30th
Annual ALA Poster Sessions
Saturday, June 25th
and Sunday, June 26th
American Library
Association 2011 Annual Conference
New
Orleans, LA
2011 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
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 Libraries
Nan Butkovich, Penn State University
Mollie Dinwiddie, University of Central Missouri
Eleonora Dubicki, Monmouth University
Jody Fagan, James Madison University
Stephanie Graves, Southern Illinois University Carbondale
Melanie Griffin, University of South Florida
Stefanie Hunker, Bowling Green State University
Steven Johns, Des Moines Area Community College
Wendi Arant Kaspar, Texas A&M University
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
Michelle Minerd, Kent District Library
Nicole Morello, Baton Rouge Community College
Maureen Morris, Cornell University
Pixey Mosley, Texas A&M University
Necia T. Parker-Gibson, University of Arkansas
Carl Pracht, Southeast Missouri State University
Arlene Salazar, Texas State University
Jodi Shepherd, California State University, Chico
Melissa Van Vuuren, James Madison University
Ginger Williams, Wichita State University
Myoung Wilson, Rutgers University Libraries
Michael C. Witt, Purdue University
Frances Yates, Indiana University East
Floor
Managers:
Serin
Anderson, University of Washington‑Tacoma
Howard
Carter, Southern Illinois University Carbondale
Yu‑Hui
Chen, University at Albany, SUNY
Melanie
Griffin, University of South Florida
Pixey
Mosley, Texas A&M
Sarah
McHone‑Chase, Northern Illinois University
Maureen
Morris, Cornell University
Eric
Resnis, Miami University
Luke
Vilelle, Hollins University
ALA Liaisons:
Mary Ghikas and Paul Graller
Abstracts Booklet:
Sarah McHone-Chase,
Northern Illinois University
2012 Annual Poster Session Application
Information
2012 Annual Conference, Anaheim, CA: June
21–26, 2012
Applications for
presenting poster sessions at the 2012 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 2011 and early
January, 2012. 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.
Session I: The Collectors: Posters on Acquisitions,
Cataloging and Classification, Collection Development and Management, History,
Serials, and Special Collections
Saturday,
June 25, 2011
11:00-12:30
Session II: The Educators: Posters on Distance
Learning, Continuing Education, Library Education, Literacy, and Research
Methodology
Saturday,
June 25, 2011
1:00-2:30
Session III: Outreach: Posters on Interlibrary
Cooperation, Library Services to Special Groups, and Reference and Information
Services
Saturday,
June 25, 2011
3:00-4:30
Session IV: Global Solutions, International Projects
in Libraries
Sunday,
June 26, 2011
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 26, 2011
1:00-2:30
Session VI: Infrastructure: Posters on
Buildings and Equipment, Management, and Technology
Sunday,
June 26, 2011
3:00-4:30
Session I: The Collectors: Posters on Acquisitions,
Cataloging and Classification, Collection Development and Management, History,
Serials, and Special Collections
Saturday,
June 25, 2011
11:00-12:30
I -
1 MetaWHAT? Training Access Services
Staff to Partner in Digital Projects
Metadata
Creation
Lisa Nickel, University of North Carolina-Charlotte, Charlotte, NC
(lisa.nickel@uncc.edu)
Katie McCormick, University of North Carolina-Charlotte, Charlotte, NC
(kmccormi@uncc.edu)
Kristy Dixon, University of North Carolina-Charlotte, Charlotte, NC
(kdixon21@uncc.edu)
With thousands of images already scanned but completely hidden from public view, archivists and librarians at J. Murrey Atkins Library at the University of North Carolina-Charlotte needed to devise innovative, efficient ways to effectively describe the digital objects and make them available to patrons through search and discovery. Budget conditions prevented hiring additional personnel and challenged library managers to think creatively in order to utilize existing library staff and maximize downtime while expanding their current knowledge and professional experience. This session will examine the collaborative endeavors of the Special Collections Department and the Access Services Unit to train service desk staff to create robust Dublin Core metadata records for digital objects (photographs, postcards, historic documents, maps, oral histories, etc.) included in the Digital Collections at Atkins Library (DC@AL). The three main topic areas will include: 1) Staff training and access services desk work flow; 2) Challenges (authority control, quality control, inter-indexer consistency); and 3) Evaluation of the project and plans for the future. The unique training and work flow procedures created at University of North Carolina-Charlotte can serve as a model for other libraries that seek to refocus the professional efforts of existing staff and provide comprehensive access to previously hidden materials.
I - 2 Digital Dreams: The
Potential in a Pile of Old Jewish Newspapers
Rebecca Jefferson, University of Florida, Gainesville, FL (rjefferson@ufl.edu)
In celebration of its thirtieth year, the Isser and Rae Price Library of Judaica at the University of Florida is digitizing a select corpus of jubilee editions of Jewish newspapers from around the world. Thirty-two representative issues have been chosen out of a collection of over 200 such newspapers held at the University of Florida. The Jewish press of the twentieth century was an extremely vibrant entity and an important tool of social change; the editors were often among the major Jewish writers of their day. Jubilee editions therefore provide a great deal of information about the history of the particular newspaper in question as well as providing a key resource for research into the history of the Jewish press. By mounting the first part of what will be a unique digital resource, the Price Library hopes to raise greater interest in this hidden collection. It also hopes that it will spark future collaborative projects, perhaps even a national endeavor to digitize Jewish world serials. Last but not least, it is hoped that the digital collection will help raise the profile of the Price Library, which is one of the top twenty Jewish libraries in the world in terms of its late nineteenth- and early twentieth-century materials.
I -
3 Digitizing Your Library’s Photo
Collection on a Dime
Matt Kurz, Pickens County Library System, Easley, SC (mattk@pickens.lib.sc.us)
Robin Kurz, School of Library & Information Science, University of South
Carolina, Columbia,
SC (robinfoglekurz@gmail.com)
This poster highlights one public library’s successful digitization of its photo collection with minimal budget and staffing. The staff wanted to increase the usage and reach of its historical photo collection, which only ten to twenty people browsed each week. Rather than relying on expensive digital collection management software, the library’s staff decided to use Flickr Pro, as it has content management and metadata tools that are easily adapted to both the needs of small digitization projects and standard cataloging practices. The only direct expenditures for the project were a high-resolution scanner capable of batch-processing negatives and the Flickr Pro fees. Staffing for the initial twelve-month project consisted of approximately ten hours weekly by one reference librarian, and ongoing monthly site maintenance that averages less than ten hours. Initially, 450 images were cataloged, scanned, and uploaded to the Internet. Since its inception in December 2006, the site has registered over 300,000 page views and an additional 150 images have been added. Evaluation of the program has consisted of the analysis of usage statistics, user comments, and a Web-based user survey. The results of this analysis will be presented on the poster, along with tips for implementing, evaluating, and advertising similar projects.
I -
4 Promoting Historical Newspapers in
Instruction Sessions: They’re Not Just for History Students Anymore
Linda Stein, University of Delaware Library, Newark, DE (linda.stein@udel.edu)
Merrill Stein, Falvey Memorial Library, Villanova University, Villanova, PA
(merrill.stein@villanova.edu)
Online collections of historical newspapers are attracting the attention of researchers of all ages and types, from elementary school students and their teachers to university faculty and family history enthusiasts. Library users previously discouraged by microfilm readers and incomplete indexing are taking advantage of the improved access by searching for front page news, criminal cases, obituaries, fashion advertisements, book reviews, and other records of people and events. As the subscription-based and free archives continue to grow and improve, librarians need to identify new ways to promote these primary sources. This poster session presents the findings of a study initiated by two academic librarians to evaluate methods for incorporating historical newspapers into library instruction at the University of Delaware and Villanova University. The evaluation alerted them to special teaching considerations that should be associated with historical newspapers and served to increase awareness of the wider range of research that can benefit from these resources. The poster describes the study’s methodology and student feedback, and highlights the resulting improvements to instruction plans in colorful illustrations. Diagrams match specific problems that newspaper users encounter with tips for troubleshooting. Sample assignments, search exercises, Web guides, PowerPoint slides, and other teaching materials suggest innovative ideas for instruction.
I - 5 Dusting Off the Great Unread: Rejuvenating Legacy Collections through
Collaborative Cataloging
Amy Ward, Musselman Library, Gettysburg College, Gettysburg, PA
(award@gettysburg.edu)
Carolyn Sautter, Musselman Library, Gettysburg College, Gettysburg, PA
(csaustter@gettysburg.edu)
We constantly hear that our libraries are out of space and out of money; however, we are not out of ideas. Though limited resources may be our immediate future, we at Musselman Library, Gettysburg College, say “Bring it on!” As a 24-hour library for a liberal arts college, we serve students and faculty who value quality print and online collections. In response to space and budget constraints, we have already honed our journals and evaluated our databases; now, we take on The Great Unread. Our challenge was to identify books that have not circulated in 20+ years and make those hidden gems accessible for a new generation. Come see how our Technical Services staff worked with Reference, User Services, and faculty to rejuvenate our legacy collections. Our poster highlights samples of selection criteria and colorful, streamlined workflows. We showcase excerpts from our Cataloging Style Guide, a local toolkit that easily scaled the magnitude of this challenge. We are excited to share how open communication between departments transformed this project from a daunting task into a dazzling example of collaborative success.
I - 6 Foreign Languages Learning
at Your Library
Amy Duernberger, South Carolina State Library, Columbia, SC (aduernberger@statelibrary.sc.gov)
Edward Rock, Clemson University, Clemson, SC (erock@clemson.edu)
Melissa Thigpen, Richland County Public Library, Columbia, SC
(mthigpen@myRCPL.com)
Considering an online platform to offer your library’s users for foreign language can be a daunting task. Beyond offering some kind of ESL learning, libraries in all types of settings are increasingly getting asked about other foreign languages, either for a class, work, or for travel and study abroad. This poster session will explore some online platforms on the market, comparing and contrasting languages offered, features, technical requirements, and costs, so you can make an informed decision. Included will be information on the pros and cons of making either an individual library or consortial purchase and the results of a survey to South Carolina DISCUS members gauging interest in online foreign languages learning.
I - 7 E-Resource Renewal
Awareness: Using Google Calendar to Bring Selectors on Board
John Tofanelli, Columbia University, New York City, NY (jt628@columbia.edu)
Colleen Major, Columbia University, New York City, NY (cmm2169@columbia.edu)
Jeff Carroll, Columbia University, New York City, NY (jc677@columbia.edu)
Assessment of renewable e-resources should be undertaken well in advance of actual renewal dates if it is to be meaningful and productive. Subject selectors, therefore, should be aware of renewal dates for individual titles as they participate in the ongoing process of e-resource assessment. To provide this awareness, we have constructed a program that feeds relevant acquisitions data into our online shared Google Calendar. For each fund code a calendar is generated, listing each payment as an event that includes amount paid, resource title, invoice number, vendor, date of payment, and acquisitions notes. Each transaction is followed by reminders that occur at stated intervals prior to the following renewal date. Subject selectors are encouraged to subscribe to the calendars relevant to the resources they manage. In order to evaluate this project, we will undertake a formal count of how many fund calendars have been subscribed to and also will solicit from selectors regarding their experiences with the calendars. The presenters will provide a visual presentation including multiple fund calendar views, illustrating different aspects of calendar functionality. The coding used to feed acquisitions data into Google Calendar is available at: https://github.com/nadaoneal/gapps_python_whatever
I - 8 Engaging Research and
Teaching: New Roles for Subject Librarian Liaisons at Duke
Diane Harvey, Perkins Library, Duke University, Durham, NC (diane.harvey@duke.edu)
In 2010, the Duke University Libraries began a process of re-visioning the role of the subject librarian liaison in order to reflect new ways that research, teaching, and learning are happening on campus. Following a reorganization of collections and public services functions, the re-visioning process has drawn on the work of ARL and other libraries such as the University of Minnesota. The result of this yearlong process is a document that offers a holistic view of subject librarian liaison activities growing out of engagement with departments, interdisciplinary institutes, and programs across the Duke campus. The report includes short statements of subject librarian responsibilities along with examples of best practices in areas such as engagement, collection development, teaching and learning, research services, scholarly communication, and digital tools. “Engaging Research and Teaching: Sharpening our Vision as Subject Librarians at Duke University Libraries” will be used as the foundation for position descriptions and the starting point for a training program that will equip librarians with the skills they need to fulfill new responsibilities. This poster will provide an overview of the re-visioning process and the resulting report, along with information about future plans.
I -
9 Incorporating Millennium Catalog
Records into Serials Solutions’ Summon
Patrick Roth, Grand Valley State University, Allendale, MI (rothpa@gvsu.edu)
Jeffrey Daniels, Grand Valley State University, Allendale, MI (danielsj@gvsu.edu)
Grand Valley State University launched Summon in September of 2009. One of the main priorities in set up was getting Summon to search the Millennium catalog. To do this, GVSU had to first map cataloging fields to Summon facets, and then provide Serial Solutions with a full export of all MARC records. This poster will outline the entire process, from the first step of mapping, through the rollout process, exploring quirks and issues along the way, to the final current practice of exporting daily updates.
