth Stephan, Western Washington University, Bellingham, WA (Elizabeth.Stephan@wwu.edu)
Penny Scott, University of San Francisco, San Francisco, CA (plscott@usfca.edu)
Taking
library services outside of the library seems to be a growing trend in academic
libraries, but is it really? In 2011, the authors conducted an online survey of
academic libraries to measure if and how off-site reference is being utilized
in academic libraries in order to provide a snapshot of current and past
off-site reference trends. Broken down into four sections, the poster will look
at the four questions asked of survey participants: Those who currently hold
off-site reference hours, those who have held off-site reference hours in the
past but stopped, those who have never held off-site reference hours in the
past but plan to offer them in the future, and, finally, those who have never
held off-site reference hours and would not consider it in the future. The
poster will present, among other things, how programs were developed, if they
were individual or library-wide programs, why programs stopped, and why people
weren’t interested in holding off-site hours.
III -
3 Measuring Anonymity in Academic Virtual
Reference
Karen Sobel, University of Colorado Denver, Denver, CO
(karen.sobel@ucdenver.edu)
Kristin Grabarek Roper, Denver Public Library, Denver, CO
(kroper@denverlibrary.org)
How
much do librarians really know about the demographics of their virtual
reference patrons? The authors of this study staffed virtual reference at the
Auraria Library, a multi-institutional academic library in Denver. They sought
to discover how much information about identity patrons chose to provide during
transactions that were theoretically anonymous. They kept in mind the idea that
virtual reference patrons may or may not have quite the same demographics as
those that they see at the reference desk or in the library instruction
classroom. To help answer their questions, the authors developed a matrix for
collecting and analyzing personal identifiers (such as year in school,
non-native English speakers, and majors). The data they gathered helped them
and their colleagues to know more about which patron groups chose to reach out
for assistance via virtual reference. The authors believe that the matrix and
process they have developed can serve as a model for colleagues at any
institutions that provide anonymous virtual reference.
III -
4 Roam Where You Want To: Roving Reference in a
Large Public University
Ava Iuliano, Florida International University, Miami, FL (aiuliano@fiu.edu)
Marissa Ball, Florida International University, Miami, FL
(marissa.ball@fiu.edu)
Kathryn Corrigan, Florida International University, Miami, FL (kathryn.corrigan@fiu.edu)
Lauren Christos, Florida International University, Miami, FL
(lauren.christos@fiu.edu)
George Pearson, Florida International University, Miami, FL
(george.pearson@fiu.edu)
Susan Weiss, Florida International University, Miami, FL (susan.weiss@fiu.edu)
Embracing
the freedom provided by tablet computer technology, librarians in academic
libraries all over the country are implementing “roving” reference programs to
better meet the information needs of their students. While each academic
library is unique, common forces, such as student enrollment, campus size, and
staff resources influence the creation and implementation of roving reference
programs. This poster session provides a case study for roving reference in the
urban, multi-campus library system of Florida International University. FIU
Librarians will discuss the challenges and benefits of roving reference in a
large, public university environment. FIU Libraries contains two distinct
face-to-face reference models. In addition to the roving program, the larger
campus library provides traditional reference desk services, while the smaller
campus library relies on a consultation model. Comparative analyses of the two
different models within a single university system provide insight regarding
how roving reference service meets student needs. Constraints to references
services due to staff, budget, space, and time, have prompted FIU librarians to
transform reference services while effectively utilizing resources. In
responding to student demands for point-of-need, face-to-face services,
librarians transform reference interviews into active and personalized library
experiences.
III -
5 Using Customized Descriptive Codes and Text
Analysis to Measure Service Process and Enhance Value in Virtual Reference
Services
Christine Tobias, Michigan State University, East Lansing, MI
(tobiasc@mail.lib.msu.edu)
The
number of questions received in the virtual reference service at the Michigan
State University Libraries has significantly increased since the service was
implemented in 2006. In 2010, an assessment plan was implemented to continually
and quantitatively evaluate the service process of virtual reference. To gain a
better understanding of how and why the virtual reference service is used,
customized descriptive codes are assigned to each virtual reference question to
define the types of questions being asked. Preliminary statistical analysis of
customized descriptive codes in transcripts from 2009-2010 showed that virtual
reference is most often used as a research service point. In 2012, the virtual
reference assessment plan will expand to include a qualitative text analysis of
a systematic sample of chat and instant messaging transcripts. Such extensive
analysis should show how the usability of the MSU Libraries’ website and the
transparency of library services can be improved to enhance the research experience
for users of virtual reference. This poster describes the framework and
methodology of the virtual reference assessment plan and displays the
preliminary analysis and results which confirm the use of virtual reference as
a valid and valued research service point.
III -
6 Captive Audiences: The Rather Snarky “Stall
Street Journal” and Student Outreach
Britt McGowan, University of West Florida, Pensacola, FL (bmcgowan@uwf.edu)
In
April 2010, the University of West Florida Libraries Marketing & Outreach
Committee launched its bathroom newsletter with rather snarky
Name-This-Newsletter Contest guidelines and graffiti-like graphics (e.g.,
sharpie writing warned students that “cuss wds=disqualified”). Receiving an
overwhelming response of 339 entries, the Stall Street Journal continued in
success with its zany style and subculture-type references. Demand for the back
issues led to its archive on the library website, and one professor even stated
she used the newsletter as a gauge to see if her students came to the library
and if they were they staying long enough. The steady following is evidenced by
email feedback to the author, student participation in publicized activities,
and Website hits. While the medium of a library bathroom newsletter is not unique,
per se, the Stall Street Journal is published with nearly full freedom of
content given to its creators: a reference librarian with a creative writing
degree and a fine arts Photoshop-guru billing coordinator. It makes use of the
talent in-house (a rewarding outlet for both staff members), retains an
uncompromised tone, promotes services and new collections, and publishes
student voices in a narrative full of mischief meant to entertain and inform.
III -
7 You Tweetin’ @ Me? Social Media in ARL Libraries—Hype
or Reality?
Laura Carscaddon, Georgia State University, Atlanta, GA (lcarscaddon1@gsu.edu)
Kimberly Chapman, University of Arizona, Tucson, AZ (chapmank@u.library.arizona.edu)
The
integration of social media tools to promote library resources, services, and
programming has been widely documented in academic, public, and special
libraries. Surveys released in the last few years indicate increasing numbers
of academic libraries embracing this trend, including ARL Libraries. So what
does it really mean when an ARL Library reports that it is using social media?
The library has a social media account? On what services—Facebook, Twitter, or
something else? Is the social media presence integrated with the library
website, or is it only findable in the social media tool? How often are
accounts updated? What information is delivered using social media? We’ve
conducted an in-depth content analysis of 115 ARL Libraries, examining their
social media presence. This poster session reports research results that
provide objective insight on what social media tools ARL Libraries are using,
and how those tools are being used—or not used. What’s the reality behind the
trend? What common threads exist for libraries looking to improve their social
media presence?
III -
8 Tracking Tweets: Engage in Conversation about Your
Library on Twitter
Katy Kelly, University of Dayton, Dayton, OH (kkelly2@udayton.edu)
Get
an uncensored look at what people are saying about your library and provide
responsive service using Twitter. For two years, tweets about and to a library
Twitter account have been responded to, saved, and analyzed, revealing
attitudes towards the library that were previously unknown. Once the library
Twitter account began responding to tweets, the tweets about the library
increased as did the number of the account followers (up 500%). By the third
semester of an active and responsive Twitter presence, a student journalist
named the library Twitter account a “campus legend.” This poster session will
showcase Twitter as a dynamic platform to respond to patron complaints,
praises, and general musings. Particularly notable are the changes the library
made after complaints were tracked via Twitter, such as increasing the speed of
the wireless Internet, adjusting building temperatures, and addressing noise
issues. Attendees will learn how users become willing to share their
experiences when they know they will receive a response. Methods of tracking,
crafting responses, and time management will also be presented.
III -
9 Give Them What They Want, Not What We Assume
They Need: Developing a User-Centric Mobile Library Website
Amanda Swygart-Hobaugh, Georgia State University, Atlanta, GA
(aswygarthobaugh@gsu.edu)
Christian Steinmetz, Georgia State University Library, Atlanta, GA
(csteinmetz1@gsu.edu)
Learn
about the user studies Georgia State University Library conducted to guide the
included features on its library’s mobile website, and gain tips for engaging
in user-centric design of your own mobile site. Poster presentation will
include data used to inform the mobile site content (drawn from a user survey
of undergraduates, graduates, and faculty on the desired features for a mobile
library site as well as Google analytics), graphical shots of the mobile site,
marketing of the mobile site, and post-development user study data (yet to be
conducted at this juncture) to inform any redesign/adaptations of the mobile
site.
III - 10 What
Your Library Can Do for You and What You Can Do for Your Library: Baby Boomers
Leslie McNabb, San Diego Public Library, San Diego, CA (lmcnabb@sandiego.gov)
The
Branch Manager of the Clairemont Library, in San Diego, CA, was selected for
the Eureka Leadership Institute and the “Transforming Life after 50” Fellowship
in 2010. As a result, the Clairemont Library received a Library Services and
Technology Act (LSTA) grant from the California State Library to create
programs and volunteer opportunities for Baby Boomers in the Clairemont area of
San Diego. An advisory group consisting of staff from five libraries and
organizations such as Parks and Recreation and San Diego County Aging &
Independence Service was formed. Surveys were distributed and focus groups held
in order to determine what pilot programs should be planned for Baby Boomers.
The five participating libraries held a total of 23 programs between June and
August 2011. A Technology Fair for Older Adults was held in May. A spreadsheet
of volunteers willing to offer adult programs was created and posted online for
San Diego Public Library employees. The Clairemont Library held 16 programs
presented by volunteers. Volunteers and program attendees were surveyed to
determine the impact of the grant. The poster will contain pictures of events,
event flyers, and graphs and charts.
III -
11 Invisible Wounds, Invisible Warriors—How Can
Libraries Meet the Needs of These Students?
Jim Blansett, University of Alabama, Tuscaloosa, AL (jim.blansett@ua.edu)
Catherine Blansett, InfoCentral Data, Tuscaloosa, AL (catherine.blansett@infocentraldata.org)
Approximately
two million veterans are returning from conflicts in Afghanistan and
Iraq—Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF). The
enactment of the Post-9/11 Veterans Assistance Act of 2008 has drawn many
veterans to colleges and universities. When these veterans arrive on campus
approximately one-third will have symptoms of a mental health or cognitive
conditions (invisible wounds). The military culture fosters tough, persistent
leaders who push through many circumstances to accomplish their objectives.
These veterans often have difficulty accepting that they may have a
“disability” and may not disclose this possibility to either themselves or
others. Added to this, they will often prefer not to disclose their military
experience, choosing to keep that part of their life a secret. Their needs and
their experience may remain invisible. This poster presentation provides
insight into the culture of these veterans and ways to provide better service.