I - 10 Game On!: The Creation of
a Gaming Collection
Diane Robson, University of North Texas, Denton, TX (Diane.Robson@unt.edu)
Over the last several years, the University of North Texas has developed and expanded courses in game programming, design, and literacy. These classes are interdepartmental, covering all aspects of gaming, including Math and Physics of Gaming, 3-D Game Programming, Theory of Gaming, and Art and Design of the Computer Game. The UNT Media Library realized these courses would ultimately need library support and therefore created a project plan to support gaming programs and video game literacy through the purchase of games and consoles. This plan was put into effect in 2009 when a convergence of gaming and student initiatives across campus generated the necessary financial support for such an investment. The Media Library was also able to organize a gaming event during freshman orientation that enticed students into the Libraries during their first week of school. This poster session will illustrate the processes involved in planning, purchasing, and preparing the gaming collection in support of UNT’s gaming curriculum and the Media Library’s plans for the collection’s future growth.
I -
11 Historic Mexican and
Mexican-American Newspapers: Preserving the Past Online
Christine Kollen, University of Arizona, Tucson, AZ (kollenc@u.library.arizona.edu)
Veronica Reyes, University of Arizona, Tucson, AZ (reyesv@u.library.arizona.edu)
Mary Feeney, University of Arizona, Tucson, AZ (feeneym@u.library.arizona.edu)
Many libraries have digitized local newspapers through the NEH National Digital Newspaper Program (NDNP), mainly in English. NDNP is beginning to include a few foreign language newspapers that provided news coverage for ethnic communities. The University of Arizona Libraries’ Historic Mexican and Mexican-American Press online project, although not part of the NDNP, focuses on the Mexican-American community with the goal of demonstrating the voice that Mexican-American newspapers have provided during critical time periods in U.S. history as Mexican-Americans fought for justice, equality, and human rights, as well as illustrating what daily life was like for Mexican-Americans. This project documents and showcases historic Mexican and Mexican-American magazines and newspapers published in Tucson, El Paso, Los Angeles, San Francisco, and Sonora (Mexico) from the late 1800s to the early 1970s. The poster will include photographs showing the origin of the project, results of interviews with University of Arizona faculty, methodology used to select newspapers and magazines for the project, and will provide examples from a few of the newspapers, chart out the challenges experienced during the project and how they were addressed, and examine the impact of making these publications freely available online for researchers and the broader community.
I -
12 Permission to Preserve?:
Intellectual Property, Digital Preservation, and the University Institutional
Repository
Harrison Inefuku, University of British Columbia, Vancouver, BC (hinefuku@interchange.ubc.ca)
Elizabeth Shaffer, University of British Columbia, Vancouver, BC (eshaffer@interchange.ubc.ca)
University Institutional Repositories (UIRs) have been developed to provide access to and preserve the scholarly output of their host institutions. To date, much research has been conducted that explores the benefits of UIRs in terms of scholarly communication and open access. However, there is a paucity of research that investigates requirements for digital preservation, as well as the implications of intellectual property legislation on requirements for preservation and accessibility. This poster communicates the findings of a two-year research project that investigates the challenges presented by the digital preservation of a multitude of content types, which may include preprints, postprints, electronic theses and dissertations, multimedia presentations, datasets, and administrative records, with differing requirements for preservation and access. Furthermore, it is unclear how copyright legislation impacts the actions necessary to preserve this scholarship. Current copyright legislation has not been drafted with the complexities of digital environments in mind and the fair-use exceptions applicable to libraries are ambiguous when applied to digital repositories. The products of this project include a model preservation plan for UIRs (which consists of policies, procedures, guidelines, activity models, and metadata requirements) and an analysis of American and Canadian copyright legislation as it pertains to university libraries.
I -
13 The Race To Preserve America’s
Ethnohistory: Digitalizing the Diaries of a Free Black Woman
Alexia Hudson, Pennsylvania State University Abington, Abington, PA (alexiahudson@gmail.com)
Karsonya (Kaye) Wise Whitehead, Loyola University Maryland, Baltimore, MD (kewhitehead@loyola.edu)
In late 2009, a partnership was initiated between the Pennsylvania State University Libraries and Historical Society of Pennsylvania to digitally preserve the diaries of a young free Black woman named Emilie Davis. For three years (1863 to 1865), Emilie journaled nearly every day and chronicled significant Civil War related events such as the Battle of Gettysburg, the fall of Vicksburg, and the funeral procession of President Lincoln’s body through Philadelphia. As the United States begins the commemoration of the 150th anniversary of the Civil War this year, the Emilie Davis Diaries add a new voice to the discourse by representing two historically elusive groups of the era (free Blacks and women). However, her voice could have been lost forever if immediate action had not been taken to preserve and digitalize her diaries (which are believed to be the only hand-written account from a free Black woman from this time period). This poster session will highlight the critical role libraries play in preserving ethnohistory for future generations. The digital preservation process, the strategy to embed the history of free Blacks in the K-12 curriculum, and future scholarly applications will be discussed.
I - 14 Who’s Driving the
Collection Development Bus?: Patron Driven Acquisitions at Brigham Young
University
Rebecca Schroeder, Brigham Young University, Provo, UT (rebecca_schroeder@byu.edu)
Brigham Young University’s Harold B. Lee Library has for a number of years used patron-initiated collection development strategies, such as purchasing faculty research requests and patron suggestions. The library has also relied on its users to drive the purchase of additional copies of owned material by buying books with holds on them. More recently, the library instituted an interlibrary loan purchase program and an e-book patron-driven acquisitions program. This poster will review and analyze the various methods the library uses patrons’ input for collection development and how they work together to fulfill patron “just-in-time” needs. It will evaluate the different patron-driven acquisition models by comparing cost and use data to samples of items acquired through traditional collection development means.
I -
15 Navigating to Success: Finding Your
Way through the Challenges of Map Digitization
Cory Lampert, University of Nevada, Las Vegas, Las Vegas, NV
(cory.lampert@unlv.edu)
Katherine Rankin, University of Nevada, Las Vegas, Las Vegas, NV
(katherine.rankin@unlv.edu)
This poster highlights the key steps and decision points essential to completing a successful map digitization project. Topics to be covered include: overcoming the challenges of scanning large-scale materials (including file sizes and encapsulation), descriptive metadata for map collections, copyright and privacy issues for geographic materials, adding geographic coordinates to map collections, image viewer and interface options for online maps, and methods to track the impact of map digitization with users. Using University of Nevada Las Vegas Libraries’ digital project “Southern Nevada: History in Maps” as a case study, the authors will discuss the challenges inherent in map digitization and suggest strategies to overcome these obstacles. In addition to walking the audience through map digitization workflow, the poster will highlight the University of Nevada Las Vegas’s spatial search tool, ISIS, which allows users to search maps in CONTENTdm collections without text-based queries. Poster session attendees will learn from one institution’s experience with a successful map digital collection and leave with the knowledge and confidence to pursue their own project.
I - 16 Documenting Oklahoma’s
Connection to the Land through Oral History
Juliana Nykolaiszyn, Oklahoma State University Library, Stillwater, OK (juliana.nykolaiszyn@okstate.edu)
The Oklahoma Oral History Research Program (OOHRP) at the Oklahoma State University Library is currently engaged in documenting Oklahoma’s strong agricultural connection to the land through the Oklahoma Centennial Farm Families Oral History Project. Librarians not only engage in the recording of oral histories but also face challenges in preserving photographs and other material collected as a result of these interviews. This poster session will highlight the project and subsequent challenges, along with steps taken in developing the online collection. From a visual standpoint, this poster will feature photographs, screenshots from the digital collection, and interview quotes that shed light on the importance of documenting and preserving Oklahoma’s agricultural heritage.
I - 17 From W. E. B to Web:
Digitizing the Manuscript Collection of W. E. B. Du Bois
Jeremy Smith, University of Massachusetts-Amherst, Amherst, MA
(jlsmith@library.umass.edu) Abigail Baines, University of
Massachusetts-Amherst, Amherst, MA (abaines@library.umass.edu)
Special Collections and University Archives (SCUA) at the W. E. B. Du Bois Library, University of Massachusetts Amherst has embarked on a journey to bring the entire manuscript collection of sociologist, historian, social activist, and author W. E. B. Du Bois into the twenty-first century. This digitization project will produce a free online interface that will allow unlimited access to over 100,000 items of great historical importance by keyword or selected field. The project team has developed a sound process for digitization and description. A best practices document for describing manuscripts using MODS was created to support the unique demands of the collection. As of December 2010, the project team has scanned over 80,204 items and created 26,850 metadata records. With support from the Verizon Foundation and the National Endowment for the Humanities, SCUA will be able to make the entire digital collection available online by the end of 2013. Our poster will illustrate the project work flow from re-boxing and scanning to presentation on the Web in our digital collection interface. This diagram will include item examples, job descriptions, implemented standards, samples of MODS templates, quality control methods, and screen shots of the online digital interface.
I - 18 Diversity of Youth
Collections: A Pilot Study
Virginia Kay Williams, Wichita State University, Wichita, KS (ginger.williams@wichita.edu)
Nancy Deyoe, Wichita State University, Wichita, KS (nancy.deyoe@wichita.edu)
How diverse are youth literature collections in school, public, and academic libraries? Are we providing the children, young adults, and future teachers we serve with books that reflect diverse families and life experiences? This session reports on a pilot study to measure diversity in library youth collections. The display will include graphs and maps showing the extent to which school, public, and academic libraries in one state make highly recommended books reflecting the experiences of various ethnic groups and of GLBT individuals available to their communities and how collection diversity is related to community diversity. The session will also outline methodology and future research directions.
I - 19 Reconstructing
Information in New Orleans: The Hispano-Filipino Benevolent Society Tomb as an
Historical Document
Elnora Kelly Tayag, California State University Channel Islands, Camarillo, CA
(elnora.tayag@csuci.edu)
This session focuses on reconstructing lost information from The Hispano-Filipino Benevolent Society Tomb, a nineteenth-century society tomb severely damaged not only by Hurricane Katrina in 2005, but also years of neglect. The society tomb is located at St. Vincent de Paul Cemetery #2 in New Orleans, Louisiana. The challenge presented here is how to reconstruct information and then create a record for that information to be accessed using new technology. Retrieving the pieces to this cultural heritage mosaic included hunting primary sources and utilizing local resources such as the New Orleans Public Library’s City Archives and Special Collections, The Historic New Orleans Collection, New Orleans Notarial Archives Research Center, and Save Our Cemeteries, Inc., to name a few. Filipino-American history in Louisiana dates back 250 years to the Manila Galleons. Reconstructing information and documenting this history is relevant because it pre-dates the “master narrative” of Filipinos migrating to the United States as laborers in the fields of Hawaii and California or as pensionados, government sponsored students. The society tomb serves as an historical document and snapshot in time that provides us with insight to nineteenth-century Filipino life, how they organized, and how they engaged with the diverse communities in New Orleans.
I - 20 Library GPS: Navigating
Archives and Special Collections Using Online Tutorials
Jennifer Brannock, University of Southern Mississippi, Hattiesburg, MS (jennifer.brannock@usm.edu)
New users of special collections materials are often nervous when initially entering the library. Many are intimidated by the newness of archival research, the guidelines for use of the books and manuscripts, and the lack of knowledge on how to use non-book materials when writing papers (not to mention how to cite them). To alleviate the fears of using the collections, the special collections librarian at the University of Southern Mississippi (USM) is working on a project to create online tutorials to educate patrons on using the various guides and finding aids in Special Collections at USM. Using Camtasia, the special collections librarian creates tutorials instructing users on the various guides used to search collections. Each tutorial starts by defining the group with details on the types of information found in the collection. The tutorials then instruct users on ways to navigate the Special Collections Web site to effectively use the guides. These guides include Mississippiana/Genealogy vertical files indices, Historical Manuscript finding aids, and Mississippi city directories/telephone directories indices with more being added every several months. The tutorials steer users to tools that ease the research process while lessening the anxiety that can accompany using special collections materials.
Session II: The Educators: Posters on Distance Learning, Continuing
Education, Library Education, Literacy, and Research Methodology
Saturday,
June 25, 2011
1:00-2:30
II -
1 Assess for Success: Developing
Your Self-Assessment Toolkit
Tabatha Farney, University of Colorado at Colorado Springs, Colorado Springs,
CO
(tfarney@uccs.edu)
Beth Kumar, University of Colorado at Colorado Springs, Colorado Springs, CO
(bkumar@uccs.edu)
Assessment is a popular buzz word today. Library research focuses on assessment at the organizational level that evaluates the impact and/or quality of a library or library service. However, individuals can also benefit from applying simple self-assessment techniques. Self-assessment is a constructive method that allows library professionals to reflect upon and evaluate their impact on their library and its users. Rather than waiting for an annual evaluation or tenure review, individuals can empower themselves continually through periodic self-assessments of their work. Librarians from the University of Colorado at Colorado Springs have found that regular self-assessment techniques provide them with a gauge to quantify and qualify their progress and to help guide them through the tenure-track process. This poster presents online tools and tips for developing individually crafted self-assessment toolkits. Learn how to appraise your impact and design performance measures that fit your job.
II - 2 Instruction
Rubrics and Assessment: Identifying Student Learning Outcomes and
Misperceptions
Sue Samson, University of Montana Mansfield Library, Missoula, MT (sue.samson@umontana.edu)
Kate Zoellner, University of Montana Mansfield Library, Missoula, MT (kate.zoellner@umontana.edu)
To identify student learning outcomes across all levels of instruction, librarians at The University of Montana Mansfield Library crafted and implemented summative assessment instruments tied to the library’s information literacy rubric. The rubric is based on the ACRL Information Literacy Competency Standards for Higher Education. Student responses (n=216) were graded on a 4.0 rating scale. At each student level, questions with low mean scores and or high standard deviations were identified. Student responses to these questions revealed not only lack of, or great variance in, knowledge of specific concepts but also themes in students’ misperceptions. Results also indicated that information literacy skills improve as students progress in their academic careers. The poster will present the instrument development, findings of the assessment, and how the results were used for the following: to inform the library instruction program; to document outcomes for collaborative interaction with curricular departments; to provide librarians with a better understanding of student knowledge and new ways to teach concepts that students misperceive; and to improve future instruction assessment measures.