III -
12 Meet Art!
Paige Bentley-Flannery, Deschutes Public Library, Bend, OR (paigeb@dpls.us)
The
Deschutes Public Library offers a unique children’s art program called “Meet
Art!” This poster session will explore the variety of ways you can create art
programs in and out of the library on a particular artist such as Jackson
Pollock. A book list, webliography, and bright colorful samples of art projects
will be on view. You can create your own art museum in the library! By using
picture, non-fiction, poetry, biographies, and other books children can explore
an artist and his or her work, and can follow up by creating their own
masterpiece. “Meet Art” is provided in the library as a series or in the
schools as an individual program. Experience an art adventure that you too can
do at your library.
III -
13 Outreach and Engagement: 45,000 Troops Are
Coming to an Academic Library Near You!
Virginia Sojdehei, Indiana University-Bloomington, Bloomington, IN
(sojdehei@indiana.edu)
A
recent article in Time Magazine (11/21/2011) stated: “45,000 troops are coming
home to a country that does not know them.” For veteran students who will be
starting or returning to academic institutions across the country, there are
frequently significant challenges that impact their ability to achieve academic
success, including: academic preparedness, social acceptance, wide-ranging
health concerns, and perceived anonymity on campus. At Indiana
University-Bloomington, the Office of Veteran Student Services (VSS) and
Libraries’ Reference Services Department have partnered in an innovative
program that provides a welcome community to several hundred veteran students,
in order to assist with their transition to academic life. The VSS is centrally
located in the Indiana Memorial Union, which is an energized hub of campus
activity. Every week, a reference librarian holds office hours in the VSS
student lounge, and provides one-on-one library research assistance to
undergraduate and graduate veteran students. Additionally, a librarian and
other campus representatives participate in an academic course entitled First
Year Veterans Experience, designed to support the transition of veterans to
higher education. The poster will demonstrate a growing campus dialog, aimed to
assist veteran students with reaching their individual goals and achieving
academic success.
III
- 14 School Library Services Offered to Students
with Autism Spectrum Disorders and Their Teachers
Daniella Smith, University of North Texas, Denton, TX (Daniella.Smith@unt.edu)
The
purpose of this study was to explore the type of services school librarians
provide to students with Autism Spectrum Disorders (ASD) and the teachers of
students with ASD. A mixed-method research design was implemented by using an
online survey. The participants of this study consisted of 508 school
librarians in the United States. Slightly more than half (51%) of the
participants felt that they were familiar with autism resources. A majority of
the respondents (90%) said that they personally offer services to students with
ASD. Furthermore, a majority (65%) of the participants did not provide special
services to teachers of students with ASD. However, school librarians who are
mentors, or have a graduate degree, or have a degree in librarianship are more
likely to provide special services to teachers. A summary of the services
offered to students with ASD and their teachers is provided.
III
- 15 Stories for Learning, Laptops for Growing
Gerard Hogan, Central Washington University, Ellensburg, WA (hogang@cwu.edu)
Central
Washington University’s James E. Brooks Library was the recipient of an $18,000
grant funded in part by the Institute of Museum and Library Services (IMLS)
through the Library Services and Technology Act (LSTA). The Brooks Library
provided students and community members targeted/dedicated access to laptop
computers, books, electronic resources, and trained staff to help them search,
identify, and apply for employment. While performing their employment searches,
their children were engaged with story hour and early childhood literacy
embedded learning kits. The whole family was served in a supportive environment
with the primary goal of connecting employees with future employers. As an
example of how academic libraries can serve their larger communities beyond
campus our library staff and faculty reached out of academia to collaborate
with local and regional non-library agencies and organizations to better serve
the needs of the community during this period of high unemployment.
Presentation will include photos, excerpts of feedback, and samples of literacy
kits.
III -
16 Summertime Science
Steven Engelfried, Wilsonville Public Library, Wilsonville, OR (engelfried@wilsonvillelibrary.org)
Patrick
Duke, Wilsonville Public Library, Wilsonville, OR (duke@wilsonvillelibrary.org)
In 2010, the Wilsonville Public
Library added an exciting new element to summertime: Science! Building on the
successful model of our Summer Reading Program, we added several engaging
science components including a Science Activity Log, weekly Preschool Stories and
Science sessions, and hands-on Tabletop Science Activities. Each participant
also received a Science Activity Guidebook with suggested experiments and
explorations. The program is designed to make science fun and accessible to all
families and to prevent the slide in student science and math knowledge that
occurs over the summer. Summer Science has strong appeal to community partners
and to funders. This poster will include printed components of the program,
activity instructions and samples, and planning strategies, along with participation
results, comments from kids and parents, and excerpts from the research that
inspired us to make science for kids an integral part of summer at the library.
III
- 17 Uncommon Reading for the Undead: Librarians
Promoting Literacy One Book at a Time
Margeaux Johnson, University of Florida, Gainesville, FL (margeaux@ufl.edu)
Nate Poling, University of Florida, Gainesville, FL (npoling@ufl.edu)
Academic
Libraries are increasing involvement in common reading programs and first year
experience courses. At the University of Florida, librarians have the
opportunity to participate in “Uncommon Reading” programs through the Honors
College. These one-credit courses focus on one book for one semester. This
gives faculty the opportunity to develop learning environments that engage
students with a variety of literacies, including information literacy, media
literacy, and technology literacy. This session will detail one such course,
Uncommon Reading for the Undead, which was designed and taught by a librarian
at the Marston Science Library. This course utilized frameworks for 21st
century literacy proposed by Jenkins (2006) by employing an affinity culture
(zombies) which was already very popular on campus. Centering on Max Brook’s
book The Zombie Survival Guide (2003), the course engaged students in
collaborative team-based learning, critical thinking, creative media
production, and collective communication. Technology and library organization
skills integrated seamlessly into the course assignments in the form of wikis,
concept maps, project management plans, multimedia projects, and technology
activities. This session will share qualitative evaluation of the experience
from both the student and librarian perspectives, as well as outline the
syllabus, assignments, and innovative learning plans.
III -
18 You Don’t Have to Be in DC: Reading Resources
from the Smithsonian
Jenny Wei, National Museum of American History, Washington, DC (weij@si.edu)
Since
1998, educators at the National Museum of American History have been presenting
programs that integrate language arts and history. The programs began with
on-site OurStory festival days for local families, and then transitioned to
reach a national audience of over 10,000 visits per month through free online
resources. The resources are targeted toward learners grades K-8, with a
special emphasis on K-4, and are designed for learning in classrooms and at
home. Overall, the OurStory site includes more than 100 activities, organized
into 16 themes. Each theme uses a trade publication, such as Martin’s Big Words
by Doreen Rappaport, as the starting point for learning about history and then
expands the learning through online explorations, hands-on activities, artifact
investigations, and local field trips. Meet a Smithsonian educator to find out
more about these Web resources, the strategies the museum uses to integrate
reading and history, and ways you can share these ideas and activities with
your patrons. Watch short video testimonials from teachers, parents, and
librarians who have used the resources. Browse sample activities and peruse
screenshots of the site and photographs of families enjoying the activities.
Pick up free bookmarks and stickers to help spread the word.
III
- 19 Catching the Wave: Using a Milestone to Reach
New Audiences
Melissa Nykanen, Pepperdine University, Malibu, CA
(melissa.nykanen@pepperdine.edu)
Katie Richardson, Pepperdine University, Malibu, CA
(katie.richardson@pepperdine.edu)
Kevin Miller, Pepperdine University, Malibu, CA (kevin.miller3@pepperdine.edu)
Jamie Henricks, Pepperdine University, Malibu, CA (jamie.henricks@pepperdine.edu)
Throughout
Pepperdine University’s 75th anniversary year, the University Libraries have
supported efforts to celebrate and promote the university’s heritage. The
special collections department has moved beyond the typical borders of the
library and reached into all areas of university life, becoming a key player in
these initiatives. The department has planned events, contributed to displays,
developed new physical and digital collections, and provided materials for
publications and media productions. These efforts have fostered partnerships
with various departments across campus, greatly increasing the visibility and
use of the special collections. In this poster, the presenters will utilize
photographs, screenshots, and charts to showcase the various initiatives
librarians developed and contributed to the celebration. They will share a
short anniversary video that incorporates newly digitized still and moving
images from the archives. The presentation will also touch on methods for
evaluating the success of anniversary initiatives, such as usage statistics and
collection growth. After attending the session, participants will be inspired
to identify milestones in their own communities and institutions that will benefit
through the use of archival materials and library resources. They will have
concrete ideas for leveraging resources, utilizing technology, developing
collections, and reaching a wider audience during milestone celebrations.
III
- 20 Loving Literacy: Teen Parents Making Books That
Their Children Will Adore
Ellin Klor, Santa Clara City Library, Santa Clara, CA (ellinklor@sbcglobal.net)
Sarah Lapin, San Mateo County Library, San Mateo, CA (lapin@smcl.org)
Young
children in teen parent families are at high risk for inadequate early literacy
experiences. When teen parents make their own original picture books they are
inspired to read and share books more often with their children. As an added
bonus, teen parents who have personal literacy challenges gain an intuitive
understanding of the basic structures of “story” from the inside out. Teen
parent bookmaking events have taken place in libraries, high school classrooms,
and with community partner groups. Through photos, examples, and a hands-on
activity, learn how to use simple materials and book formats to encourage these
special teens to express their creativity and make a lasting gift that they and
their children will cherish. Comments and feedback from the teen parents
themselves demonstrate the efficacy of these projects.
Session IV: Global
Solutions, International Projects in Libraries
Sunday, June 24, 2012
11:00-12:30
IV -
1 Language Acquisition Through an ESL Book Club: A
Cross-Departmental Collaboration at the University of North Texas
Julia Wright, University of North Texas, Denton, TX (julia.wright@unt.edu)
The
University of North Texas hosts an annual intensive English language institute
each summer. In July 2011, over 50 students from a partner university in Mexico
attended. Among the available activities was a book club led by a library
science graduate student. In the book club, students explored the differences
between Mexican and American public and academic libraries. Short stories,
poetry, and a trip to a local bookstore engaged students in language
acquisition and acculturation to the place of the written word in the overall
culture of the United States. This session focuses on the cross-departmental
collaboration that made the book club possible and the program outcome with
lessons learned for an improved program in 2012.
IV -
2 Going Mobile
Gillian Nowlan, University of Regina, Regina, SK (gillian.nowlan@uregina.ca)
The
number of mobile smart phone users within the last few years has exploded.
Mobile phones are not just for calling anymore: they are for creating work
schedules, reading newspapers and eBooks, locating the closest coffee shop, and
finding out if your library has a book title. It is clear that we are not only
moving into a digital world, but a mobile world as well. Many libraries are
beginning to develop mobile services and resources in order to reach out to
their patrons on their medium of choice. The Dr. John Archer Library at the
University of Regina began research on developing mobile services during the
summer of 2011. The library used various tools to research the needs of library
patrons and how they would like to interact with the library in a mobile
setting. The library launched the University of Regina’s first mobile site in
September, 2011, inspiring other departments within the university community to
be innovative with mobile technologies.
IV -
3 Gringos at the Guadalajara International Book
Fair: A First-Time Perspective from Two ALA-FIL Free Pass Recipients
Buffy Hamilton, Creekview High School, Canton, GA (buffy.hamilton@gmail.com)
Carol Hodges, Tidewater Community College, Chesapeake, VA (chodges@tcc.edu)
Two
first-time ALA-FIL Free Pass Program recipients will present an overview about
their experiences attending the Guadalajara International Book Fair in
Guadalajara, Mexico in 2011. The book fair is held annually in late November to
early December. More than 100 ALA members participated in 2011 thanks to the
collaborative ALA-FIL Free Pass Program. This poster session will provide
information and tips on how to apply for a scholarship to attend the 2012 Guadalajara
International Book Fair.
IV
- 4 City University of New York (CUNY) Librarians
in China: An Exchange Program with Two Universities in Shanghai
Mark Aaron Polger, College of Staten Island, City University of New York,
Staten Island, NY (markaaron.polger@csi.cuny.edu)
Beth Evans, Brooklyn College, City University of New York, Brooklyn, NY
(bevans@brooklyn.cuny.edu)
Ryan Phillips, Baruch College, City University of New York, New York, NY
(ryan.phillips@baruch.cuny.edu)
Janey Chao, Baruch College, City University of New York, New York, NY (sheau-yueh.chao@baruch.cuny.edu)
Ellen Sexton, John Jay College of Criminal Justice, City University of New
York, New York, NY (esexton@jjay.cuny.edu)
Beth Posner, Graduate Center, City University of New York, New York, NY
(bposner@gc.cuny.edu)
Over
the course of two years, eight librarians from the City University of New York
(CUNY) traveled to Shanghai, China to participate in a library faculty exchange
program. At the same time, librarians from Shanghai University and Shanghai
Normal University traveled to New York City and worked at various CUNY college
campuses. This poster illustrates some reflections and observations from
librarians from six different CUNY college campuses. Reflections include
language barriers, censorship and information access issues, collection
development issues for academic libraries under communist China, educational
requirements for librarians in China, as well as issues relating to student
culture and their relationship to the academic library in China.
IV -
5 Creando Enlaces: A Baja and Southern California
Conference to Expand Library Borders
Leslie McNabb, San Diego Public Library, San Diego, CA (lmcnabb@sandiego.gov)
Adriana Huertas, San Diego Public Library, San Diego, CA
(ahuertas@sandiego.gov)
The
San Diego Public Library, Serra Cooperative Library System, LIBROS, Reforma,
San Diego State University, Friends of the Logan Heights Library, and ABIBAC
(Baja California Library Association) collaborated to plan a conference in San
Diego, California on January 13 and 14, 2012. The Serra Cooperative Library
System and the San Diego Library wrote and received a Library Services and
Technology Act (LSTA) grant from the California State Library to host the
conference. The first day of the conference included presentations on Literacy,
Bookmobile Outreach, Programming, Innovations in Libraries, Bilingual Book
Authors, Collection Development, and Latino Leadership in relation to libraries
in Baja and Southern California. The second day of the conference included
poster session presentations in the morning and visits to a San Diego public
library, San Diego county library, and an academic library. Participants
continued collaboration, discussion, and exchange of ideas through a listserv.
The goals were for participants to put at least one idea into practice at their
libraries that they learned about at the conference, to introduce participants
to the Sister Library concept and different public service approaches.
Participants evaluated the conference by participating in pre and post
conference surveys. The poster will contain pictures of the conference,
pictures from the different libraries who participated, pictures of the poster
sessions, graphs of the results of the surveys, and relevant handouts.
IV -
6 The Starting Point Is the Satisfaction of the
Users’ Preferences in Order to Reach Integration, Innovation, and Information
for All
Miguel Viciedo Valdés, ASCUBI: Asociación Cubana de Bibliotecarios, Havana, Cuba
(mviciedo@bpvillena.ohc.cu)
This
poster shows the results of a 2010 study carried out in public libraries in Havana
that aimed to know the reading preferences and interests of library users. The present
objective is to take advantage of these data to make new work projections for
the years 2011 to 2013. This investigation takes as antecedent other similar
studies carried out in 2004 and 2007 that were presented in the poster sessions
of the IFLA Congresses held in Buenos Aires and Québec. The present study will
upgrade and enrich the previous studies, and add new and interesting data that
will allow for new strategies. The new data will also allow for the design of projects
that improve information services, promotion of reading, the development of collections
and cultural programming, and enhance the quality of life for those who attend
our units of information. The starting point is the satisfaction of the users’
preferences in order to reach integration, innovation, and information for all.
IV
- 7 Linking Libraries to Help Haiti
Stacy Russo, Santa Ana College, Santa Ana, CA (russo_stacy@sac.edu)
In
January 2011, the first anniversary of the 2010 earthquake in Haiti, the Orange
County Library Association (OCLA) of California raised funds to help a Haitian
library devastated in the earthquake. Upon ALA’s recommendation, the library
selected for help was the Centre Culturel Pypoudre in Port-au-Prince because it
served children and adults from the general population. During the four week
campaign, library users and staff from public, school and academic libraries
throughout Orange County donated 25 cents for fabric or paper links on which to
write their name. Every link represented a wish for the rebuilding of Haiti’s
libraries. Each link was joined to build each library’s chain, and on February
18, all libraries’ chains were connected. The final chain of hope was an
enormous 8,871 links from 24 libraries and many individuals. The total raised
was $2,217, four times OCLA’s initial goal. The simple fundraiser helped
Haiti’s readers, gave our children and adults a way to express support,
connected multi-type libraries in Orange County in a common effort, and raised
the profile of OCLA within the broader library community.
IV -
8 Vancouver Public Library Forum with the Elders:
A Collaborative Approach to Developing a Library Collection with Aboriginal
Peoples
Valeria Gallo Stampino, Vancouver Public Library, Vancouver, BC
(valergal@vpl.ca)
Renee Chalut, Vancouver Public Library, Vancouver, BC (renee.chalut@vpl.ca)
Though
the Vancouver Public Library has a tradition of including aboriginal authors in
its collections and programs, feedback from the community suggested that the
library was not relevant enough to aboriginal peoples. Using Community-Led
Libraries techniques, librarians were assigned the task of developing a
collection with direct input from the community. During regular visits to
community spaces, librarians were able to cultivate relationships with
individuals and gathered advice to help build the new collection. After months
of working in the community, the library was able to partner with First Nations
groups and organized a forum with Elders. Given the important role that Elders
play in aboriginal cultures, the opportunity to connect with them and learn
from their insights was invaluable. While sharing a meal, the Elders took the
opportunity to speak to the librarians about what they liked about the library,
what barriers kept them from using the library, and what we could do to make it
a more welcoming place. The result of this exercise was a newly-built
collection that has been selected with extensive involvement from the
community. Additionally, staff learned invaluable lessons by listening to and
developing relationships with the community through direct interaction.
IV -
9 Catch a Falling Star and Put It in Your Pocket:
Pocket Libraries in Rural Ethiopia, a Collaboration Between the United States
Board on Books for Young People and the Segenat Foundation
Janet Lee, Regis University, Denver, CO (jlee@regis.edu)
Following
a very successful workshop on the production of cloth books in the local
language conducted by Anne Pellowski, United States Board on Books for Young
People (USBBY), at the Segenat Children and Youth Library in Mekelle, Ethiopia,
the Segenat Foundation has joined with USBBY to produce cloth Pocket Libraries
that have been distributed to rural areas of Ethiopia. With a literacy rate of
42.7% (50.3% male; 35.1% female), it is imperative that books written in local
languages are introduced as widely as possible to pre-school and elementary
school-aged children. What better method than a cloth Pocket Library, each
colorful pocket filled with books written in the local language of the
children? Representatives of both USBBY and the Segenat Foundation will be
available for demonstration of both the cloth books and the Pocket Libraries.
IV -
10 The Power of Student Involvement: International
Students in Academic Libraries
Gergana Kostova, University of Maryland, Baltimore County, Baltimore, MD (g.kostova@umbc.edu)
Incoming
international students often need more assistance in order to conduct efficient
library research. This poster presents a set of interactions between the
academic librarian, instructors, and international students at UMBC which targeted
improvement of students’ library research skills. It includes customized
instruction sessions which were based on student surveys and library tutorials
with Prezi software which were designed with international student
participation. International students with disabilities were involved in the
tutorial design. The tutorials became well accepted and used by domestic
students too. Students’ engagement in library sessions and tutorial design
helped them to gain personal confidence in the beginning of their studies in
the U.S.
IV
- 11 Think Globally, Act Globally: U.S. China
Librarian Collaboration
Shuyong Jiang, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL
(shyjiang@illinois.edu)
Barbara Ford, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL (bjford@illinois.edu)
Susan Schnuer, University of Illinois at Urbana-Champaign, Urbana-Champaign,
IL(schnuer@illinois.edu)
This
project is a partnership to enhance communications and relations between
American and Chinese public librarians; it is part of the Laura Bush 21st
Century Librarian Program, funded by Institute of Museum and Library Service
from September 1, 2008 through August 31, 2012. This poster explores how the
project has benefitted the U.S. librarians and what we have learned from the
project. The project started by having 40 U.S. librarians visit 17 Chinese
libraries over a period of two and a half years. The visits have considerably
broadened horizons in library operation and management and have given U.S. librarians
a new perspective on library services. Additionally, we have cooperated with 17
libraries and organizations in the U.S. to host Chinese librarians for
observation and tours. On one hand, the cooperation has tremendously enhanced
the professional communication among U.S. libraries and librarians. On the
other, the Chinese partners have asked valuable questions and have been curious
about many aspects of U.S. library management. The poster will present an
overview of the project and will focus on common themes and lessons learned.
IV -
12 “The 100th Year of the Republic: A Classical
Time for Reading”—108 Organizations Promote Reading Chinese Ancient Classics
Shu-Hsien Tseng, National Central Library, Taipei, Taiwan (egret.tseng@gmail.com)
Peng Kao, National Central Library, Taipei, Taiwan (peng2640@ncl.edu.tw)
The
National Library is committed to promoting a reading climate. We have actively
designed innovative reading services, based on our vision, and have carried out
a SWOT analysis, which we followed up with formulating relevant strategies and
specific plans, bringing about “The 100th Year of the Republic: A Classical
Time for Reading” series of activities. “The 100th year of the Republic: A
Classical Time for Reading” series of activities organized by the National
Central Library brought together 108 cultural and educational institutions and
foundations. From September to December 2011, we organized and promoted reading
appreciation of classical works and ancient lifestyle aesthetics. Major news
media of Taiwan reported on the various activities, and the program attracted
more than 60,000 participants taking part in more than 200 diverse activities
across the country. Foundations, publishers, and government agencies also
donated 3,000 books to 50 public libraries and 20 high school libraries. Funds
given by civic groups amounted to more than $20,000 (U.S.). Ninety-five percent
of the participants expressed great satisfaction with the activities. This
event is the first reading promotion activity in the history of Taiwan to have
gathered the most number of cooperating organizations, to have taken place over
the longest time span, and to have had the most number of participants. It is
also the most successful of this year’s reading promotion activities.