II - 3 Data and Information
Visualization Strategies for Librarians: Selected Technologies and
Bibliographic Trends
Peter Kirlew, University of Minnesota Libraries, St Paul, MN (kirle001@umn.edu)
Bibliographic and bibliometric analysis of the academic research literature suggests that applications of data and information visualization are increasing over time. This trend coincides with a situational context where growth is occurring in the public availability of research datasets from data repositories and collections. Some examples of the awareness of this overall context are the ARL’s working definition of e-science, and the current ACRL Information Literacy Standards for Science and Engineering/Technology, which refer to the necessity for students to use visualization technology to analyze complex research data. The available technological resources, both free and commercial, for creating visualizations are also increasing in number, accessibility, and ease of use. This poster summarizes the aforementioned bibliographic analysis and an evaluative review of the visualization capabilities of selected online and workstation-based tools.
II -
4 Congratulations! You’ve Landed an
Interview: What Do Hiring Committees Really Want?
Megan Hodge, Glen Allen, VA (mlhodge@gmail.com)
Nicole Spoor, Hampton University, Hampton, VA (nicolespoor@gmail.com)
The job market for new librarians has been difficult for years, and, because of recent economic troubles, finding an entry-level position is getting even more difficult. The authors, who graduated from library school in August 2010 and one of whom is a 2011 American Library Association Emerging Leader, performed a literature review and found that there is little current research investigating what hiring committees are looking for in candidates for entry-level librarian positions. The authors surveyed academic and public librarians who participate on hiring committees and asked them about the characteristics they look for in entry-level job candidates during the interview process. Both objective and subjective questions were asked; the objective data will be displayed in the form of graphs and particularly insightful subjective comments will be displayed as quotes. Handouts will include graphs, quotes, and tips for being a successful interview candidate based on the data collected by the survey. Because of the increasingly competitive applicant pool for entry-level positions, it is important for those entering the librarian job market to have relevant facts about what hiring committees seek in potential candidates. The authors will provide research-based information that will help entry-level candidates be better prepared to ace an interview.
II - 5 Engaging with
Wikipedia via Article Creation
Eric Resnis, Miami University, Oxford, OH (resnisew@muohio.edu)
The dichotomy of Wikipedia: many love it, and many others love to hate it. While students may not entirely understand the process behind Wikipedia, they do know that they can get information fast (and generally of high quality). Rather than just discussing Wikipedia quality, students in a three credit-hour digital literacy course were challenged to create Wikipedia articles on topics pertinent to their university (Miami University, Oxford, OH). Students engaged in the entire process from Wiki syntax to proper Wikipedia formatting and editorship. After making their articles live, students let them lay for a few weeks (allowing others to edit), and then reflected on what was changed. Much became apparent to the students during the project, including the power of peer review, the difficulty of creating an article, and how both of these contribute to the overall quality of the tool. This poster will detail the entire assignment, focusing on process and the learning that resulted.
II - 6 Undergraduates and
Librarians and Wikipedia! Oh My!
Megan Dazey, University of Montana, Missoula, MT (megan.dazey@umontana.edu)
In August 2010, the authors were approached by a professor in the University of Montana School of Journalism to create a Wikipedia-based assignment for a News Editing course. Students were given a list of topics created by one of the librarians and were also given the opportunity to find their own topic. Topics focused on local history or locations and were either stubs or not present at all in Wikipedia. Students had an eighty-minute instruction session covering the basics of Wikipedia from an authoring and editing perspective and a brief refresher on library resources and research. They then had four weeks to create the article. The professor and the librarians monitored the articles as they were being added to Wikipedia, but did not provide input unless asked to do so by the students. The articles were reviewed by the professor and librarians; the students were given general and specific advice, feedback on their creations, and were given the opportunity to ask about issues they encountered, such as image copyright concerns. After this review, students had an additional week to additionally revise their articles for a final grade.
II - 7 A Blueprint for
Learning: Information Literacy in the Art Curriculum
Alessia Zanin-Yost, Western Carolina University, Cullowhee, NC
(azaniny@wcu.edu)
This poster session will present how the systematic implementation of the ALA information literacy standards can be integrated into the interior design curriculum, and also demonstrate how the information literacy standards can be utilized to support evidence-based teaching and lead to students embracing evidence-based design. Critical thinking skills are vital instruments to enable students to interpret information and to create meaning from it. Yet, many students still think that they are able to find anything they need online, or that, because of their discipline, they will not need to do research or use a library once they graduate. Interior design students fall into both categories. This poster session will show how the liaison to the interior design department was able to teach students the importance of learning to apply critical thinking skills to their design work and to their own lives. Interior design students learned to move beyond a mere ability to access information. The critical thinking process provided design students with the skills to ascertain whether evidence gathered can be empirical or anecdotal, and to evaluate it based upon its relative context. The integration of information literacy into the design curriculum has now become an indispensable tool for students’ development of critical thinking and information analysis skills, as well as demonstrated proficiencies in evidence-based learning.
II - 8 Are Boomers Doing It
Too? Comparison of Technology Use of Faculty and Students
Alice Ruleman, University of Central Missouri, Warrensburg, MO (ruleman@ucmo.edu)
Although a number of libraries, colleges, universities, and educational organizations have examined ownership and use of technology by students in recent years, few have taken a serious look at how faculty uses technology. Does their use differ from the students? Does it matter? Though there is a certain rationale to concentrating on the students because they greatly outnumber faculty in the campus community, faculty remains an important user of the library. It is easy to make assumptions about different demographic groups but it is not prudent or fiscally responsible to base our services on what we think we know. In 2010, a study was conducted on the campus of the University of Central Missouri (Warrensburg, MO) to test our assumptions. The results of the survey were analyzed to determine if demographic characteristics (age, year in school, student versus faculty, etc.) affect usage. This poster presentation will discuss the findings of the survey, compare how or if faculty and student use varied, and the implications for possible library services. Graphs and tables will be used to display the data.
II - 9 Yes, but What Do THEY
Think? Insights from Students in an Undergraduate Introductory Information
Literacy Course
Mary Lou Strong, Southeastern Louisiana University, Sims Memorial Library,
Hammond, LA (Mary.Strong@selu.edu)
Reference/ Instruction Librarians at Southeastern Louisiana University teach LS 102, a one-credit hour introductory information literacy course required by half of the majors on campus. Course objectives are grounded in the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education and reflect what instructors believe is important for students to learn. However, what do students who complete the course actually find most valuable from their experience? What topics or concepts do students believe should receive greater focus? This project analyzed student comments on course content to determine if student objectives align with course objectives. From fall 2007 through fall 2010, over 700 students were surveyed on these issues through several open-ended questions on the final examination. Student responses were reviewed, assigned to categories, and quantified to gain insights from the students’ perspectives. This poster will present the data in an effort to identify what aspects of an information literacy course students viewed as most useful and what adjustments to course content should be considered based on student feedback. The poster will feature charts, graphs, a sample syllabus, and will suggest implications for instruction.
II -
10 Web 2.0 for Information
Literacy: Online and Face-to-Face Supports for Collaborative Knowledge Building
Mona Anne Niedbala, University of Rhode Island, Kingston, RI (mflorea@mail.uri.edu)
Jay Fogleman, University of Rhode Island, Kingston, RI (fogleman@mail.uri.edu)
New online tools that facilitate scholarly research and teaching and learning collaboration are transforming the research process. Although freshmen may be arriving at college comfortable with using online resources for communication and entertainment, they are generally unprepared to meet the standards for new online literacies that have been raised by recent advances in online research. This poster describes efforts by a librarian and a professor to engage freshmen in meaningful academic research through the use of Web 2.0 tools, such as wikis, Google Docs, or Zotero, and intensive library information literacy instruction. Early results indicate that students valued what they learned about research, technology, and writing. There is also an interesting correlation between students’ levels of collaboration and engagement and their course performance.
II - 11 The Plug-and-Play Potential of the BiblioBouts Information
Literacy Game
Karen Markey, University of Michigan, Ann Arbor, MI (ylime@umich.edu)
Catherine Johnson, University of Baltimore, Baltimore, MD (cajohnson@ubalt.edu)
Alyssa Martin, Troy University Montgomery Campus, Montgomery, AL (almartin@troy.edu)
BiblioBouts is an online social game that can be adopted on any campus to teach information literacy skills and concepts. The game puts professional research tools into students’ hands and ushers them through the research process of using these tools to find, evaluate, and select high-quality information for their papers. At the end of the game, students have the raw materials for writing their paper: a high-quality bibliography, online citations, and digital full texts from their bibliography. Despite BiblioBouts’ technology-driven approach to teaching students information literacy, it cannot stand on its own without librarian intervention. The poster shows a timeline that describes librarian intervention as it relates to game play: recruiting faculty who give students research-and-writing assignments, advising faculty on synchronizing their syllabus with BiblioBouts game play, briefing students on the professional online tools they use during game play (e.g., library gateways, online databases, citation management systems), and helping faculty teach students information literacy concepts that improve their standing in the game. Poster presenters are both instructors and librarians who have incorporated BiblioBouts into their courses and helped faculty incorporate BiblioBouts into theirs, and are therefore prepared to answer visitors’ questions and address the plug-and-play potential of BiblioBouts.
II - 12 Exploratory Search
Activities of Web Videos: Some Preliminary Findings
Chia-Hui Liao (westday0911@gmail.com), Graduate Institute of Library and
Information Studies. National Taiwan Normal University., Taipei, Taiwan
Ying-Han Chang (inmiddleman88808@gmail.com)
Yichun Lin (evelynnavy@gmail.com)
Hsiao-Tieh Pu (htpu@ntnu.edu.tw)
Information seeking behavior in the digital domain is becoming an emergent issue as the array of media types continues to increase and become more diverse. Many libraries have built video retrieval systems, and, in order to provide better service, it is therefore extremely important to understand the users’ searching behavior in video resources. Unlike keyword searching of textual data, users of video services often conduct exploratory activities in searching videos, such as browsing videos which they find interesting even though they are not necessarily relevant to their search topics. The study uses various methods to understand the users’ exploratory search behavior, recruiting thirty-three participants based on their demographic characteristics and search experiences. Each participant conducts video searching on YouTube according to their own recent needs. The study collects data through observations, interviewing, and search screen logs. The analysis consists of several points including the scenarios triggering the exploratory search, and the types and characteristics of those activities. The findings will benefit libraries offering video services either in system design or user study aspects.
II -
13 Understanding Media?: Finding
Opportunities for Information and Media Literacy Planning in Communication
Curriculum
Robin Chin Roemer, American University, Washington, DC (robincr@american.edu)
Alex Hodges, American University, Washington, DC (hodges@american.edu)
In working with American University’s School of Communication (SOC) curriculum for COMM 100, a lower division prerequisite course in understanding social aspects of mass media, AU librarians analyzed gaps and variations in information and media literacy, and collaborated with SOC teaching faculty to develop new models for information literacy instruction. The librarians surveyed and interviewed recent COMM 100 students and instructors in order to gauge pedagogical patterns and preferences. The librarians also compared and analyzed 2008-2010 COMM 100 syllabi for inclusion of specific media and information literacy learning outcomes. This poster presents the results of these analyses, including model assignments and prototype syllabi. It also suggests explicit opportunities for further research, instruction, and collaboration between the AU Library and SOC teaching faculty, as they consider designing future digital learning objects. This project has implications for other universities interested in subject-focused instructional collaborations between librarians and faculty.
II -
14 Are They Learning? The
Students’ Perspectives on LIS 1001
Alice Daugherty, Louisiana State University, Baton Rouge, LA (adaugher@lsu.edu)
Michael Russo, Louisiana State University, Baton Rouge, LA (mrusso1@lsu.edu)
At Louisiana State University, a Web-based survey was administered to 2,147 students who had completed the Library and Information Science (LIS) 1001 one-credit course within the last three academic years. The focus of the survey was to answer if students were using the research skills or the information resources taught in LIS 1001 in other university courses and to what degree, if students were using LIS 1001 skills and resources in their personal lives, and if students were retaining the skills and information taught. The data retrieved was both quantitative and qualitative. The full write-up about this project has been accepted for a forthcoming issue (July 2011) of The Journal of Academic Librarianship. Graphs of the data, pictures of the students, and a laptop are available.
II - 15 Have It Your Way:
Live In-Person, Live-Online, or Asynchronous Online Library Instruction
Rosalind Fielder, Chicago State University Library, Chicago, IL (rfielder.csu@gmail.com)
The focus of the presentation is a hybrid library instruction project piloted at Chicago State University during the 2010-2011 academic year. The project invites students to take advantage of formal library instruction opportunities available to them through one of three modes of delivery: in-person, live online via Elluminate, or online video recording of the live session via Elluminate. This initiative allows students to take charge of their learning experience rather than depending on faculty to schedule a library instruction session for the entire class. These sessions are not intended to replace instructor-initiated library instruction, which often focuses on resources relevant to a particular assignment. Rather, they are intended to provide basic instruction focused on resources that would be useful to students regardless of the courses in which they are enrolled. Creating opportunities for student-initiated instruction through initiatives like this one addresses the needs of the countless students whose instructors may not include a formal library instruction session in the course schedule. The presentation will also include some discussion of the use of Elluminate for 1-on-1 virtual reference services. This project is a collaboration between Brandon Taylor, an instructional technologist in the Office of eLearning, and Rosalind Fielder, reference and instruction librarian.
II -
16 Bringing Library Orientation
Back from the Dead
Caitlin Shanley, University of Tennessee at Chattanooga, Chattanooga, TN
(caitlin-shanley@utc.edu)
Bo Baker, University of Tennessee at Chattanooga, Chattanooga, TN (bo-baker@utc.edu)
Presented with the challenge of re-animating a library orientation, librarians at the University of Tennessee at Chattanooga (UTC) developed an instructional video game to test student knowledge of the library space. Nightmare on Vine Street, a first-person escape-the-room game, requires players to navigate the library amidst a zombie attack. To escape, players must find various library resources to appease information-hungry zombies (UTC librarians in gruesome makeup). This poster session documents the process of a small team of intrepid, if inexperienced, librarians pulling together unique skills and perspectives to create an interactive video game. Presenters will discuss the successes and setbacks of the program based on both casual (anecdotal) and formal (survey) evaluations and suggest future improvements. Stop by for a playable demo or to pick a couple of braaaaains.
II - 17 Universal Design for
Learning in Library Instruction
Rebecca Marrall, Western Washington University, Bellingham, WA (rebecca.marrall@wwu.edu)
Universal Design for Learning (also called UDL) is a collection of theoretical principles and adaptive technologies which, when applied, allow instructors to create learning environments that are accessible to a wide range of users. UDL is especially beneficial for users who experience deafness, low vision or blindness, or any form of learning disability. Consequently, knowledge about UDL has particular relevance for library instructors because many libraries (public, academic, and K-12) strive to be accessible to all patrons for ethical reasons and legal reasons too, if these same libraries are receiving federal funds. Library instruction is both formal and informal, and occurs in classrooms, through virtual reference, at a physical reference desk, or in offices. For the purpose of addressing a specific set of needs, this proposed poster will focus on applying UDL principles in library instruction classes. The poster will provide information about Universal Design for Learning, and related resources. Furthermore, the poster will outline a library lesson plan (“Navigating a Database”), and explain the appropriate technologies to make the course usable for deaf, dyslexic, or low-vision/blind students. Examples will include screen-reading technology, transcripts for deaf users, and much more.
II -
18 “Everything but the Kitchen
Sink!”: Innovations in Information Literacy Assessment
Rebecca Bliquez, University of Washington Bothell/Cascadia Community College,
Bothell, WA (rbliquez@uwb.edu)
Jackie Belanger, University of Washington Bothell/Cascadia Community College, Bothell, WA (jbelanger@uwb.edu)
The proposed poster will use graphics and text to illustrate how two librarians built and implemented a new information literacy assessment program. These librarians will introduce their innovative approach of using “every tool but the kitchen sink,” to assess the effectiveness of library instruction and impact on student learning. This program was piloted last year in the undergraduate Research Writing class at the University of Washington Bothell, in partnership with faculty. Long-term goals are to develop a “package” of tools that can be implemented across the curriculum to assess/develop learning goals, course material, and library instruction techniques. The “kitchen sink” approach is based on the theory that, because learners are diverse in their learning styles, a diverse array of assessment techniques is needed to holistically understand how an undergraduate student population experiences research. The data collected to test this theory is in the form of pre- and post-surveys, a student research journal, faculty and student feedback, library instruction worksheets, a librarian self-reflection, and citation analysis of bibliographies from students’ final research papers. This poster will demonstrate that findings to date have already been used to successfully modify teaching practices and will include tips and best practices for other assessment librarians.
II -
19 Delving into the Dark Web:
Collection and Analysis of Open Source Information
Catherine Larson, University of Arizona, Tucson, AZ (cal@eller.arizona.edu)
Yulei Zhang, University of Arizona,
Tucson, AZ (yulei.gavin.zhang@gmail.com)
Shuo Zeng, University of Arizona, Tucson, AZ (shuozeng@email.arizona.edu)
Chun-Neng Huang, University of Arizona, Tucson, AZ (cnhuang@email.arizona.edu)
Librarians and others interested in creating portals for the use of their clients and customers may be interested in the approach described here to create a portal that incorporates not just standard search and browse functions, but also machine translation and analysis functions. In recent years, there have been numerous studies from a variety of perspectives analyzing the Internet presence of hate and extremist groups, known as the “Dark Web.” Yet the Web sites and forums of these groups have long remained an underutilized resource for terrorism researchers due to the sites’ ephemeral nature and access problems. The purpose of the Dark Web Forum Portal is to provide a research infrastructure for use by social scientists, information and computer scientists, policy and security analysts, and others studying a wide range of social and organizational phenomena and computational problems. The Dark Web Forum Portal provides Web-enabled access to critical international extremist Web forums. This poster will showcase semi-automatic data collection; the scope of the present data collection efforts, including incremental “spidering” of updated content; the search and browse functions which include multilingual machine-translation for Arabic, French, German, and Russian; and a prototype Social Network Analysis module.
II - 20 Teaching Wikipedia:
Broadening Our Scope
Chanitra Bishop, Indiana University, Bloomington, IN (chbishop@indiana.edu)
Wikipedia is often thought of by librarians simply as a tool for finding background information when researching a topic. However, Wikipedia can also be a tool to teach information, media, and digital literacy skills. This poster will report on the experience of a librarian at Indiana University Bloomington working on the Public Policy Initiative (http://outreach.wikimedia.org/wiki/ Public_Policy_Initiative), a pilot project of the Wikimedia Foundation, (http://wikimediafoundation. org/wiki/Home). The goal of the Public Policy Initiative is to develop a sustainable method for encouraging the use of Wikipedia as a teaching tool by recruiting volunteers, known as Campus Ambassadors, at academic institutions around the country. The Campus Ambassadors work with professors and students in individual courses to improve articles on Wikipedia related to public policy. Helping students understand the type of information that can be added to Wikipedia and how that information can be used by others as well as teaching students how to edit a Wikipedia article, and how to interact with Wikipedia provided many opportunities to teach information, digital, and media literacy skills to students in a new way.
Session III: Outreach: Posters on
Interlibrary Cooperation, Library Services to Special Groups, and Reference and
Information Services
Saturday,
June 25, 2011
3:00-4:30
III -
1 Statistics for All: Implementing
LibAnswers at Multiple Service Points
Gabe Gossett, Western Washington University, Bellingham, WA
(Gabe.Gossett@wwu.edu) Elizabeth Stephan, Western Washington University,
Bellingham, WA
(Elizabeth.Stephan@wwu.edu)
Rebecca Marrall, Western Washington University, Bellingham, WA
(rebecca.marrall@wwu.edu)
During the summer of 2010, Western Washington University Libraries began using LibAnswers, a program that allows the tracking of desk statistics using its analytics tool while building a public knowledge-base with entered user questions, on a trial basis. LibAnswers also manages questions coming in via text message and an email submission form. After using LibAnswers for one term, the Western Libraries Reference Desk permanently switched to LibAnswers from Libstats. It was also decided that LibAnswers could be adapted to track user statistics at eight other service points, so that Reference, Circulation Desks, Media Desks, Map and Music Libraries, Special Collections, Archives and the Center for Pacific Northwest Studies, and the Writing and Writing Instruction Support Centers were all covered. Working with each service desk, a common set of terms for statistics collection was developed to meet everyone’s needs. Extensive training was done to ensure that all library staff understood the terms, how to apply them, and the need for reliable statistics. This poster session will outline the challenges and benefits of transitioning to LibAnswers at multiple service points.
III -
2 Make Mine To-Go: Comparison of
Web-Based Bibliographic Management Tools
Erin Boyd, Troy University Montgomery Campus, Montgomery, AL
(eeboyd@troy.edu) Cynthia Wetzel, Mississippi Gulf Coast Community College,
Perkinston, MS
(cynthia.wetzel@mgccc.edu)
The ubiquitous mobility of today’s researchers and students requires accessibility to sources and resources at all times and in all places. Web-based bibliographic reference management platforms such as CiteULike, EasyBib, and Zotero provide this accessibility, in addition to assisting the user to produce the desired documentation. Keeping track of research citations, properly formatting those citations by style, and preparing a bibliography are time-consuming and often tedious tasks for both the student and the professional researcher. Finding the best economical one-stop tool for one’s needs is critical to managing information today. This presentation will review three popular no-cost or low-cost platforms for ease of use, scope of resources, and limitations. The poster will compile and compare features, upgrading options, product support, and sociability via communities and forums, blogs, Facebook, Twitter, and so on. On-site laptops will display screen shots from each service, as well as brief tutorials. Handouts will also be available in print and virtually.
III -
3 Web 2.0 and Scholarly
Communication
Aysegul Kapucu, University of Central Florida Libraries, Orlando, FL (akapucu@mail.ucf.edu)
Diane Dalrymple, Valencia Community College, Winter Park, FL (ddalrymple1@valenciacc.edu)
Web 2.0 provides scholars with different avenues for professional discourse. The use of social networking tools offers researchers alternatives to traditional academic communication methods. The development of blogs, wikis, podcasts, RSS feeds, social bookmarking, instant messaging (IM), Google Docs, and listservs allows scholars to converse with colleagues down the hall or around the world in real time. But are academicians using these tools to enhance their research endeavors? This poster session will present a study which surveyed different academic disciplines to determine which, if any, social networking tools are being used by researchers in higher education to develop new channels of scholarly communication within their discipline or across disciplines to further research efforts. The goal of this poster session is to investigate whether faculty actually use social networking tools for more than just the “social” aspect. The major questions addressed by this study include whether social networking tools are being used for professional development, which tools are used most often, and what the benefits/drawbacks are of using this type of technology.
III -
4 Fade to Black: The Study of
Black Popular Culture
Angiah Davis, Robert W. Woodruff Library Atlanta University Center, Atlanta, GA
(adavis@auctr.edu)
Kimberley Bugg (kbugg@qcc.cuny.edu)
Jacquelyn Daniel (jdaniel@auctr.edu)
Twenty-first century academic librarians at the Robert W. Woodruff Library of the Atlanta University Center recently received the Carnegie-Whitney Grant, administered by the American Library Association Publishing Services, to create an electronic annotated index with audible author commentary on black popular culture. The electronic index will provide centralized access to black popular resources and achieve three main objectives: 1) to address the gap in access to black popular culture using innovative technology; 2) to stimulate student learning through the use of popular culture; and 3) to collaborate with faculty and staff of the academic village of the Atlanta University Center to provide more electronic access to scholarly material. This poster presentation will share our success with the project, how it came about, and future implications.
III - 5 Learning to READ
Scale
Sarah Smith, Radford University, Radford, VA (sismith@radford.edu)
Reference desk statistics are traditionally evaluated in terms of quantitative transactions, but it fails to account for the amount of reference expertise used during each transaction. For libraries that want to evaluate reference desk interactions from a qualitative perspective, one that measures the level of professional effort used to address customer inquiries, the READ (Reference Effort Assessment Data) Scale was designed precisely for that purpose. Learn how Radford University’s Library implemented the READ Scale for qualitative measurement of reference desk transactions and how it is used to assess reference staffing and services. This presentation will also include sample questions that were used for reference staff training and analyzed data as culled from READ Scale ratings.
III - 6 Academic Resource Centers: An Umbrella or an ARC? Working Together
Strategically Across Administrative Areas
R. Cecilia Knight, Grinnell College, Grinnell, IA (knight@grinnell.edu)
Barbara Johnson, Grinnell College, Grinnell, IA (johnsonba@grinnell.edu)
Kathryn Kamp, Grinnell College, Grinnell, IA (kamp@grinnell.edu)
The Academic Resource Centers (ARC) is an evolving network of professionals from various offices and departments across the Grinnell College campus. As an informal affinity group, the ARC does not exist on the college’s organizational chart, nor does it have a budget. Members of ARC fluidly collaborate to support faculty and student fluency with cross-disciplinary skills that support teaching and learning in the liberal arts. Many of us teach both in classroom and informal settings, focusing on academic skill development rather than disciplinary content. Others are tenured or tenure-track faculty interested in bridging across disciplines to share expertise and pedagogical techniques that have broad applicability across the curriculum. This poster session will introduce ARC, its evolution as an informal collective of twelve diverse academic and support units, and the types of educational services offered to faculty and students. It will also explore how the diverse, collaborative network increases the efficiency of academic support by connecting people with the correct resources and expertise to meet their needs. The poster session will include details on workshops offered to students and faculty as well as how the ARC Web site is used to raise awareness of the extensive academic support network available on campus.
III -
7 Engineering a Collaborative
Information Literacy Partnership
Jill Dixon, Binghamton University Libraries, Binghamton, NY (jdixon@binghamton.edu)
Angelique Jenks-Brown, Binghamton University Libraries, Binghamton, NY
(ajbrown@binghamton.edu)
In 2010, the Binghamton University (BU) Libraries established a successful collaboration with the engineering faculty to teach the library research component of the freshman engineering course, Engineering Communications. This course focuses on writing and communications skills through an engineering design team project. The instructional toolkit used to teach information literacy by the course instructors and librarians included online research and citation style guides, a citation management tool, and a demonstration of search methods for several databases with topics related to team projects. Librarians also reviewed all team project topics prior to the library research session. One of the main toolkit components was an online library research guide specifically created for the course. At the completion of the team projects, a confidential online survey was conducted with the engineering students to assess the effectiveness of the guide for their class assignment. The survey included questions about library resources and services, as well as the overall usefulness of the guide. This poster presentation will examine the development of the teaching partnership between the BU Libraries and the engineering school, share the teaching tools utilized, evaluate the research guide, and discuss future improvements.