IV -
13 All Chat, but What’s the Conversation? Learning
from Virtual Reference Usage Data in Canadian Universities
Klara Maidenberg, University of Toronto, Toronto, ON
(klara.maidenberg@utoronto.ca)
Jacqueline Whyte Appleby, University of Toronto, Toronto, ON
(jacqueline.whyteappleby@utoronto.ca)
Amy Greenberg, University of Toronto, Toronto, ON (amy.greenberg@utoronto.ca)
Ask
a Librarian is a collaborative virtual reference service coordinated by the
Ontario Council of University Libraries that serves nearly 190,000 students
across nine campuses. This poster will visualize data collected and analyzed
during the first eight months of Ask a Librarian’s operation, paying special
attention to patterns of service use, question types, and user demographics,
and highlight possible implications of these findings for library service
planning, staffing, and delivery. For example, distinct virtual usage trends
across the weeks of an academic term can inform decisions around staffing of
other library services, and even for the hiring of seasonal library staff.
IV -
14 From ALA to ALIA: Conference Mentoring in
Australia
Naomi Doessel, Griffith University, Brisbane, QLD, Australia
(n.doessel@griffith.edu.au)
Can
a model used successfully for over a decade in the American context be
transplanted to the Australian environment? The Australian Library and
Information Association (ALIA) has a proud history of new graduate activity and
innovation. The New Librarians Symposium has been running successfully on a
biennial basis for a decade, and the new graduate movement is strong. The
researcher, an active new graduate and member of the New Generation Advisory
Committee (NGAC), recognized there was a gap in support for new graduates at
large plenary conferences. A colleague in NGAC who attended ALA Annual in 2008
brought back the idea of “conference mentoring,” a program used successfully by
the ALA New Members Round Table (NMRT) for many years. After applying for and
winning the ALIA Study Grant in 2010, the researcher implemented a trial of
conference mentoring at ALIA’s largest conference, ALIA Information Online, in
Sydney in February 2011. This poster will summarize the findings of the trial,
highlighting modifications to the program and differences noted in implementing
conference mentoring in a local context.
IV -
15 When Action Library Meets Dining Cart: Michelin-Starred
Chef Table Service with Books of Love
Lin Wan Yi, Taipei Municipal
Minglun High School, Taipei, Taiwan (mlsh281@tp.edu.tw)
Chen Su Jane, Taipei Municipal
Minglun High School, Taipei, Taiwan (mlsh028@tp.edu.tw)
To
increase the use of library resources and help students cultivate a reading
habit, we took the initiative to start the so-called “Michelin-Starred Chef
Table Service: Reading Dining Cart,” a kind of catering service for students
and teachers alike on their Friday noon breaks. To make it a real dining cart,
we also provide free tea and refreshments for those who come to us. The Michelin-Starred
Chefs are volunteers from a group of avid book-loving students, who are responsible
for selecting weekly specials along with many other appetizing reading
delicacies. Chefs are supposed to recommend their favorite books individually.
At the end of the semester, we hold a “Best Book Recommendation” activity with
the Michelin-Starred Chef for her contribution to this activity. We are firmly
convinced that there are none who do not love to read; there are only those whose
passion for books is yet to be kindled. To reach a wider readership, we also
published the “Lavatory Library Journal,” prepare the quick-fix in-class
reading kit, and invite famous authors to make speeches. With concerted effort,
our check-out rate has risen from 2.72 per person a year to 10.76.
IV -
16 IREX’s Impact Group: Developing the
Sustainability of Romanian Public Libraries at Work
Constantin Mituca, Gorj County Public Library, Tîrgu Jiu, Romania (pipimituca@yahoo.com)
Biblionet,
the Global Libraries Program funded by the Bill & Melinda Gates Foundation,
implemented in Romania by the IREX Foundation, will end in 2014. The IREX’s
initiative is composed of 15 Biblionet County Coordinator volunteers. Their
mission is to create viable conditions for future sustainability of public
libraries after Biblionet is completed; they are therefore referred to as the
Impact Group. The major objective of this group is to improve community life
through the services of efficiently run public libraries. Some of their current
actions include collecting computer usage statistical data, identifying the
unique ways local communities utilize technology to resolve every day issues,
celebrating public libraries success stories about their impact within local
communities, recognizing other unique uses the community might have for current
technology while minimizing replication, and creating library guides to train
peer librarians on how to respond to users’ needs while staying within the
current budgetary guidelines during these uncertain economic times. It is
important for Romanian librarians to present their libraries as places for
everyone in which solutions for everyday issues can be found. The Impact Group
works at marketing the Romanian public libraries and selecting the information
to share with local public authorities to develop funding and local support.
IV -
17 The Nationwide E-Book Online Service Through
Public Libraries in Taiwan
Chung-Chiao Lu, National Taichung Library, Taichung, Taiwan (director@ntl.gov.tw)
Shu-Lai Chou, National Taichung Library, Taichung, Taiwan (slchou@ntl.gov.tw)
Ming-Kai Lan, National Taichung Library, Taichung, Taiwan (P032@ntl.gov.tw)
National
Taichung Library (NTL), a national public library in Taiwan, and public libraries
throughout Taiwan have been working hard and closely together to improve the
environment and services of public libraries to promote reading. The nationwide
E-Book Online Service (EBOS) was created to improve existing service of public
libraries to help users more easily engage in e-reading. NTL has long played a
key role as a coordinator library to help guide the development of more than
510 public libraries of different types. EBOS is one of the nationwide public
library services that NTL coordinated to implement. It was officially launched
in 2009, serving as a single service platform of traditional Chinese character
e-books for public libraries to serve users who possess physical library cards
for any public library to register as a member in order to borrow e-books
anytime and anywhere. This proposed poster will present the service structure
of EBOS and the statistics from EBOS about the distribution of e-books held in
different subjects, users and e-books checked-out in different geographical areas
from the years 2009 to 2011. A series of photos and tables will illustrate the
efforts put to overcome the challenges of the digital divide.
IV -
18 Can I Have the Rest of Your Fries? Fitness
Comes to the Library
Nikki Krysak, Norwich University, Northfield, VT (nkrysak@norwich.edu)
Diabetes
is a major concern in the Middle East region, with the State of Qatar ranking
among the most affected countries. Northwestern University in Qatar Library
maximized on a national campaign to combat diabetes through diet and lifestyle
awareness by collaborating with the Department of Student Affairs to host
Destination: Fitness!, a university-wide contest that rewarded overall fitness
progression during a month-long period. Commencing after the Holy Month of
Ramadan 2010, it was the major event in a semester-long library theme centered
on food and culture. As food plays a celebratory role in many of the 20+
cultures represented by students at the small institution, weaving the
historical study of cuisine, family tradition, and the modern lifestyle of our
patrons seemed natural. The Food for Thought theme was part of a plan to deepen
collaborative efforts and encourage library use by all constituents. It kicked
off with statistics and further reading peppered about to peak curiosity.
Gastronomic films silently played on the library plasma screen as a constant
background visual. Success was measured by comment forms and a statistical
determination of fitness participants versus overall FTE, further broken down
by those that completed the program. Health-related reference queries also
increased.
IV -
19 The World Is Theirs: Supporting Our Students as
They Study Abroad
Tammy Ivins, Francis Marion University, Florence, SC (tivins@fmarion.edu)
This
poster will describe a new collaboration between a study abroad office and
academic library at a small, rural university. It will outline three ways that
academic libraries can support students going abroad: by providing general
information about traveling abroad, offering specific country information, and
supporting student research while abroad. The poster will also discuss three
outreach methods to provide this support to study-aboard students: in-person
meetings with students before they travel abroad, collection development of
travel guides, and the development of electronic research guides for traveling
abroad. The poster will assess this collaboration using qualitative feedback
from the campus study abroad administrators and student participants, as well
as website analytics for the electronic research guides, attendance records for
the instruction sessions, and the number of reference services provided to
students abroad.
IV -
20 Building an Offline “Library in a Box” for
Developing Countries
Martin Kesselman, Rutgers University, Piscataway, NJ
(martyk@rulmail.rutgers.edu)
Laura Palumbo, Rutgers University, Piscataway, NJ (elbee@eden.rutgers.edu)
Connie Wu, Rutgers University, Piscataway, NJ (conniewu@rutgers.edu)
In
developing countries such as Liberia, Internet access is slow, unstable, and
expensive. To download a pdf can take more than a day. Our poster reviews the
EAKO System (Engineering Access to Knowledge Offline) project, to develop a
sustainable program to deliver and make available engineering content and
training materials on high capacity hard drives without Internet access. This
project reviews a prototype product developed for the University of Liberia.
The idea for our offline library came from TEEAL (www.teeal.org), a “library in
a box” for agriculture, developed by Cornell University. Offline libraries such
as EAKO and TEEAL provide access to research information without Internet
access. The open source solution we have created using xtf from the California
Digital Library can be used for other disciplines and resources.
Session V: Connections: Posters on Cooperation
with Non-Library Institutions and Agencies, Interlibrary Loan, Library Use
Instruction, and Public Awareness
Sunday, June 24, 2012
1:00-2:30
V
- 1 A Natural Fit: Librarian and Academic Support
Services Collaborative Assessment of Student Needs for Writing Intensive
Classes
Kari Weaver, University of South Carolina Aiken, Aiken, SC (KariW@usca.edu)
Lindsay McManus, University of South Carolina Aiken, Aiken, SC
(LindsayM@usca.edu)
In
the fall of 2011, the University of South Carolina Aiken instituted a new
writing intensive (WI) requirement for all new students. The WI requirement
stipulates students must take three WI classes beyond their freshman
composition sequence. Based on this new campus initiative, the Coordinator of
Instruction at the Gregg-Graniteville Library and the Coordinator of Tutoring
at the Academic Success Center formed a collaborative partnership to perform an
assessment of WI syllabi to identify the support needs of students in WI
designated courses. The purpose of the assessment was to review the scheduled
writing assignments and determine the probable “Zones of intervention”
(Kulthau, 2004), where the coordinators could collaborate with teaching faculty
to ultimately promote higher quality student writing and research. This poster
will examine the results of the assessment and share next steps for the
collaboration. This project will be of interest to academic librarians and
anyone involved in academic support initiatives.
V -
2 Collaborating for Online Student Success: A
Librarian-Faculty Partnership
Ben Walker, University of Florida, Gainesville, FL (bfwalker@ufl.edu)
Marilyn Ochoa, University of Florida, Gainesville, FL (mochoa@uflib.ufl.edu)
Prior
research has highlighted collaboration between librarians and faculty as a
crucial factor in the thoughtful integration of library resources and embedded
librarians into curriculum. Integration of information literacy instruction in
online education necessitates such collaboration due to differences in skill
sets of online faculty and librarians, the advance instructional planning
involved, and the needs of online students who might be unfamiliar with digital
resources. This qualitative study describes different types of collaboration
between a faculty member and a librarian over two years, from embedded librarians
in an individual graduate course to curriculum-specific library instruction in
an online program. Semi-structured interviews with the faculty member and the
librarian highlighted the benefits for all stakeholders, challenges of such
collaboration, and increased understanding for the role and value of the other.
Utilizing domain analysis, cover terms were discovered, clarifying the data
from the interviews and allowing a deeper understanding of the process involved
to develop collaborative instruction. Based on this research and student
surveys on effectiveness of instruction, we present suggestions for effective
faculty-librarian collaboration at the course/program-level, along with a
process for identifying mutual needs, designing and implementing collaborative
instruction, and communicating and resolving interdisciplinary differences for
online courses/programs.