III - 8 Texting, Chatting,
and E-mailing: What College Students Ask
Beth Stahr, Southeastern Louisiana University, Hammond, LA (bstahr@selu.edu)
This poster presents an analysis of questions and messages received through three different reference service media at an academic library: e-mail, “chat,” and text message services. Sims Memorial Library at Southeastern Louisiana University was a pioneer in providing virtual reference services. E-mail reference was started in 1997, “chat” virtual reference was started in 2002, and an SMS (Short Message Service), or text message service, was started in 2005 (the first U. S. academic library to offer SMS reference service). Transaction content for each service was coded to categorize the purpose of patron queries for a four-year time period, July 2006-June 2010. The poster will provide analysis and graphics to illustrate the findings of content coding and to compare the different types of questions in each medium. The data is useful in keeping libraries relevant in a mobile and connected society. It provides information as to what content should be placed prominently on the library Web site and insight into what kind of help undergraduate students need from an academic library.
III -
9 Let’s CHAT About It: Consumer
Health Awareness Training for Senior Citizens
Mary Lou Strong, Southeastern Louisiana University, Hammond, LA
(Mary.Strong@selu.edu) Ladonna Guillot, Southeastern Louisiana University,
Hammond, LA (lguillot@selu.edu)
Jean Caswell, Southeastern Louisiana University, Hammond, LA (jcaswell@selu.edu)
Senior citizens are increasingly interested in using computers to meet their information needs but many lack basic computer skills or the training to evaluate online health information. Senior CHAT (Consumer Health Awareness Training) was a nine-month project funded by an Express Consumer Health Outreach Award from the National Network Libraries of Medicine/South Central Region. Three librarians from Southeastern Louisiana University partnered with the Tangipahoa Voluntary Council on Aging (TVCOA) to provide basic computer training and instruction in accessing and evaluating consumer health information to senior citizens. Senior CHAT participants attended 1.5 hour classes weekly for eight weeks. Instruction focused on basic computer and Internet skills and use of MedlinePlus and NIHSeniorHealth databases. Seniors also created personal health profiles on flash drives. The program objective was to improve health information literacy and promote better health outcomes among the elderly in Tangipahoa Parish. Program evaluation consisted of pre-test and post-test surveys administered to Senior CHAT participants. Preliminary results indicate participants increased their usage of the government health databases and are more confident in finding and evaluating online health information. The poster’s graphics depict demographic information and evaluation outcomes, photographs of senior-friendly computer lab modifications, and lessons learned.
III -
10 WE Search for Your Health!
Natalia Phillips-Portillo, University of Arizona, School of Information
Resources and Library
Science, Tucson, AZ (nataliap@email.arizona.edu)
Azul Gómez, University of Arizona, School of Information Resources and Library Science,
Tucson, AZ (azulgo@email.arizona.edu)
Andrea Goodrich, University of Arizona, School of Information Resources and Library Science,
Tucson, AZ (goodrich@email.arizona.edu)
WE Search (Wellness Education) is a collaboration of the University of Arizona’s School of Information Resources and Library Science, Knowledge River, Arizona Health Sciences Library, and Desert View High School. The program’s objectives are to enable high school students to increase their understanding of health disparities in the Latino and Native American Communities, promote the use of online consumer health information resources, and to create and distribute consumer health information resources. Resources were distributed to the Tucson community during community outreach events. WE Search is funded by a grant from the Institute of Museum and Library Services. Seven Desert View High School students, chosen for their academic and leadership skills, attended a five-day WE Search Institute at the University of Arizona in July 2010. Students learned how to use Microsoft PowerPoint, evaluate the quality of health Web sites, the importance of promoting health literacy, and the meaning of cultural competency. The students continued to put these skills to work throughout the fall 2010 semester. Guided by three Knowledge River Mentors, who also attended the institute, the students created and distributed consumer health information resources such as comic strips and brochures. The program’s progress was measured using evaluation forms and surveys.
III -
11 “Play”giarism: Get Your Game
On!
Margeaux Johnson, University of Florida, Gainesville, FL (margeaux@ufl.edu)
Amy Buhler, University of Florida, Gainesville, FL (amybuhl@uflib.ufl.edu)
Michelle Leonard, University of Florida, Gainesville, FL (mleonard@uflib.ufl.edu)
Power up and get ready to defeat “play”giarism! In fall 2010, the University of Florida Libraries received a National Science Foundation (NSF) Ethics Education in Science and Engineering (EESE) grant to design and develop a video game to teach research ethics for Science, Technology, Engineering, and Mathematics (STEM) graduate students. This poster will show the “high scores” of the project’s progress during the first year of the grant. Behind the controllers, a multidisciplinary team of librarians, game designers, academic integrity experts, scientists, graduate students and educators collaborate on the Gaming Against Plagiarism (GAP) effort. In this poster session, participants will learn about UF’s innovative approach to graduate research ethics education including planning and the iterative design process. The library players are “top scorers” in content development and user testing. Particular attention will be paid to the evaluation of early game prototypes including results from perception surveys, focus groups, user testing, and overall evaluation plans.
III -
12 Bleep! Free Speech and
Censorship in the Classroom
Lua Gregory, University of Redlands, Redlands, CA (lua_gregory@redlands.edu)
Shana Higgins, University of Redlands, Redlands, CA (shana_higgins@redlands.edu)
In fall 2010, a seminar for first-year students on free speech and censorship in the United States was taught by two librarians at the University of Redlands. Although many librarians teach courses on information literacy, advocacy issues and core values of the library profession supported by the American Library Association (ALA) can provide a basis for expanding library faculty course offerings. Using the ALA’s Intellectual Freedom Manual as inspiration, the course developed into an exploration of various themes including freedom of the press, freedom of expression, freedom of religion, banned and challenged books, and censorship of film, news media, music, and photography. This poster will present select themes, assignments, and student evaluations from the first-year seminar in order to empower librarians to diversify their own course offerings. A sample syllabus will also be provided.
III -
13 Easy Technology Tools for
Engaging First Year Students in Information Literacy
Bernetta Doane, Connelly Library, LaSalle University, Philadelphia, PA (doane@lasalle.edu)
Rosaline Odom, Atlanta University Center, Robert W. Woodruff Library, Atlanta, GA (rodom@auctr.edu)
Images and visual presentations are increasingly being used to engage students and enhance learning outcomes. This poster will demonstrate how the visual presentation tools, Wordle and VocabGrabber, and Interactive Response Devices (Clickers) can be used to interactively present and assess mastery of information literacy concepts traditionally introduced to first-year college students. Wordle can be used to create student-generated “word clouds” that can provide insight into information-seeking behaviors of first-year students. VocabGrabber can be used to demonstrate how word relationships can be used to enhance a student’s keywords strategy. Clickers in the classroom are great immediate response devices for establishing baseline knowledge (when utilized prior to instruction) or assessing learning outcomes (when utilized at the end of instruction).
III - 14 Helping Those Who
Help Others: A Partnership with the Gulf Coast Autism Project
Peter Dean, University of Southern Mississippi Gulf Coast, Long Beach,
MS (peter.dean@usm.edu)
The poster will highlight the collaboration between the Southern Mississippi Gulf Coast Library and the start-up University-based Autism Project in Mississippi. The Autism Project is charged with both teaching young school children with Autism and trains others to do so. The librarian assisted the Autism Project staff find resources to better serve their school children with Autism/Asperger’s. Immersing himself in the Autism Project training sessions allowed for better understanding what resources the staff/administration needed. New ideas for Autism-related library research became apparent for the Project. The evolving relationship of the Autism Project and the librarian will be explored.
III -
15 Communities, Natural Resources,
and Land Use Planning: Bringing It All Together with Oregon Explorer
Ruth Vondracek, Oregon State University Libraries, Corvallis, OR
(ruth.vondracek@oregonstate.edu)
Andrea Wirth, Oregon State University Libraries, Corvallis, OR (andrea.wirth@oregonstate.edu)
Oregon Explorer (OE), a natural resources digital library, builds shared understanding about Oregon’s natural resources, community, and environmental issues. It serves as a model of how to integrate data and content from state and federal agencies, local governments, university scientists, and citizens. It enables users to conduct fact-based assessments of watershed and wetlands restoration, environmental health, community vitality, wildfire and natural hazards risks, and land use. This session uses striking posters and a live demo to depict OE’s evolution from a single site to thirteen geographic, topic, and data portals. Drawing on the strengths of partners and the content depth of Oregon State University (OSU) Libraries’ collections, OE presents users with a content-rich resource along with customized reporting, visualization, and mapping tools that integrate GIS, demographic, and economic data. Users can browse multi-media stories, learn about critical natural resources issues, make custom maps, access digital documents, generate statistical reports, and search, download, and share datasets. OE’s content resides primarily in the Libraries’ institutional repository and uses LibraryFind to search. An initial needs assessment, ongoing focus groups, and usability studies shape OE services. Web statistics indicate that OE is regularly used in OSU classes, by state agencies, libraries, and community leaders.
III - 16 The Rainbow
Connection: A Study of Library Collections in LGBT Resource Centers
Donna Braquet, University of Tennessee, Knoxville, TN (dbraquet@utk.edu)
Over the past two decades the number of LGBT Resource Centers on college campuses has grown to more than 200. In addition to providing a safe and supportive physical space, these Centers provide resources to lesbian, gay, bisexual, transgender, and questioning students, faculty, staff, and allies. This poster summarizes the current state of library collections and information services within LGBT Resource Centers across the United States. Revealed are details about how these centers (all managed by non-librarians) approach development, organization, access, and promotion of their collections. This session will also provide insight into the types, formats, and subjects that are most often used by center clientele. Interestingly, the survey found very little interaction between LGBT Resource Centers and campus librarians. Finally, several ideas for how academic librarians can become more proactive in multicultural resource centers on their campuses are presented.
III - 17 Serving African Americans in Today’s Public Libraries
Natasha Arce, University of Southern Mississippi School of Library &
Information Science, Hattiesburg, MS (natasha.arce@eagles.usm.edu)
Tiffany Coleman-McGee, University of Southern Mississippi School of Library & Information Science, Hattiesburg, MS (tiffany.colemanmcgee@eagles.usm.edu)
Jennifer Nabzdyk, University of Southern Mississippi School of Library & Information Science, Hattiesburg, MS (jennifer.nabzdyk@eagles.usm.edu)
Jessica Bryant, University of Southern Mississippi School of Library & Information Science, Hattiesburg, MS (Jessica.C.Bryant@eagles.usm.edu)
Vanessa Jones, University of Southern Mississippi School of Library & Information Science, Hattiesburg, MS (Vanessa.Jones@eagles.usm.edu)
This poster highlights several aspects of services to African Americans in public libraries. It provides a review of recent literature including historical and current issues, highlights some of the nation’s specialized libraries that are part of public library systems (examples: Schomburg Center for Research in Black Culture and The African American Library at the Gregory School), introduces some renowned African American librarians, and presents some of the innovative programming currently being done across the nation. The information is part of an online project conducted by scholarship recipients of the University of Southern Mississippi’s School of Library and Information Science and University Libraries’ Minority Scholarship Initiative supported by The Institute of Museum and Library Services and The Mississippi Library Commission.
III - 18 Boots to Books:
How to Build Information Literacy Bridges for Veterans Returning to Higher
Education
Christa Fowler, University of South Florida Sarasota-Manatee, Sarasota,
FL (lcfowle2@sar.usf.edu)
The “Post-9/11 Veterans Educational Assistance Act of 2008,” aka the “New GI Bill,” is resulting in a new wave of veterans entering colleges and universities. These men and women have been out of school for some time and many of them are returning home with serious psychological and emotional issues resulting from the prolonged stress of combat and dislocation. Colleges are scrambling to ensure that their campuses will have services that are adequate to the unique needs of this group. Ours is a small commuter campus offering upper-level undergraduate and graduate courses. The University of South Florida Sarasota-Manatee campus has had 55 veterans enrolled since the fall of 2010. More than half have transferred into our programs after completing two years at the State College of Florida. As there is no library on site, library services are overwhelmingly virtual in nature, using virtual chat, Skype, and email. The librarians share a welcome table with the Veterans Club during orientation week and, in this way, are able to “recruit” veterans for specialized library services. As a member of the Veterans Committee established last year, the author has also worked closely with the Disability office to work with those needing one-on-one attention. The session’s strength will be in face-to-face visitor engagement, supported by pre- and post-assessment statistics, photographs of student veterans, and sample handouts tailored to the veterans attending the university, i.e., citation guidelines, LibGuide for veterans, etc.
III - 19 Online Reference in Motion: Create Aha! Moments with Two Free and
Easy Apps
Mary Frances McLaughlin, Pennsylvania State University – Brandywine Campus,
Media, PA
(mim6@psu.edu)
Susan Ware, Pennsylvania State
University – Brandywine Campus, Media, PA
(saw4@psu.edu)
[Aha! Moment: the moment of clarity when all of the pieces fall into place for the patron.]
App #1: For a decade, a team of Pennsylvania State University reference librarians has used a variety of live chat interfaces to share and demystify the Libraries’ resources and services with patrons online. In recent years, a free screen-capture app called Jing has proven to be an effective way to enhance online chat with quick, easy screencasts/videos. During this poster session, attendees will observe the Aha! Moments that chat reference patrons experience after viewing a Jing simulation of a database search or a complex procedure. Actual transcripts and patron comments will be shared, and the ease of producing Jings will be demonstrated during a live, online reference transaction.
App #2: The Penn State Chat Virtual Reference Service (VRS) has collected transaction data since 2001. While graphs and charts are more effective than tables or descriptions in displaying rich longitudinal data, animated graphs and motion charts demonstrate trends in an even more engaging and memorable way. During this poster session, attendees will experience Aha! moments as the Google Motion Charts app transforms static graphs of VRS longitudinal data into dynamic visualizations of service trends, differences, and associations.
III - 20 Are You Really Connecting to Your Patrons?
Sarah Hammill, Florida International University, Miami Beach, FL (hammills@fiu.edu)
Most libraries have at least piloted Instant Messaging reference services. Many are testing out "Text a Librarian". These services are great but are patrons feeling the same affinity for libraries that they once did? Once upon a time, patrons had to physically come to the library and get the help they needed. We built relationships with our patrons and they knew what we looked like! This poster session will explain how to use the free version of AdobeConnect to reach out to patrons and help them at their time of need. AdobeConnect allows for connections to be made and hopefully for affinities to be created. With AdobeConnect you can chat, share pages, communicate via voice, and see each other online. The poster session will demonstrate AdobeConnect and give tips and tricks on how to use it for reference and instruction.
Session IV: Global Solutions, International Projects in Libraries
Sunday,
June 26, 2011
11:00-12:30
IV - 1 Lubuto’s Zambian Language Literacy Project – Creating Computer-Based
Tools to Teach Reading in Zambian Languages
Jane Meyers, Lubuto Library Project, Inc., Washington, DC (mayazi@verizon.net)
The Lubuto Library Project was one of twelve groups chosen from several hundred applicants worldwide to be awarded a grant from the eIFL.net Public Library Innovation Program (PLIP), as eIFL.net received funding from the Bill & Melinda Gates Foundation in order to encourage innovation with information technology in public libraries. Lubuto’s project addresses the critical need that the educational system cannot meet: for a means to teach all Zambian children to read in their original language. This same problem is widespread in sub-Saharan Africa, particularly in countries with dozens of different languages. Lubuto libraries reach out-of-school children and can help them toward reading by read-aloud and storytelling programs; however, tools for the teaching of reading in Zambian languages are not available. Youth who had been using the One Laptop Per Child XO laptops in Lubuto libraries and experienced Zambian reading teachers have been trained in the OLPC application Etoys and work each week to create early reading programs in seven Zambian languages. Youth from Lubuto’s Visual Arts Program create computer graphics to accompany the programs. The youth earn school fees for this work, while developing valuable skills and making an important contribution to education and literacy efforts throughout the country.
IV -
2 On the Rules for Use of the
Public Library in Taiwan from the Perspective of the German Law
Ming-Hsin Lin, College of Law, National Taiwan University, Taipei, Taiwan
(mhlin12@ntu.edu.tw)
Chi-Lung Chang, Graduate Institute of Library and Information Studies, National Taiwan Normal University, Taipei, Taiwan (cgangchilung@gmail.com)
Pursuant to Article 8 of the Library Law of Taiwan, a library may enact rules regulating the rights and obligations resulting from the utilization of the library, namely the “relationship of utilization.” This provision grants the library the power to enact so-called “rules for use.” However, the legal nature of the rules for use enacted by the “public library,” which hereinafter refers specifically to those established and maintained by the government, and the scope of the relationship of utilization subject to the rules for use are still unclear. Since the current administrative legal system in Taiwan has been deeply affected by the German jurisprudence, this poster, in light of the German law, is to discuss two themes in-depth: the legal nature of rules for use enacted by the public library (the form) and the relationship of utilization regulated by the rules (the content). Therefore, it is argued that the rules for use enacted by the public library have nothing to do with the library’s legal type of organization, regardless of the rules’ form or content. As for the legal nature, since the rules for use are enacted under the authority of the above-mentioned Article 8 of the Library Law, there exist fewer problems as long as they comply with the principle of legal reservation (Grundsatz des Gesetzesvorbehalts). As far as the public library’s rules for use in Taiwan are concerned, it is more important as to whether the regulated relationship of utilization can satisfy the purpose of establishing public libraries, and whether a user’s right and obligation concerning the relationship of utilization can be consistent with Article 8 of the Library Law and other provisions.
IV - 3 Spring Break in El
Salvador: One Librarian’s Experience on an International Service Learning Trip
Roger Kosson, Denison University, Granville, OH (kossonr@denison.edu)
In the winter of 2010, a Denison University librarian became an adviser to a Habitat for Humanity “alternative” spring break trip to El Salvador. The students held several class sessions before the trip, and the librarian educated the students about library resources to learn about the country. This poster session describes the librarian’s experience both before and during the trip, and offers ways that such an experience can benefit academic libraries and librarians.
IV -
4 Research, Collaboration,
Experimentation: Creating a Digital Scholarship Unit in a Canadian Academic
Library
Paulina Rousseau, University of Toronto Scarborough Library, Toronto, ON
(prousseau@utsc.utoronto.ca)
Elizabeth O’Brien, University of Toronto Scarborough Library, Toronto, ON (eaobrien@utsc.utoronto.ca)
In order to stay relevant to the needs of its scholars, the University of Toronto Scarborough Library (UTSC) conducted an environmental scan that resulted in an extensive research proposal for and implementation of a Digital Scholarship unit. UTSC’s Digital Scholarship unit, a joint effort between numerous campus departments and committees, focuses not only on the creation of digital research collections using established standards, but also seeks to allow new forms of analysis and study of objects through the creation of online tools, in the hopes of creating new intellectual products, and integrating content into the curriculum for the purposes of teaching and learning. This poster will showcase the research and proposal process, policy and framework development, staffing, physical and workflow planning, standard selection and legal issues, and will include screen shots of the unit’s pilot collection. This poster will be useful for those who are involved in the development of such a unit within an academic library setting, or for those who have gone through the process and are interested in a Canadian perspective.
IV -
5 XePUB: Using RIA Model to Enhance
the ePUB Standard
Jia Zhang, National Taiwan Normal University, Taipei, Taiwan (jangjia_newgalaxy@hotmail.com)
Yao-Ting Sung, National Taiwan
Normal University, Taipei, Taiwan (sungtc@ntnu.edu.tw)
Kuo-En Chang, National Taiwan Normal University, Taipei, Taiwan (president@deps.ntnu.edu.tw)
In 2010, ePUB standard became one of the major public e-book formats used in the world, which accounts for its current important role in mobile learning and reading behavior. The ITS Lab of National Taiwan Normal University, establishing this study on many years of mobile learning research experience, employs the RIA (Rich Internet / Interaction / Interface Application) concept to the existing standard structure to come up with a new generation of e-book format—XePUB, an innovative format to improve traditional ePUB in multiple interactions and intelligence-extended functions. It includes two main technologies: Intelligence Analysis Script (IAS) and Record Data Base (RDB). IAS is used to enhance the application of multiple reading tactics in ePUB, including online community, online sharing, knowledge base connections, and richer interactions. RDB is an integration of OPF / OPS and personal reading behaviors that provides notes, adaptive reading adjustments, and copyright protection. XePUB nevertheless still follows the OCF standard to enable its compatibility with the traditional ePUB. Through trials by several college students and individual interviews, this study verifies the usability and technical compatibility of XePUB.
IV -
6 Sister Libraries: Partnership
between the Libraries of Troy University - Dothan (Alabama) and Kirovohrad
State Pedagogical University (Ukraine)
Olga Knyaz, Troy University - Dothan, Dothan, AL (oknyaz@troy.edu)
Olga Shulga, Kirovohrad State Pedagogical University “V.Vinnichenko,”
Kirovohrad, Ukraine (oshulga@kspu.kr.ua)
Christopher Shaffer, Troy University - Dothan, Dothan, AL (shafferc@troy.edu)
The Sister Library Program of ALA International Relations Round Table helps to link the libraries around the world and promotes exchange of information and cultural understanding. Informal partnership between the American and Ukrainian academic libraries of the above mentioned universities was established in 2009 on the base of informal communication between the libraries’ staff members. In May 2010 a representative of Troy University library visited Kirovohrad University library and presents were exchanged: the Ukrainian library received Encyclopedia Americana, and Troy University library received books, works of Art department students, and other materials for the display-exhibition about Kirovohrad University and the Sister Library (photos and samples will be attached). An article on contrastive linguistics of English and Ukrainian languages co-authored by Ukrainian and American faculty members and developed as a joint research on the base of the materials from both libraries became the first substantial result of the partnership that may serve as a good example for libraries’ international cooperation.
IV -
7 Information Literacy Education
for College Students: Policy and Practice in Taiwan
Mei-Mei Wu, National Taiwan Normal University, Taipei, Taiwan
(meiwu@ntnu.edu.tw)
Yu-Chun Pang, National Taiwan Normal University, Taipei, Taiwan (698150053@ntnu.edu.tw) Hung-Hsi Hsu, National Taiwan Normal University, Taipei, Taiwan (698150015@ntnu.edu.tw)
Information literacy skills are paramount competencies for college students in the digital age. Beginning in 2010, the Ministry of Education in Taiwan launched a series of e-learning projects as well as multimedia educational resources for information literacy education as part of the liberal arts education for university and college students around the island. One of the projects is to connect faculty who teach library instruction/information literacy education from as many universities/colleges as possible in order to collaboratively work on instructional design, teaching, and sharing for a liberal arts course, Library and Information Instruction, particularly for online teaching courses. Ten faculty members from ten different universities/colleges joined the project. Action research design was scheduled for these joined classes. A total of nine classes from nine universities/colleges participated, with an approximate total of college students of 250. This poster will report how faculty from different types of universities/colleges, including a medical college, a technology institute, an educational university, and others, worked together for setting out instructional design and met monthly for self-training and the sharing of teaching experiences. The course design as well as the results of action research, including the pre- and post-tests of the nine classes and the students’ learning journals, will be analyzed and presented.
IV - 8 Exploring Performance
Indicators for University Libraries in Taiwan
Yi-Syuan Wang, National Taiwan Normal University, Taipei, Taiwan
(ellenms23@gmail.com) Hao-Ren Ke, National Taiwan Normal University, Taipei,
Taiwan (clavenke@ntnu.edu.tw)
University libraries play an important role in universities not only in terms of information resources and services, but also facilitation and support of research. Therefore, the operational performance of university libraries is an essential consideration worldwide, perhaps particularly in Taiwan. However, lacking standardized and universal guidelines makes the practical implementation hard to achieve. This study aims to analyze and develop a set of feasible and suitable performance indicators for university libraries in Taiwan. The study is comprised of two stages. The indicator construction stage includes the primary literature review based on the existing library performance standard ISO 11620 and related research such as BIX. The process of exploring the indicators of the performance measurement for university libraries in Taiwan is designed by the Delphi method. The Delphi panel is composed of both academic experts and professional library administrators. The study is expected to end when all the participants reach consensus or stability towards applicable performance indicators through several rounds of questionnaire surveys. It is hoped that the study can provide suggestions and references for carrying out performance measurement in Taiwanese university libraries, and it may also be a significant reference for future research.
IV -
9 When a Wuxia Master Meets
Star-Crossed Lovers
Jung-Jung Chen, National Chung Hsing University, Taichung, Taiwan (ronda@dragon.nchu.edu.tw)
Li-Ping Chen
Li-Mei Li
Cheng-Jen Wang
Chen-Te Chu
Yi-Chun Ko
Wuxia is a wide genre of Chinese fiction that focuses on the adventures of martial artists. The most accomplished and highly regarded wuxia author is Jin Yong, who has created several very popular wuxia masters in his novels. Romeo and Juliet is a romantic tragedy written by William Shakespeare about two young “star-crossed lovers” whose deaths ultimately unite their feuding families. What would happen if a wuxia master met Romeo and Juliet? Could the wuxia master save them from their dark destiny? In order to advance the development and popularity of the expanding e-book collection, the National Chung Hsing University (NCHU) Library had arranged a promotional activity for students in 2010. Every student can now become a wuxia master if they complete challenges. A survey of reader satisfaction about using e-books was conducted in September 2010. The statistics showed that 80% of teachers and 65% of postgraduates in NCHU were satisfied. In addition, compared to last year, the usage rate of the appointed e-book was significantly improved.
IV - 10 What People Think
about Computers and Libraries in Romania and Ukraine
Katie Sheketoff, IREX, Washington, DC (ksheketoff@irex.org)
Libraries in Romania and Ukraine are in a nascent stage of development, where basic needs such as heating and safe electricity are often significant challenges. IREX’s Bibliomist and Biblionet programs – funded by the Bill & Melinda Gates Foundation – are attempting to address this gap through improved technology and librarian training. In the approximately 1,500 public libraries equipped by IREX by June 2011, libraries have used survey software on library computers to check in with citizens in their communities, learning about preferences for services, hours, and computer usage. This poster will present some of the more interesting findings from these pop-up surveys from both countries, and what they represent for the future of public libraries in Romania and Ukraine.