V -
3 The Creative Class Meets Here: Building a
Coworking Community in an Academic Library
Risa Lumley, California State University, San Bernardino-Palm Desert Campus,
Palm Desert, CA (rlumley@csusb.edu)
The
future of the workplace is changing and evolving, with independent workers and
entrepreneurs becoming a growing segment of our economy. No matter what their
major field of study, our college students may find themselves needing or
wanting to create their own jobs in the future. At the same time, the academic
library is struggling with its identity as students expect to do much of their
research online. At best, libraries are seen by many students as a place to go
while they are in school, but not as a place they might go for a lifetime.
Coworking communities are collaborative spaces where independent workers,
entrepreneurs, and professionals with workplace flexibility are able to work
independently or collaboratively, as needed. By inviting these individuals into
the academic library, we demonstrate the value of the “creative class” to our
local economy, model entrepreneurial behavior for our students, and show how
the library can be a place of value for one’s lifetime. Our aim with this
project is to encourage student, faculty, and entrepreneur collaboration and
interaction while showing new ways to imagine the academic library space.
Surveys will be used to measure initial and subsequent attitudes among all
three constituent groups.
V
- 4 Won’t You Be My Neighbor: Outreach to the Next
Generation of Residence Halls
Holly Flynn, Michigan State University, East Lansing, MI (flynnhol@msu.edu)
When
the largest residence hall system in the country embarks on a major project to
profoundly impact student success, how does the library get involved? In 2011,
Michigan State University, with over 40,000 students and 25 undergraduate
residence halls, introduced a new concept in dormitories: residence halls were
remodeled, reorganized into “neighborhoods,” and “engagement centers” were piloted—areas
designed for students to meaningfully interact with the campus community. The
ultimate goals were to impact students academically, interculturally, and through
health and wellness initiatives, as well as to identify at-risk students early
and increase graduation rates. Michigan State University Libraries, recognizing
an institutional priority and an opportunity to impact student research, was an
early participant in this grand experiment. This poster assesses early attempts
to build a neighborhood engagement library program—from publicity and hours for
roving reference, to strategic partnerships and workshops with other campus
services such as the Writing Center. Learn what worked and what did not, and
how a similar program could be implemented at other institutions.
V
- 5 Webinars Made Great: Preparing Trainers and
Users for Web-Based Learning
Tiffany Lopez, ASRC Primus / EPA Library Network, Raleigh, NC
(tiflopez@gmail.com)
In
early 2010, the Environmental Protection Agency’s National Library Network
launched a webinar-based training program. Sessions are hosted by the Library
Network’s coordination team, taught by EPA librarians, and offered to EPA
employees and contract staff. Topics are often based on librarian expertise and
popular user requests. While many librarians in the Network have stepped
forward to volunteer, others are hesitant because they lack experience with
webinar technology. User participation is robust and ever-growing. We will
explore the challenges encountered in providing training in a virtual
environment, frequent questions, and troubleshooting methods that we have
engaged in to help users overcome the obstacles that sometimes prevent
attendees from fully engaging in sessions. To take a very successful program to
even greater success, the Library Network coordination team is developing and
implementing “Train the Trainer” sessions to dispel the myths and mystery
surrounding webinar technology, and “Train the User” sessions to pre-brief
users on the intricacies of online learning and prepare them for the best
possible outcomes.
V
- 6 Utilization of Evidence-Based Practice
Resources by Junior Level Nursing Students
M. Danet Lapiz Bluhm, University of Texas Health Science Center at San Antonio,
San Antonio, TX (lapiz@uthscsa.edu)
Angela Myatt, University of Texas Health Science Center at San Antonio, San
Antonio, TX (myatta@uthscsa.edu)
Christine Gaspard, University of Texas Health Science Center at San Antonio, San
Antonio, TX (sifuentes@uthscsa.edu)
Katherine Prentice, University of Texas Health Science Center at San Antonio,
San Antonio, TX (prenticek@uthscsa.edu)
The
aim of this research project was to increase utilization of evidence-based
practice (EBP) resources by 25% among junior level students at the University of
Texas Health Science Center at San Antonio School of Nursing (SON) over a three
month period in the spring semester. Using a quality improvement model, librarians
from the Briscoe Library in collaboration with nursing faculty introduced an
intervention that included an intensive library resources class and also
emphasized methods of library access. Through collaborative efforts these
interventions were incorporated into the students’ research course, requiring
student completion of an EBP research project. By using standard quality
improvement tools, improvement in student EBP knowledge was measured through
surveys of self-reported utilization and satisfaction conducted at different
time points during the course, i.e., before (pre-test), mid-point, and
following (post-test). Data from this project indicate that a collaborative
intervention between SON faculty and the Library Services librarians can help
enhance the nursing students’ utilization of EBP resources. The long term
ramification of the students’ increased knowledge, satisfaction, and
utilization of EBP resources may influence the adaptation of EBP information
into the clinical setting, improving the quality of patient care.
V
- 7 Information Literacy: Working Outside the
Curriculum to Work Your Way In
Amanda Binder, University of Illinois Springfield, Springfield, IL
(binder2@uis.edu)
Sarah Sagmoen, University of Illinois Springfield, Springfield, IL
(ssagm2@uis.edu)
Integrating
information literacy into a university’s curriculum can be a formidable
challenge for any library. This poster session will show how one library
constructed and marketed a drop-in workshop series to the university community.
The series became an easy solution to incorporate information literacy into
individual courses while taking first steps to institutionalize information
literacy. Drop-in tours and workshops can complement course instruction without
taking up class time for both students and faculty. This series was offered
both online and on-campus at different times of day and night to accommodate
traditional, online, hybrid, graduate, and commuter students. Surveys were used
to collect feedback from faculty and students. Participation levels, survey
results, and marketing materials will be displayed.
V
- 8 Exploring Consumer Health Information Needs in
Action, Emotion, and Cognition: A Content Analysis of Questions in Social
Q&A Site
Chi-Chuan Wu, National Taiwan Normal University, Taipei, Taiwan (chichuanwu@gmail.com)
Yu-Ying Li, National Taiwan Normal University, Taipei, Taiwan (gh3226@hotmail.com)
Ming-Hsin Phoebe Chiu, National Taiwan Normal University, Taipei, Taiwan
(phoebechiu@ntnu.edu.tw)
Consumer
Health Information (CHI) seeking on the Internet is becoming more popular, yet
very complex as Social Q&A services emerge. In this environment, CHI
seekers ask, instead of search, for answers. Kuhlthau’s Information Search
Process (ISP) model reveals a constructivist and holistic view of information
seeking from the user’s perspective in six stages, and incorporates three
realms of experience: affective, cognitive, and physical dimensions. With the
ISP model as the theoretical lens that suggests information seeking process is
dynamic and active, this study is to analyze the content of 600 health-related
questions in Yahoo! Answers. These questions are pre-identified into eight
progressive stages of CHI seeking inspired by Zhang’s study (covering from when
healthy, when diagnosed as ill, or after treatment to living with illness) to
investigate the characteristics in action, emotion, and cognition. Specific
research questions are: (1) How are CHI needs expressed in eight stages within
the affective, cognitive, and physical ISP framework? (2) How do these
expressions differ in various information seeking stages in terms of clarity,
urgency, and length? The findings will inform library and information service
providers to better understand users’ CHI needs on the web and to effectively
educate CHI consumers in health information literacy.
V -
9 Team Tech Tools: Supporting Group Projects on
Campus
Alyssa Archer, Radford University, Radford, VA (aarcher2@radford.edu)
Group
projects are popular assignments to further student learning objectives, but
are frequently viewed warily by college students who perceive them as large
investments of time with little reward. While the benefits of group work are
well-established from a pedagogical perspective, these projects can also lead
to a lot of frustration as members try to avoid the pitfalls of working
together, including arranging meeting times, sharing information, and
maintaining accountability in the creation of content. Even students who feel
very comfortable with technology are often unaware of how tools like Google
Docs, Doodle, Corkboard Me, Dropbox, and Evernote can be used to facilitate
projects. This poster serves three purposes: to outline some free downloadable
and web-based tools that can support the processes of group collaboration in
educational environments, to introduce methods of sharing these tools with
students and faculty through voluntary workshop series and LibGuides, and to
familiarize attendees with resources that may also be used professionally to
improve team communication.
V -
10 Tales from the Source: Best Practices for
Collaborating with a Non-Library Entity to Create Library Instruction Videos
Shelley Arlen, University of Florida, Gainesville, FL (shelarl@uflib.ufl.edu)
Cindy Craig, University of Florida, Gainesville, FL (clcraig@ufl.edu)
Missy Clapp, University of Florida, Gainesville, FL (melshoo@uflib.ufl.edu)
“Arg!
Avast ye, Mateys! There’s booty to be had on the high seas!” Were pirates
really the scallywags and ne’er-do-wells depicted in popular culture? The
answers are found in primary documents from the Golden Age of Piracy. But what
are primary documents and how can students find them? A team of academic
librarians from the Humanities & Social Sciences Library at the University
of Florida wanted to answer these questions for library users in a fun, yet
informative, way. With the help of a $5,000 grant, the librarians collaborated
with the Digital Worlds Institute, a video production company, to create a new
video series called Tales from the Source. Episodes from this series would
explore the use of primary documents for historical research. After a year of
work, two professionally-produced four-minute videos were created: “Pyrates:
Truth be Told” and “Captain Kidd: Pirate or Privateer?” This poster will
outline the multiple aspects of this project, including the grant application
process, the experience of collaborating with a non-library entity, the gradual
evolution of the project from early drafts and storyboards to the final
products, the marketing and distribution of the videos, and the evaluation
process.
V -
11 I Could Tell You Stories: Am I a Librarian or a
Social Service Provider?
S. Michele Echols, Queens Library, Jamaica, NY (sechols@queenslibrary.org)
Zelantha Philip, Queens Library, Jamaica, NY (zphilip@queenslibrary.org)
In
an age of e-government and digital learning, public libraries must adapt to
rapid changes in the literacy and information needs of underserved communities.
Queens Library offers a unique approach to literacy development through its
Literacy Zones, an initiative spearheaded by the New York State Board of
Regents and the State Education Department to bridge the achievement gap and
provide a systemic focus on literacy from birth to adulthood. Library users who
visit Queens Library Literacy Zones in Long Island City and Far Rockaway (two
communities with high concentrations of public housing residents and English
language learners) benefit from adult education classes, self-directed learning
technologies, and crucial case management support that helps overcome barriers
due to inadequate housing, healthcare, financial resources, and opportunities
for employment. The role of the Literacy Zone case managers does not simply
duplicate social services available in the community, but rather mirrors the
role of the 21st-century reference librarian who utilizes emerging technologies
and a variety of media to provide information, expertise, and instruction. This
poster will present the survey results from both customers and librarians to
substantiate the services currently provided at the Literacy Zone. Graphs and
tables will be used to display the results.