IV - 11 Open Access to
African Research on Agriculture, the Environment, and Health: An Exploratory
Impact Study
Natalia Taylor Poppeliers, University of South Carolina Aiken, Aiken, SC
(NataliaP@usca.edu)
Articles 19 and 27 of the Universal Declaration of Human Rights (UDHR) jointly articulate the basic human rights to seek, receive, and impart information, and to share in scientific advancement. The Open Access (OA) Movement endeavors to break down access barriers to scholarly publications and reverse the unsustainability of traditional scholarly publishing economic models, thus helping equalize the flow of information between industrialized and less-industrialized nations. The OA Movement is therefore also seen as a means of aiding in the achievement of both Articles 19 and 27 of the UDHR. In the case of agricultural, environmental, and health scholarship, the OA Movement can also be seen as having an impact on achieving so-called “third generation human rights.” This study examines the extent to which articles in African OA journals on agriculture, the environment, and health are being indexed in the ISI’s Science Citation Index Expanded and other major abstracting and indexing databases in the disciplines. It compares data on whether the articles are being cited more frequently by researchers in the global North versus those in other African countries as an indication of the impact African OA journals are making in contributing to South-North or South-South information flows.
IV - 12 From Palace to Treasure House: Creating
a New Space for the Institute of Ethiopian Studies Library
Marie Paiva, University of Utah, Salt Lake City, UT (marie.paiva@utah.edu)
The Institute of Ethiopian Studies (IES) Library is a research library located at Addis Ababa University in Ethiopia in Emperor Haile Selassie's former palace. The IES library's mission focuses on gathering resources from the Horn of Africa countries of Ethiopia, Eritrea, Sudan, Somalia, and Djibouti. The IES Library is open to researchers from all around the globe and serves students and faculty but it has long outgrown its space and now has crowded areas, no growth space and lacks computers for users. In 2007-2008, I spent six months working as a volunteer librarian with the IES Library staff on a collection development project as they had acquired a grant to build up their collections. Many reference materials and monographs in a variety of languages were purchased from Ethiopia and other countries. Databases and journals were also acquired. During my time some of the staff and I met regularly for database training sessions, visited area libraries and bookstores to review and seek out available publications, and established communication with publishers. Hope arrived in 2009 when construction began for a new IES library where manuscripts, books, journals and other materials will be transferred to a new state of the art library building. The new facilities will include computers for users, access to electronic resources, a generator and other features. It is exciting to follow the changes of library development and progress in this developing country of northeast Africa.
IV - 13 QCC Makes a Difference: More Creative, More Satisfactory
Shao Chuan Ma, Tamkang University, Taiwan (jane@mail.tku.edu.tw)
Hong Chu Huang, Tamkang University, Taiwan (kuanin@mail.tku.edu.tw)
Shao Feng Ting, Tamkang University, Taiwan (honor@mail.tku.edu.tw)
Chiu Hsia Shih, Tamkang University, Taiwan (chshih@mail.tku.edu.tw)
Shiou Iuan Hsu, Tamkang University, Taiwan (sunny@mail.tku.edu.tw)
Hong Shiu Liang, Tamkang University, Taiwan (arsh@mail.tku.edu.tw)
Wei Pai Chen, Tamkang University, Taiwan (sky8697@gmail.com)
Libraries often have new arrivals displays to attract readers. However, students of Tamkang University (TKU) would prefer their library to provide new titles on the shelf the same as those in bookstores. In response to students’ expectations, a Quality Control Circle (QCC) was formed to seek solutions by using quality control concepts and techniques. Through QCC activities, librarians of TKU identified some problems, such as how the location and furniture of the display area did not catch the eyes of readers, and how recent books took too long in processing to be considered “new” ones. After redesigning the display area and improving processing procedure, more students now enjoy staying there. Loan ratio of new books has increased from 3.91% to 81.9%, and the number of newly processed books placed on shelves per month has increased from 680 volumes to more than 3,000 volumes. This poster session describes how Tamkang University Library improved the workflow of the new arrival book process without increasing the budget or the need for human resources support.
IV -
14 Legal Digital Deposit and
E-Reading: E-Publication Platform System (EPS) in Taiwan
Shu-hsien Tseng, National Central Library, Taipei, Taiwan (director@msg.ncl.edu.tw)
Pei-ling Tsai, National Central Library, Taipei, Taiwan (tsaipl@ncl.edu.tw)
In response to a global trend of digital publishing and e-reading, National Central Library (NCL) in Taiwan established an E-Publication Platform System (EPS) in September of 2010. EPS is designed to integrate the functions of legal deposit, ISBN assignment, DRM encryption, full-text transferring, information organization, and circulation for e-books all in one platform. It is intended to serve as a portal for cloud computing e-books in Taiwan and provide essential library services for publishers, as well as libraries and users. At present, EPS holds any kind of full-text file for archiving, but only accepts PDF or ePUB for circulation. Once the digital deposit is approved, the deposited e-books go online for browsing or lending online or offline, either inside or outside of NCL facilities, based on the authorization mode selected for the e-book. EPS provides users with various channels for reading with different devices, such as PCs or iPads. NCL presented EPS to the public for the first time in its annual achievement exhibits in November 2010. More than 400 people visited and there were many positive responses. Now NCL is conducting a usability test to formally evaluate the system. In summary, EPS is a highly visible and innovative library service in Taiwan.
IV - 15 Exploring Cultural
Narratives through Graphic Novels
Rebecca Marrall, Western Washington University, Bellingham, WA
(rebecca.marrall@wwu.edu)
Graphic novels are a combination of art, content, and delivery that engage readers on emotional, cognitive, and visual levels. Consequently, graphic novels are a strong educational medium, precisely because this alternative means of delivering information can effectively school many different types of learners. And because of the format’s inherent versatility, graphic novels can be an excellent exploratory tool for many undergraduate and graduate courses at the university level. As an educational tool in the collegiate environment, graphic novels are an especially unique and effective way to explore personal identity and cultural narratives. Briefly, a working definition of the phrase “cultural narratives” refers to historical narratives that chronicle a cultural or ethnic heritage. Examining narratives in novels such as Gene Luen Yang’s American Born Chinese, or Alison Bechdel’s Fun Home, can encourage understanding of diverse worldviews. Furthermore, for readers from historically underrepresented groups, studying graphic novels with diverse narrators or experiences can promote feelings of inclusion and representation. This proposed poster would investigate how using graphic novels in the higher education settings presents a unique opportunity for investigating diverse cultural narratives while promoting multicultural awareness. In addition, the poster would provide criteria by which to assess graphic novels and sequential art for course use, and would end with an annotated bibliography of recommended graphic novels.
IV - 16 “How do African
Students Want to Study?” Students in Nigeria Help Develop Their Own Study
Spaces in a University Library
Martha Speirs, American University of Nigeria, Yola, Nigeria (Martha@aun.edu.ng)
This poster will display innovative ways in which the interior space of a new academic library building at the American University of Nigeria in northeastern Nigeria was developed with the assistance of data and ideas that emerged from ethnographic studies carried out with the university students’ input. The survey methods used elicited random students’ creative and practical design input, retrospective interviews of their actual research and studying practices, and a photo-based survey. These will all be displayed in the poster and in an accompanying slide show which will describe and evaluate the methods used to make design planning decisions. Graphics of plans, photographs, and survey statistics showing the consequences of the students’ input will be displayed along with accompanying text. The design study being displayed in this poster is unique as it deals with African students helping to develop space in an academic library within an American-style University in Nigeria. This type of bi-cultural project requires continual evaluation using both Nigerian and American standards to be successful. As this library building is now under construction and will be closer to completion by June 2011, photos of the consequences of these studies on the interior design may be included.
IV -
17 A Sister Library Success Story:
Appalachian State University and la Biblioteca Th’uruchapitas
Elizabeth Cramer, Appalachian State University, Boone, NC
(crameree@appstate.edu)
John Boyd, Appalachian State University, Boone, NC (boydjd@appstate.edu)
Appalachian State University (ASU) and la Biblioteca Th’uruchapitas have been Sister Libraries for eleven years. Our success has been recognized by the receipt of the IBBY Asahi Reading Promotion Award in 2003 but is also evident by the profound effect on our university, the Boone community (including the K-12 schools) and the children of Cochabamba, Bolivia. Through our poster session, we will endeavor to convince librarians and administrators how participation in the Sister Library Initiative can benefit their university through increased international service and education opportunities for students, research and service opportunities for faculty, and international community outreach. Both institutions have benefitted in numerous ways as a result of our partnership. ASU has sent several groups of ASU students to Bolivia to conduct research, to work on international service projects, or as part of a study-abroad class taken for credit. As more students seek an international service or study-abroad experience to add to their resumes, la Biblioteca Th’uruchapitas has proven a valuable asset to student recruitment and enrollment. In return, the leaders of la Biblioteca Th’uruchapitas have traveled to Boone, NC, to speak with students, faculty, K-12 schools, and community members about the economic, educational, and social realities of Bolivia.
IV -
18 Sharing Our Strengths:
Exploring and Expanding the Impact of Successful Models of International
Sustainable Library Programs
Jane Mirandette, San Juan del Sur Biblioteca Publica y Movil, San Juan del Sur,
Nicaragua, and the Hester J. Hodgdon “Libraries for All Program” (janem101@aol.com)
Bill Cartwright, The Riecken Foundation (bill@riecken.org)
This poster will explore the similarities and differences among a variety of successful models of sustainable library projects at work in Central America. The Hester J. Hodgdon “Libraries for All” Program, San Juan del Sur Biblioteca Pubica y Movil, The Riecken Foundation in Honduras and Guatemala, and the Wisconsin/Nicaragua Partners of the Americas all provide library programs in Central America and collaborate in various ways. Recent collaboration among these groups has expanded the impact of each of them and provides models useful to other groups initiating similar programs. Offering successful lending systems, sharing methods of training and using volunteers, providing mentoring, discussing policies and challenges, pooling resources, and sharing by offering introductions to funding organizations are all areas that have impacted these groups. These will be shown with special attention to the areas of sustainability as the prevailing model. There is an increasing request for information and training by groups initiating library projects in Central America. This poster will focus on two such groups and how their projects are benefitting from the expertise being shared with them. Handouts from each organization and the definition of sustainability as applied by these models will be provided.
IV - 19 Serving Diverse
Muslim Populations at Queens Library
Tara Lannen-Stanton, Queens Library, Jamaica, NY (tstanton@queenslibrary.org)
This poster will present an overview of the demographic diversity of the Muslim community in the neighborhoods of Queens, New York City, and the different programs that Queens Library through its New Americans Program has held in order to serve the needs of the very different populations that make up the larger “ummah” or Muslim community. The Muslim community in Queens is comprised of both native-born Muslims and immigrants from many countries, cultures, and ethnicities. The poster will highlight the diversity of programs and services offered such as our Eid programs for the Bangladeshi, Turkish, and Afghani communities, coping skills programs for Arabic and Bengali speakers, Nawruz festivals for Afghani and Iranian populations, as well as cooperation with community organizations such as Women for Afghan Women, the Turkish Cultural Center of Queens, and the South Asian Council for Social Services. Many of these programs are in the native languages of these populations while other programs, particularly the cultural programs, are bilingual to appeal to others who do not speak those languages to learn more about the culture and traditions of different populations living in Queens. The New Americans Program of Queens Library serves residents of Queens from countries around the world. The program works closely with ethnic community organizations and community libraries to assess local needs, link residents with existing neighborhood and system-wide library services, and create new services.
IV - 20 International
Scholars and Information Literacy Skills: Outreach and Instruction
Nikhat Ghouse, University of Kansas, Lawrence, KS (nghouse@ku.edu)
Working with international scholars can be both a rewarding and challenging experience. The University of Kansas Libraries liaises with the Applied English Center and works with two international scholar immersion programs: the Junior Faculty Development Program and the Pre-Academic Fulbright Program. Both programs bring international scholars to the University of Kansas to prepare them for their respective academic opportunities. The goal of the programs is for international scholars to learn about English language, culture, writing, technology, and research. The libraries are an integral and integrated part of both programs and offer the international scholars the skills they will need to accomplish the high level of research expected of them. This poster will discuss the outreach and information literacy instruction that is presented to these scholars. The challenges, experiences, and outcomes of both programs will be laid out along with the steps for developing an outreach initiative to engage in similar programming at other institutions.
Session V: Connections: Posters on Cooperation
with Non-Library Institutions and Agencies, Interlibrary Loan, Library Use
Instruction, and Public Awareness
Sunday,
June 26, 2011
1:00-2:30
V -
1 “What was in Lincoln’s Pocket at
Ford’s Theater?”: Bringing the Library of Congress into the Classroom
Margaret Warner, St. Edward’s University, Austin, TX (margyw@stedwards.edu)
Kady Ferris, St. Edward’s University, Austin, TX (kadyf@stedwards.edu)
April Palmore Sullivan, St. Edward’s University, Austin, TX (aprils@stedwards.edu)
Did you know that the Library of Congress has a national outreach program for educators, including librarians? Come learn about how librarians got involved with incorporating freely available primary resources from the Library of Congress’s Web sites into the classroom at all age levels (K-12 and undergraduate). See how librarians can play a role in promoting twenty-first century learning concepts by helping students develop visual literacy and critical thinking skills. Librarians are the ideal conduit for facilitating access to the materials for learners. St. Edward’s University’s library, in collaboration with the School of Education, Department of History, State Bar of Texas (Law Related Education Department), and the Library of Congress (Teaching with Primary Sources, Western Region), hosted workshops for educators from around the state of Texas. In the workshops, librarians collaborated with educators and state agencies to provide professional development that is aligned with national standards set forth by the ALA’s American Association of School Librarians. The focus of the librarian’s role is facilitating a workshop for educators and aiding with professional development assessment. Learn effective ways to collaborate across institutional boundaries and engage students in the rich resources of the Library of Congress and your own collections.