V
- 12 Going on Reference Safari: Bringing the
Library to Zoo Keepers and Horticulturalists in Their Natural Habitat
Talitha Matlin, San Diego Zoo Global, Escondido, CA (tmatlin@sandiegozoo.org)
Amy Jankowski, San Diego Zoo Global, Escondido, CA (ajankowski@sandiegozoo.org)
San
Diego Zoo Global (SDZG) is geographically dispersed, with four campuses spread
throughout San Diego County and field sites located worldwide. The library,
which serves staff throughout SDZG, is located in a research facility in north
San Diego County, making it difficult for many employees to visit the physical
library space. Therefore, the library recently began tracking usage statistics
for the first time in order to better understand its patron base. Using a
Google Docs spreadsheet, the librarians recorded information on users’
affiliations, departments, types of interaction, and methods of communication.
The statistics confirmed anecdotal evidence that staff and scientists located
near the library were the primary users. Additionally, they revealed that two
important user groups were under-using the library—zoo keepers and
horticulturalists. To address this situation, the library will begin providing
roving reference by bringing the library to keepers and horticulture staff in
break areas at both the San Diego Zoo and the San Diego Zoo Safari Park.
Statistics will continue to be monitored to measure the success of this
outreach effort. The results of this outreach initiative will inform future
efforts towards improving patron access, specifically to additional user groups
identified through usage statistics analysis.
V -
13 Everyone Wins! Reaching Out to Support Study
Abroad
Karen Neurohr, Oklahoma State University, Stillwater, OK
(karen.neurohr@okstate.edu)
Richard Paustenbaugh, Oklahoma State University, Stillwater, OK
(richard.paustenbaugh@okstate.edu)
Jeffrey Simpson, Oklahoma State University, Stillwater, OK
(jeff.simpson10@okstate.edu)
Increasingly
global awareness is an educational goal at many institutions. The Institute of
International Education reports that over the past two decades, “U.S. student
participation in study abroad has more than tripled.” The Oklahoma State
University (OSU) Library, like most academic libraries, offers resources and
services that are potentially helpful for study abroad students and faculty.
However, based on discussions with students, there has been a lack of awareness
of these resources. To increase awareness, the OSU Library strengthened
communication with the Study Abroad Office. This communication has been a
win-win for the library, Study Abroad Office, students, and faculty. Several
new activities have resulted: (1) library participation in study abroad events
such as pre-departure orientation and study abroad fair, (2) targeted marketing
materials, (3) increased library holdings, (4) increased communication to
faculty coordinators, and (5) periodically offering library space for study
abroad displays and presentations. Anecdotal evidence suggests that students
are now utilizing the library resources. In spring 2012, the library will
evaluate the effectiveness of the awareness campaign by analyzing collection
data and surveying students and faculty. Results will help plan future efforts
to this population. Planned visuals will include marketing materials, photo
images, and survey results.
V -
14 Collaborating with Strangers: Libraries as a
Catalyst for Creativity
Melissa Clapp, University of Florida, Gainesville, FL (shoop@ufl.edu)
Margeaux Johnson, University of Florida, Gainesville, FL (margeaux@ufl.edu)
Ann Lindell, University of Florida, Gainesville, FL (annlind@uflib.ufl.edu)
Bess de Farber, University of Florida, Gainesville, FL (bessdefa@uflib.ufl.edu)
Barbara Hood, University of Florida, Gainesville, FL (bhood@uflib.ufl.edu)
“Collaborating
with Strangers” is a series of six speed meeting workshops that convened campus
faculty graduate and undergraduate students with a goal of creating
interdisciplinary connections in a safe and engaging environment. UF Libraries’
staff partnered with representatives from Arts, Engineering, Science, and the
Dean of Students offices to provide marketing support. The sessions featured
facilitative methods from the CoLAB Planning Series®, a large group
facilitative process that supported one-on-one, three-minute focused
conversations where workshop participants quickly revealed their passions,
skills, and resources. An average of 40 participants in each workshop gained
valuable opportunities to create personal connections, practice communicating
with “strangers” from other disciplines, and discover hidden assets on campus.
The key benefit for participants was that they made connections which otherwise
may have required months of conversations to uncover. Post-workshop activities
enabled participants to follow-up with “strangers” they did not meet during
their live workshop session. The project was funded by UF’s Creative Campus
Committee’s competitive award program ($12,962) which included a budget
allocation for external evaluation. This poster will feature descriptions of
collaborative facilitation processes and the follow-up online resources
designed to foster partnerships across disciplines, and will detail the results
of evaluation activities.
V
- 15 Collaborative Imperative: How Public and
Academic Libraries in Northwest Washington Worked Together to Share Resources
and Improve Service
Christopher Cox, Western Washington University, Bellingham, WA
(chris.cox@wwu.edu)
Jane Blume, Bellingham Technical College, Bellingham, WA (JBlume@btc.ctc.edu)
Academic
libraries (baccalaureate, community college, technical college, and tribal) in
Whatcom County, Washington have entered into a unique partnership with the city
public library and county library system to expand access to library materials
and improve services to the community. Whatcom County community members can now
borrow materials from any library and return them to any library. They can find
out what’s available through a joint catalog scope set up in WorldCat. Public
library connections have been set up at the academic libraries allowing holds
to be picked up and checked out using a self-check machine, effectively
creating virtual branches. The libraries have also collaborated on an
innovative one book community reading project called “Whatcom Reads!” All of
this has been done with little money, and more ideas are on the way. Come find
out how you can initiate such a collaboration in your community!
V -
16 Blooms & STEMs: Cultivating Ethical
Practice Through an Online Game
Margeaux Johnson, University of Florida, Gainesville, FL (margeaux@ufl.edu)
Michelle Leonard, University of Florida, Gainesville, FL
(mleonard@uflib.ufl.edu)
Amy Buhler, University of Florida, Gainesville, FL (abuhler@ufl.edu)
Melody Royster, University of Florida, Gainesville, FL (mroyster@uflib.ufl.edu)
Librarians
at the University of Florida’s Marston Science Library take a proactive role in
educating Science, Technology, Engineering, and Mathematics (STEM) graduate
students about Responsible Conduct of Research (RCR). As part of the National
Science Foundation (NSF) Ethics Education in Science and Engineering (EESE)
program, the science library received a two-year grant award to design and
develop a video game that would engage STEM graduate students with research
ethics. The Gaming Against Plagiarism (GAP) project completes development in spring
2012 and will be made available as an open source resource for STEM educators
and librarians. This poster maps levels of the game directly to the pedagogical
levels in Blooms Taxonomy to demonstrate how scaffolding basic concepts early
on in game play can prepare students to face more complex challenges.
Games-based learning environments lend themselves to this form of scaffolding,
but the pedagogy also transfers well to traditional face-to-face and online
information literacy instruction. Utilizing specific content and visual images
from the game, this poster connects educational pedagogy to the game’s intended
learning outcomes. Furthermore, results of learning assessments within the game
and pre/post tests evaluate the effectiveness of this medium as a teaching
tool. The completed game will be available for audience members to play.
V -
17 Assessment of Undergraduate Research: Student
Posters across Disciplines
Merinda Hensley, University of Illinois at Urbana-Champaign, Urbana, IL
(mhensle1@illinois.edu)
In
our educative role, librarians work with students on the development of
research and critical thinking skills as part of a cohesive push towards
information literacy. New questions arise, however, with quickly changing
expectations and models for publication of undergraduate student work. What
role should librarians play in supporting the publication and dissemination of
undergraduate scholarly work? The University of Illinois at Urbana-Champaign
explored this question in partnership with the Ethnography of the University
Initiative, a “collaborative, campus-wide project, dedicated to directing and
supporting student inquiry on the university” (http://www.eui.illinois.edu/).
This assessment project examined the layers of instruction as provided by a new
initiative to engage students on the complexities of the scholarly
communication process. While librarians use active learning strategies to
discuss issues of publication, instruction also included strategies for
creating an effective research poster through the development of visual
literacy and design skills, consideration of legal and ethical use of images,
and issues around submission of work in the local institutional repository.
This poster will share qualitative and quantitative data to tell a story about
the impact of library instruction on student’s perception of the publication
process.
V -
18 Chat, Chow & Web 2.0: Channeling Technology
to Create Alliances
Carol Daul-Elhindi, St. Mary’s University of Minnesota, Winona, MN
(cdaulelh@smumn.edu)
Ruth Ann Torstenson-Lemasters, St. Mary’s University of Minnesota, Winona, MN
(rtorsten@smumn.edu)
Information
technology, instructional technology, and library staff members at Saint Mary’s
University of Minnesota are in the midst of the fourth year of a successful
faculty and staff development series, Chat, Chow & Web 2.0, hosted in the
library. Centered on collaboration and innovation, this series is designed to
allow colleagues at a small liberal arts university an opportunity to discuss
the scholarship of teaching and learning (Chat), during lunch (Chow), while
providing an introduction to new educational technologies (Web 2.0). Two
immediate achievements have resulted from this programming. First, Chat, Chow
& Web 2.0 has created a new and inviting way to address the scholarship of
teaching and learning. Second, working collaboratively, the library,
information technology, and instructional technology staff have built strong
alliances, improved communication, and broken down barriers while effectively fulfilling
a staff and faculty development need. The success of this programming can be
measured by the positive feedback from attendees, an increase in technology use
in the classroom, increasing numbers of attendees, and continuing financial
support from administration. Our session will emphasize the cornerstones of the
program, and include a captioned computer slideshow highlighting topics
covered, photos, feedback from participants, successes, and lessons learned.
V -
19 LibLegis: Library Advocacy Through Legislative
Awareness, or Info to the People
Young Lee, University of La Verne, Ontario, CA (leebrarian@gmail.com)
John Jackson, University of Southern California, Los Angeles, CA
(johnjack@usc.edu)
Legislation
can have a significant impact on libraries. While legislative information is
freely available, the need for a singular resource—that is both effective and
compelling—remains. That is the goal of LibLegis: to provide a simple and
engaging resource that increases public awareness of legislation affecting
libraries. This poster highlights the design, development, and features of the
LibLegis library advocacy tool and its related open source project, as well as
the role of LibLegis in the larger scheme of advocacy, collaboration, and
community building in librarianship.
V -
20 Fun with Numbers: Opportunities and Challenges
in Collecting Library Use Data
Cheryl McCallips, Pennsylvania State University, University Park, PA
(cam42@psu.edu)
Nancy Butkovich, Pennsylvania State University, University Park, PA (njb2@psu.edu)
Timothy Babcock, Pennsylvania State University, University Park, PA (trb157@psu.edu)
Elaine Dean, Pennsylvania State University, University Park, PA (ehd2@psu.edu)
Alan Shay, Pennsylvania State University, University Park, PA (aws131@psu.edu)
Gathering
consistent statistics across multiple service points is a challenge for many
institutions. Penn State uses Desk Tracker for recording reference transactions
at 23 campuses, utilizing over 100 access points with over 500 faculty and
staff entering data. In order to meet the challenges provided by the large
number of access points and users, as well as the security demands of our IT
department, we had to develop policy and procedures that may be of interest to
other institutions considering a third party hosted system. The structure for
user names and passwords is being shared with other teams within the Penn State
Libraries that are recommending the use of third party hosted software. In that
way, the policies and procedures that have been developed can be used within
other frameworks. Data can be integrated into an individual’s annual review,
used in evaluating a unit’s workload and assessing staffing decisions. Results
can contribute to data shared with external groups such as ACRL. A cycle of
evaluation and review has been established to continue to refine a process that
was begun in January, 2010. This poster will outline how we met the challenges
at each step of development and refinement.
Session VI: Infrastructure: Posters on
Buildings and Equipment, Management, and Technology
Sunday, June 24, 2012
3:00-4:30
VI
- 1 Academic Librarians as Faculty Members: A
History and Guide Toward the Future
Christopher Shaffer, Troy University Dothan, Dothan, AL (shafferc@troy.edu)
Olga Casey, Troy University Dothan, Dothan, AL (oknyaz@troy.edu)
Lisa Vardaman, Troy University, Troy, AL (lisavardaman@troy.edu)
This
poster will examine the development of modern day academic librarianship, and
the gradual transition librarians in the academy made from being staff members
to becoming faculty members. Policies from across the United States will be
examined, with consideration being given to the rationale for librarians having
faculty status. Charts will provide visual representation of the percentage of
librarians in the United States with faculty status and without. Attitudes of
other faculty members regarding librarians with faculty status will be
examined, as will best practices for librarians developing positive collegial
relations throughout their university. Finally, attention will be paid to the
role faculty librarians will play in the future as we continue to venture forth
into the age of digitalization.
VI
- 2 Auburn’s Awesome Display Year: How Auburn
University Libraries in 2011 Leveraged Displays to Benefit Marketing,
Publicity, and Donor Development
Gregory Schmidt, Auburn University, Auburn, AL (schmigr@auburn.edu)
Todd Shipman, Auburn University, Auburn, AL (tas0011@auburn.edu)
This
poster session presents a case study of Auburn University Libraries’ approach
to library displays and the impact the displays have had on publicity,
community engagement, and library development. In 2011, Auburn University
Libraries made a deliberate effort to develop a series of Special Collections
and Archives displays oriented toward noteworthy events and anniversaries.
Leveraging Special Collections and Archival collections, subject specialist
knowledge, and public relations tools, Auburn University Libraries was able to
use these displays as part of its outreach and marketing efforts. The displays
highlighted significant donations, eulogized beloved Alabama authors,
documented the community response to tragedy, and marked the 400th anniversary
of the King James Bible. Each of these separate displays garnered media
attention ranging from local to national in coverage. The media attention in
turn brought new scholars and visitors to the libraries, increased campus
requests for special collections instruction, and aided library programming and
development efforts. Our display strategy can serve as a model to other
institutions, including public and special libraries, in how to successfully
market library collections to media entities and leverage that attention to
positively impact library support and use.
VI
- 3 Change Without Chaos: Reducing Resistance with
Planning and Communication
Toni Carter, Auburn University, Auburn, AL (tcd0006@auburn.edu)
The
introduction of any new initiative into an organization may result in
resistance, discomfort, or stress among employees. See how one academic library
instruction program seamlessly integrated student learning assessment into
information literacy sessions with use of a one-year timeline. By providing
librarians with ample time and opportunity to recognize the purpose and
benefits of assessment, much of the stress and resistance normally associated
with change was alleviated. Led by a three-member instruction team, these
efforts targeted fellow teaching librarians within the reference department.
Strategies for integrating student learning assessment included workshops, the
creation of a special LibGuide, and a renewed effort in open communication
among colleagues. The workshops incorporated active learning, food, and fun as
a means to engage and inspire the participants; the LibGuide provided a place
to share ideas; and continual feedback and communication between the
instruction team and reference librarians proved vital in the success of this
initiative. This poster will include a chart to illustrate steps within the
timeline, photographs and examples of activities from workshops, a screenshot
of the LibGuide, and visual representations of what the instruction team and
reference librarians have learned about teaching, student learning, and the
implementation of a new initiative.
VI -
4 Do You See What I See? Academic Librarians’
Experiences of Racism
Jaena Alabi, Auburn University, Auburn, AL (jma0019@auburn.edu)
This
research project uses the framework of microaggressions, which psychologist
Derald Wing Sue defines as “brief, everyday exchanges that send denigrating
messages to certain individuals because of their group membership” (2010), to
investigate academic librarians’ experiences and observations of racism in the
profession. Researchers—Solorzano, Ceja, and Yosso, as well as Griffin, Pifer,
Humphrey, and Hazelwood— have already used this framework to investigate the
experiences of African American students and faculty members. If college
students and faculty of color are encountering race-based microaggressions, it
is possible that minority librarians are also experiencing them, which may lead
to negative consequences for individuals, including decreased productivity
(Sue, 2010), psychological withdrawal, and/or physical departures from
institutions (Griffin et al, 2011). The academic library profession could also
be adversely affected if minority librarians choose to leave not only an
institution but also the profession. The Racial and Ethnic Microaggression
Scale (REMS) survey instrument has been modified and academic librarians of all
races will be invited to participate in an online survey. This poster will
present preliminary findings of that survey.
VI
- 5 Look Mom, My Name’s in Print! Lessons Learned
from Newly Published Librarians
Kacy Lundstrom, Utah State University, Logan, UT (kacy.lundstrom@usu.edu)
Erin Davis, Utah State University, Logan, UT (erin.davis@usu.edu)
Pamela Martin, Utah State University, Logan, UT (pamela.martin@usu.edu)
Publishing
is required for many tenure-track academic librarians, but the task can seem
daunting, especially for those new to the field. While a number of
presentations in the past have focused on “how to publish” from panels of
editors and publishers, this poster session offers a visual, specific narrative
on how to survive the peer-reviewed publishing process from the perspective of
new librarians. This poster highlights how the process can be both turbulent
and successful—and offers tips and guidance on how to avoid some of the
pitfalls of the authors’ experience. This poster visually illustrates the
conception of the authors’ research study and proceeds through their mistakes,
their response to reviewer’s critiques and their paper’s eventual acceptance,
revision and publication. Veering from traditional formats, this poster session
will use graphic-novel style images and text to engage the audience and
personalize the narrative. This includes sharing stories and photos that
illustrate the various events throughout the authors’ publishing journey. The
visual and honest nature of this poster will give an accurate portrayal of what
publishing in today’s academic environment entails. Poster session attendees,
especially tenure-track librarians, will learn how to successfully navigate the
peer-reviewed publishing process.
VI -
6 Merit-Based Evaluation of Academic Librarians
Perry Bratcher, Northern Kentucky University, Highland Heights, KY (bratcher@nku.edu)
Accountability
is increasingly important in today’s business environment, particularly in a
tight job market. University faculty members are pressured to justify their
contributions to academia, especially given the public’s perception of tenure
and job security. Since 2004, the President of Northern Kentucky University
(NKU) has mandated that all university faculty/staff raises be merit-based in
order to establish a higher level of accountability. In response to this
mandate, NKU’s Steely Library developed and implemented a point-based merit
system for library faculty. This system provides points values for various
activities in job performance, scholarly, and service activities. This session
will outline the specific activities/values and how they have affected library
performance through narrative and charts. The process of the evaluation process
will also be outlined. Highlights of the most controversial decisions will be
presented as well as a summary of major changes made over the years to improve
the process. Over the years, continuous evaluation of the process has taken
place with an overall result of increased activity by library faculty in all
areas.
VI
- 7 Mismanaging Future Managers: Are Library
Schools Failing to Adequately Prepare Administrators?
Susan Schreiner, Pittsburg State University, Pittsburg, KS
(sschrein@pittstate.edu)
Over
1,000 academic, public, school, and special librarians responded to a survey
about the management education they received during their MLS programs. The aim
of the survey was to determine the perception towards management curriculum in
library schools from the perspective of practicing professional librarians and
information specialists with a master’s degree in library science. The survey
results reveal a fascinating disconnect between the education librarians wanted
while they were students and the education they wish they had received now that
they are practitioners. In addition, the results show that practicing
librarians perceive a significant deficiency in management training during
graduate study which highlights the need for redesigning management courses in
library schools to meet the real world demands of today and tomorrow. This
poster session will include copies of the survey, graphs of the survey results,
and participants’ comments and suggestions for improving this area of library
education. An analysis of the quantitative results were published in the
November, 2011 Endnotes Journal. An additional qualitative analysis is included
in this presentation.
VI -
8 Publication Patterns of U.S. Academic Librarians
from 2003 to 2011
Deborah Blecic, University of Illlinois at Chicago, Chicago, IL
(dblecic@uic.edu)
Stephen Wiberley, University of Illlinois at Chicago, Chicago, IL (wiberley@uic.edu)
John Cullars, University of Illlinois at Chicago, Chicago, IL
(jcullars@uic.edu)
Sandra De Groote, University of Illlinois at Chicago, Chicago, IL (sgroote@uic.edu)
Mary Shultz, University of Illlinois at Chicago, Chicago, IL (shultz@uic.edu)
This
study examines the contributions of U.S. academic librarians to the
peer-reviewed literature of library and information science (LIS), focusing on
32 journals. The results will be compared to the results of two similar studies
conducted at the University of Illinois at Chicago that cover the periods
1993-1997 and 1998-2002. This study provides comparative and benchmark data for
publication productivity of academic librarians and for institutional
contributions to the literature. It also compares the number of articles
produced in the different periods as well as proportion of academic librarian
authors and extent of co-authorship.
VI - 9 Using
Student Workers for More Than Shelving Books
Theresa Carlson, Northern Arizona University, Flagstaff, AZ
(theresa.carlson@nau.edu)
At
Northern Arizona University’s Cline Library student workers are well integrated
into the service operations of the library. Knowing that students often prefer
to ask questions of a peer, we staff our very high-volume reference/circulation
desk with both staff members and students, all of whom answer reference
questions as well as perform circulation duties. With increased student
enrollment and differing communication methods of the current generation, the
library saw a need to add chat service to the library. We decided to turn to
our students again and have had them become operators for chat. All questions
filter to an operator queue where student workers answer general questions and
basic reference questions. For more advanced reference questions, the student
operator forwards the chat to reference queue where it is answered by a
librarian. In this system chat becomes a tiered system with basic questions
answered by students, thus freeing up librarians for other duties and giving
students an additional way to connect with a librarian.
VI
- 10 Training Friendly Student Employees—What
Works?
Jamie Kohler, Westminster College, New Wilmington, PA
(kohlerjp@westminster.edu)
Student
employees are often the first individuals patrons contact when they enter an
academic library. These student employees receive extensive training in order
to complete tasks like using the circulation system, shelving materials, or
processing reserves. However, the training most needed is often neglected:
training in customer service. As evidenced by the many discussions about the
future of the library as place, we must consider how to make academic libraries
as patron-friendly as possible. At small institutions like Westminster College,
there is limited staff, limited time, and limited budgets available for
training purposes. So how can we effectively train students to be the “face” of
the library? One possibility is training students through the use of various
free online tools and technologies.
VI
- 11 When the Instruction Coordinator Isn’t a
Supervisor: How to Foster Change and Continual Improvement by Coordinating, Not
Managing
Stephanie Rosenblatt, California State University, Fullerton, CA
(srosenblatt@fullerton.edu)
Teaching
is an intensely personal activity. People adopt a certain teaching style or
pedagogy based on their understanding of how people learn and their comfort
level with public speaking or the content being taught. Administrators with
supervisory authority have a difficult time changing the practices or beliefs
of individual educators. It appears to be even more difficult when the
librarian in charge of an instructional program is but a peer of his/her
colleagues. However, as documented in educational leadership literature, there
is a growing recognition of the power of peer-to-peer interactions in the
inculcation of change in an institution. This poster will document practices
adopted by an instruction coordinator that have harnessed the intellectual and
emotional energies of the librarians who form the instruction team. These
practices include peer coaching, peer training, highlighting “best practices”
being used by colleagues at the institution, working groups, and surveys to
discover difficulties being faced by colleagues and desired training. These
practices allow the coordinator to work as a change agent with the support of
the team. They have also fostered a climate of reflection, trust, and
collaboration, as demonstrated in the results of a survey administered to team
members.
VI -
12 Is Your Web Content Useful, Usable, and
Findable? Developing a Content Strategy for Your Library Website
Rebecca Blakiston, University of Arizona, Tucson, AZ (blakistonr@u.library.arizona.edu)
Library
websites are often the primary method by which users interact with our services
and resources, yet often these websites have content that is out of date,
poorly written, or irrelevant. Libraries need to be proactive in developing
sustainable content strategies for their websites that will ensure their
content is useful, usable, and findable. Historically, at the University of
Arizona Libraries, our website content had little oversight in any sort of
ongoing way. In 2011, the newly formed Website Steering Group, led by the
Website Product Manager, began to develop a practical and sustainable content
strategy to address the creation, delivery, and governance of our content. The
process began with a content inventory and analysis that brought to light
issues of inconsistency, inaccuracy, and duplication. Several hundred pages
were deleted or revised as part of this process. Editorial standards were soon
developed to ensure ongoing consistency of content. The group then established
a content lifecycle workflow, which included processes for the creation,
updating, and deletion of content. New roles and responsibilities, along with
methods of accountability, were established. This poster will outline the
process we used to develop a content strategy for our library website.
VI
- 13 Oooh, Shiny! Adapting Services, Engaging Scholars,
and Stealing the Spotlight with the iPad
Beth Overhauser, Indiana University-Purdue University Fort Wayne, Fort Wayne,
IN (overhaue@ipfw.edu)
Shannon Johnson, Indiana University-Purdue University Fort Wayne, Fort Wayne,
IN (johnsons@ipfw.edu)
New
technologies offer new opportunities for innovation and engagement. At IPFW, a
cohort program put iPads in the hands faculty members and librarians alike. By
repurposing trusty library concepts such as information and technological
literacy, scholarly communication, and collection curation to fit the paradigm
of iPads and apps, we created new collaborations, new educational tools, and a
higher profile across our campus. This poster will present the tools we used
and the best practices we developed while persuading a new generation of
faculty members that teaching, learning, and technology are enhanced when the
library is involved.
VI
- 14 Putting Content First: Adding Relevancy to
Your ALA Website
Beth Kumar, University of Colorado Colorado Springs, Colorado Springs, CO
(bkumar@uccs.edu)
Tabatha Farney, University of Colorado Colorado Springs, Colorado Springs, CO
(tfarney@uccs.edu)
Sara Memmott, Eastern Michigan University, Ypsilanti, MI (smemmott@emich.edu)
In
our libraries, we often evaluate and assess our library’s website content, but
what about the content of our professional organization’s website? With the
recent migration of ALA.org websites to the content management system, Drupal,
the web editors for the Education and Behavioral Science Section (EBSS) of ACRL
decided it was time to reevaluate their section’s website purpose and content.
They review the currency and organization of the web pages, along with the
efficiencies of maintaining current information on the main website, wikis, and
ALA Connect. The web editors consulted the section’s committees to evaluate
their use of online space in additional to surveying the section’s membership
to determine the value they receive from the EBSS website. On the technical
side, they evaluated website usage statistics using Google Analytics which
revealed how visitors find and use the site. As ALA has hundreds of volunteer
web editors and thousands of web pages, this poster session is designed to make
both web editors and active members think about their corner of the ALA web (or
any professional organization) and create a content strategy that is relevant
for their organization’s website.
VI
- 15 Thinking Critically about Classroom
Technologies Using the TPCK Framework
Margaret G. Grotti, University of Delaware, Newark, DE (mgrotti@udel.edu)
Karen Sobel, University of Colorado Denver, Denver, CO
(karen.sobel@ucdenver.edu)
Librarians
who teach often work to integrate new technologies into their instructional
practice. Whether the newest technology involves a great new app, a fun
website, or a new type of hardware, it can be difficult to determine what
technology best supports the learning outcomes that have been established for a
specific class. It can also be difficult to determine how this technology can
best be leveraged for maximum impact in the classroom. Technological
Pedagogical Content Knowledge (TPCK) is a theoretical framework that can help librarians
to select technology to incorporate into the classroom, develop lessons that
incorporate this technology, and to reflectively examine the impact of the
chosen technology upon student learning. TPCK provides framework for exploring
the interaction between the different forms of knowledge that instructors bring
to lesson planning, and how the interaction between content, pedagogy, and
technology can be focused to encourage student success. Our poster will provide
a brief overview of TPCK, and will offer examples of how this framework has
assisted in technology integration projects in library instruction classrooms.
Examples will include working to integrate iPads into a lesson for English
language learners, using PollEverywhere in English composition classes, and
other.
VI
- 16 The Only Tool You Need: How Read® Design
Studio Is Advancing Programming, Marketing, and Outreach in Idaho
Erica Compton, Idaho Commission for Libraries, Boise, ID (erica.compton@libraries.idaho.gov)
ALA’s
READ® Design Studio (RDS) products were the foundation for projects in Idaho
that targeted youth services staff from both public and school libraries. The
Idaho Commission for Libraries (ICfL) hosted several events in 2011 and 2012 to
train staff on the creation of projects that would engage, inspire, and
challenge teens. The programs were designed to leverage teens’ love of
technology and their interest in creating projects where they were the
celebrities. During Teen Read Week (TRW) 2011, library staff assisted teens in the
creation of their very own READ posters. These posters were voted on by Idaho
teens and winners received statewide recognition. In 2012 the ICfL again used
this versatile tool to target different audiences and demonstrate its potential
for marketing library services. Fifty library staff attended workshops where
they learned to create unique RDS themed projects such as window clings,
tattoos, magnetic frames, and other visual media to use for outreach,
programming, and promotion. Staff then returned to their libraries and
implemented projects with local teens. Has it had an impact? Yes! TRW alone
showed an increase in teen participation of 68% from 2010 to 2011. And we are
not done yet—next up is utilizing RDS during events such as Idaho Family
Reading Week.
VI -
17 Walk This Way: Leading Users to Library
Resources with Interactive Floor Plans
Michael English, Salisbury University, Salisbury, MD (mcenglish@salisbury.edu)
Interactive
software and technologies continue to re-invent how educators teach and how
students learn. From the most basic example of hyperlinked resources on an
instructor’s online syllabus, to interactive, 3-D human anatomy apps, the
learning environment increasingly mimics the world of today’s student: one of
omnipresent technologies and screens and ongoing interaction with both images
and text. This session will explore Blackwell Library’s move to harness the
power of this convergence to create an interactive floor plan that is not only
an innovative and fun way to introduce users to the library, but also a
powerful, multi-faceted resource tool. With over 70 photos, 3,000 words of
informational text, and 66 links, the set of floor plans is a marketing tool
for the library that promotes the students and staff, as well as the library’s
collections, services, and technologies. Furthermore, the set is an information
literacy tool that connects users with subject liaisons and subject research
guides, and is an assessment tool that tracks its own usefulness in real time
using bit.ly metrics to record clicks.
VI -
18 Winning the War Against Entropy: FSU Libraries’
Tool Kit for Library Website Maintenance
Wilhelmina Randtke, Florida State University, Tallahassee, FL (wvr05@fsu.edu)
Matt Burrell, Florida State University, Tallahassee, FL (mdburrell@fsu.edu)
In
a perfect world, a perfect library Website would remain perfect into the
future. Instead, the world moves on and a Website can be left behind. As a
once-perfect library Website ages, it faces a constant battle to remain
vibrant, vital, and accurate. Factual information, such as institutional
policies and contact information, must be brought up-to-date. Library Websites
present special concerns, as databases move from vendor to vendor and journals
move from database to database. Meanwhile, links on the website, LibGuides, and
professors’ syllabi point to the old location—the world as it once was, not as
it is. The Florida State University (FSU) Libraries presents tools for keeping
up with such changes. Working relationships among program areas ensure outdated
information is quickly corrected, automated link checkers identify problem
areas, and Persistent URLs target difficulties of electronic resource links and
proxy logins. FSU Libraries presents a Website maintenance Tool Kit: (1) a
checklist of recommended annual/biannual tasks to keep facts current, (2) an
automated link checker to identify aging pages, and (3) Persistent URLs in
LibGuides. Visitors can sign up to receive an emailed report of broken links on
their library’s Website.
VI
- 19 Foursquare for Libraries: Your Users Are
Ready to Check In!
Katy Kelly, University of Dayton, Dayton, OH (kkelly2@udayton.edu)
Libraries
can use Foursquare to reward frequent visitors. Using mobile phones to check
in, visitors use Foursquare to share their locations with friends as well as
unlock special offers available at a location. Frequent visitors can become
“mayors,” thanks to algorithms, and locations can reward their mayors as they
see fit. Our student government association suggested a semester-long contest
for the chance to win a highly-coveted individual study room in the library
during finals week. The library answered this request and hosted the contest
with Foursquare. After launching the “V.I.P. Room” deal, check-ins at the
library on Foursquare increased 992%. Foursquare provides graphic
representation of visitor data and participation rates for each promotion. This
information, combined with anecdotal feedback collected in-person and via
Twitter, proved our Foursquare initiative to be popular with students. This
poster session will describe the steps to set up a presence on Foursquare,
offer suggestions for effective check-in incentives (based on number of
visitors who unlocked a deal), and elaborate on the campus partnerships that
grew from the Foursquare initiative.
VI
- 20 Documenting a Systems Librarian’s Knowledge
Using SharePoint
Li Fu, University of Maryland University College, Largo, MD (lfu@umuc.edu)
John Coogan, University of Maryland University College, Largo, MD
(jcoogan@umuc.edu)
Jennifer Diffin, University of Maryland University College, Largo, MD
(jdiffin@umuc.edu)
If
virtual libraries are the future of libraries, systems librarians are critical
components in ensuring the success of this digital future. A successful systems
librarian often has to know and stay up-to-date with a large assortment of
technical and library knowledge. On a daily basis, they have a wide array of
tasks that includes implementing and maintaining various library systems,
troubleshooting problems, ensuring access to electronic resources, responding
to the technical needs of faculty, staff, and students, providing training, and
liaising with the IT department. This poster will show how the two systems
librarians at a distance education university serving over 90,000 faculty,
staff, and students have documented and shared their expertise and knowledge
among the other librarians. As part of a cross-team training effort within the
library, they poured their knowledge into a Microsoft SharePoint wiki. Learn
how they produced and structured the documentation to create a more collaborative
and knowledge-sharing work environment, as well as to provide the best library
technical support to the university’s constituency. Having this knowledge
readily available also allows others to provide technical assistance when
necessary.