V -
2 DIY Assessment: Surveying Opinions
of Nonusers to Determine Effective Marketing Strategies
Katherine Beach, Louisville Free Public Library, Louisville, KY (katie.beach@lfpl.org)
Katherine Kimball, Kentucky Department of Libraries & Archives (kimball77@gmail.com)
This poster presents a framework for gathering data about public library nonusers, defined as adult residents who have not used the library in the last six months. A survey was developed to target this population and was created with several objectives in mind. The first was to demonstrate that this kind of assessment, critical to measuring outcomes and justifying public funding, is feasible with limited resources. The second objective was to demonstrate methods of collecting data about perceptions of public libraries. This data could be used to refine potential marketing strategies to address any misconceptions. A brief qualitative survey was administered through a variety of different methods, including face-to-face surveys in community gathering places and online through social media venues. Borrowing from the Appreciative Inquiry model, all questions used positive language. A corresponding survey model for administering to library staff will also be addressed. The survey results can be compared to those of the public and could be used to shape staff training. The poster will include charts, photographs, and sample surveys.
V -
3 Zombies in the Library: Feed Your
Brains!
Chris Hillman, University of Florida, Gainesville, FL (chrisahillman@ufl.edu)
Margeaux Johnson, University of Florida, Gainesville, FL (margeaux@ufl.edu)
Amy Buhler, University of Florida, Gainesville, FL (abuhler@ufl.edu)
In the spring of 2010, zombie hunters took refuge in the University of Florida’s Marston Science Library from the zombie hordes roaming campus in search of brains. Safe inside the library haven, the zombie hunters gathered information about their targets and hatched plans to escape with their lives and repel zombies! This is a story about how UF Libraries incorporated a popular on-campus Alternate Reality Game (ARG), Humans vs. Zombies, into a fun instructional opportunity for students who might not otherwise have sought out library resources. Two hundred students filled the library and completed four team-based problem-solving tasks. These puzzles taught them valuable information-seeking skills that will be useful in their student careers. Students participated in scenarios that had them explore the map library, electronic course reserves, electronic databases, and the library’s text messaging service. Evaluation was based on clearly defined learning outcomes, use of digital resources, and participation levels. Furthermore, librarians analyzed student interactions in the campus-wide game to understand how ARGs lend themselves to building new media literacies and found that students were actively involved in a participatory culture surrounding the game that included developing affiliations, creating expressions, engaging in collaborative problem solving, and producing circulations.
V -
4 Librarian’s Delight: Rappin’ at
the UGL
Susan Avery, University of Illinois at Urbana-Champaign, Urbana, IL (skavery@illinois.edu)
David Ellenwood, University of Illinois at Urbana-Champaign, Urbana, IL
(ellenwo1@illinois.edu)
Dominick Spinelli, University of Illinois at Urbana-Champaign, Urbana, IL (spinell1@illinois.edu)
Introducing the library to Millennial students can be a challenge. How do you introduce a campus institution that has been present for decades to young adults who define their unique identities through technology, music, and pop culture? You create and share a hip-hop video. The UGL Rap was created at the University of Illinois Undergraduate Library as an alternative to the traditional lecture-style library introduction. The video uses a familiar hip-hop style of music to grab students’ attention and provides an alternative learning experience for those with a preference for auditory or visual learning. Moreover, as hip-hop has gained worldwide popularity, particularly amongst marginalized communities, the video helps foster a multicultural classroom environment. The success of the video is demonstrated by student discussions of and questions about the library after viewing the video. These conversations are much more substantive than those that took place following a lecture introduction. This poster illustrates and outlines the instructional design and technical production of the video so that attendees may learn to produce a similar product. It also includes strategies for engaging students in conversation about the library following its viewing. The video can be viewed on YouTube at: http://www.youtube.com/watch?v=rhY0gYKOT8c
V - 5 Shaping Perceptions of University
Library Web Site via Information Literacy Instruction
Yu-Hui Chen, University at Albany, SUNY, Albany, NY (ychen@uamail.albany.edu)
Academic libraries have heavily invested in their library Web portals—information gateways for electronic resources and library services. Yet, there is a concern that these resources are being underutilized. According to the technology acceptance and information systems success literature, Perceived Usefulness, Perceived Ease of Use, Information Quality, System Quality, and Service Quality are important factors that influence the acceptance and use of information systems. Researchers also indicate that training has a positive impact on the use of information technology, promoting greater understanding and fostering favorable attitudes. No research has been conducted to investigate whether formal instruction (e.g., information literacy courses) has an impact on students’ perceptions of library Web sites. In fall 2010 the researcher conducted pre- and post-course surveys to more than 400 undergraduate students enrolled in the Internet & Information Access, a three-credit information literacy course offered at the University at Albany. The results show positive changes in the students’ views on the University Libraries Web site in terms of Perceived Ease of Use, Information Quality, and System Quality after the instruction. Their use of the Libraries’ Web site also increased. A series of graphs and tables will illustrate the research outcome in this poster presentation.
V -
6 “The Band Book Tour”: Creative
Marketing and Innovative Programming in an Academic Library
Steven Stewart, Barton College, Wilson, NC (sgstewart@barton.edu)
Rodney Lippard, Barton College, Wilson, NC (relippard@barton.edu)
Cynthia Collins, Barton College, Wilson, NC (cecollins@barton.edu)
Every fall, the Hackney Library at Barton College holds an open house event. In an effort to bring more students into the library, the decision was made to make the open house bigger than ever in 2009. This event did not just consist of light refreshments and a few door prizes—it was the last stop on the fictional “Band Book Tour.” The “Band Book Tour” concept and its fictional concert venues riffed on the ALA’s list of challenged books, and also offered a unique opportunity to feature live music in a library. The event was a full-fledged music festival with several bands, concert t-shirts, promotional giveaways, great food, and it resulted in the Hackney Library winning a John Cotton Dana Award. The planning process for this event was very thoroughly documented, allowing us to show each step of how we turned a simple idea into an award-winning event that surpassed all expectations. In this session we hope to demonstrate how we successfully implemented a variety of marketing strategies, ranging from low- to high-tech, to bring local and national recognition to our library using a lot of creativity and very little funding.
V - 7 Yes, I’m a Librarian ...
But What I Really Want to Do Is Direct
Martin Brennan, University of California, Los Angeles, Los Angeles, CA
(martinjbrennan@library.ucla.edu)
With the seeming ease of video production in the YouTube era, many librarians with outreach responsibilities may be drawn to the idea of making their own video pieces to cover instructional topics, market library services, record library events, and the like. This poster will address the topic from the viewpoint of the librarian who is considering the jump into videography. Analysis will cover the equipment needed (cameras, microphones, desktop editing software, etc.), the training/learning curve, estimates of time and effort, and explore the practical and political ramifications of such projects in the workplace. Video production is filled with traps and pitfalls, always takes longer than you think, and can get you in trouble—but it may also be your most rewarding work as a librarian.
V -
8 EEK! Children in the Academic
Library?!?
Elnora Kelly Tayag, California State University, Channel Islands, Camarillo, CA
(elnora.tayag@csuci.edu)
Janet Pinkley, California State University, Channel Islands, Camarillo, CA (janet.pinkley@csuci.edu)
Session focuses on organizing a free community literacy event, cultivating community partnerships, developing experiential learning opportunities, and identifying funding resources. The Children’s Reading Celebration and Young Author’s Fair is an annual Broome Library event at California State University Channel Islands in partnership with our English Program, the Ventura County Reading Association, and the Ventura County Office of Education. We promote literacy and creativity, foster print culture appreciation, outreach to underserved populations, and embed service learning in all programs. Our university English students engage with children PreK-8 in activities that include read-alouds, story prompts, journal writing, and creating bookmarks and concertina books. The Young Author’s Fair highlights young authors, K-12 students from local school districts, who display their original books of fiction, non-fiction, prose, and poetry. Young authors share their books with families and promote literacy to other kids; in addition their books are awarded seals by the VCRA. Children also engage with featured authors, where they ask questions about ideas for stories, favorite books, and inspiration for writing. They then receive a free book signed by the author. Our goals are to promote early childhood literacy, service learning, community engagement, and ensure that every family leaves with a free book.
V -
9 What’s in It for the User?
Communicating the Positives of Policy Change
Ann Lindell, University of Florida, Gainesville, FL (lindell@ufl.edu)
Stacey Ewing, University of Florida, Gainesville, FL (srewing@ufl.edu)
Implementing and communicating broad policy changes affecting services is always a challenge. It is even more challenging when at the outset some policies may be negatively perceived by a library’s user population. The University of Florida Libraries recently implemented two system-wide changes directly affecting our users: accelerated replacement of overdue materials with an accompanying increase in fines/fees, and complete overhaul of how printing/photocopying charges are handled. This poster session will showcase the strategies and tools used by librarians to communicate these changes in a positive way, highlighting qualities such as convenience, increased availability of materials, and the use of fines monies to purchase equipment benefiting students.
V -
10 In Any Event
Ellen Truax, University of North Texas, Denton, TX (ellen.truax@unt.edu)
Kristin Boyett, University of North Texas, Denton, TX (Kristin.Boyett@unt.edu)
Event programming can be a means of finding out what expectations and conceptual views users have about libraries. Librarians at the University of North Texas have hosted events that resulted in significant attendance but the reasons for the interest were not documented to allow for follow-up analysis. This poster session illustrates recent events (National Novel Writing Month held in November and a collaborative one-shot event) in which data were gathered about attendee expectations. Results have allowed librarians to better understand user expectations and to plan subsequent events resulting in increased attendance. Included are photos, sample activity sheets, and marketing materials. Sample programming event synopses will be available as handouts.
V - 11 Wilderness Public
Library: How Librarians and Civic Engagement Can Protect Wilderness Areas
Vanessa Uribe, El Dorado County Law Library, Placerville, CA
(edlawlibrary@gmail.com)
Christopher Christman, Placer County Law Library, Auburn, CA (cchristm@placer.ca.gov)
This poster session will tell the story of two experienced librarians who spent a week as Information Specialist volunteers with the United States Forest Service in the summer of 2010. The experience was originally intended as simply a “change of pace” for the two busy public law librarians. However, through their interactions in the Oregon Cascades with tourists, Forest Service staff, and preservationists, the authors observed many parallels between their own experiences as professional information providers and the mission of the Forest Service, “caring for the land and serving people.” This poster session will present the observations, pictures, and writings of Ms. Uribe and Mr. Christman, and discuss the ways in which the knowledge and experiences of librarians can help to preserve protected sites and wilderness areas.
V - 12 Use Your Moodle:
Creating a Reusable Plagiarism Tutorial
Lisa Nickel, University of North Carolina-Charlotte, Charlotte, NC
(lisa.nickel@uncc.edu) Somaly Kim Wu, University of North Carolina-Charlotte,
Charlotte, NC (skimwul@uncc.edu) Heather McCullough, University of North
Carolina-Charlotte, Charlotte, NC (hamccull@uncc.edu)
Understanding and avoiding plagiarism is essential to conducting research. Librarians in particular understand the need to help students build strong research skills and to use and attribute online and traditional research materials appropriately. This session presents the research, planning, and creation of a grant-funded project at University of North Carolina at Charlotte’s (UNC Charlotte) J. Murrey Atkins Library. Librarians created a reusable learning object in Moodle that teaches students about plagiarism and how to identify and avoid it, and then assesses their understanding of plagiarism at the end of the module. Based on survey results that reported faculty members’ experience with student plagiarism as well as teaching faculty members’ particular areas of concern, librarians developed a video and multi-media tutorial that leads students through a series of issues related to understanding, identifying, and avoiding plagiarism. Interactive quizzes assess prior knowledge and educate students as they move through the module. Lesson plans and a guide for instructors were available to any and all instructors who added the module to their course. The session will include survey data, individual class case studies, and will discuss how we evaluated the pilot (including user statistics and student and faculty feedback).
V -
13 Privacy: A Year-Long Outreach
Campaign
John Watts, Coastal Carolina University, Conway, SC (jwatts@coastal.edu)
Casey Schacher, Coastal Carolina University, Conway, SC (cschache@coastal.edu)
In the age of cloud computing and online social networking, personal information is increasingly distributed on the Web. To educate students about the importance of using discretion online, Kimbel Library at Coastal Carolina University developed several outreach projects in recognition of Privacy Revolution, ALA’s new privacy initiative. We launched this campus-wide campaign during the 2010-2011 academic year. A “Fix Your Face” traveling display illustrated the dangers of the dwindling privacy policy of the most popular social networking site, Facebook. The display encouraged students to use caution when posting sensitive information online and provided tips on using the site’s complicated privacy settings. This display was complemented by roundtable discussions with faculty on the topic of digital privacy, classroom presentations, a presentation at Family Weekend about protecting and improving your digital footprint, and a cyber-stalking video produced for the university’s Tunnel of Oppression event (a multimedia tour decrying international oppression). The campaign concluded with a student and faculty panel discussion during National Library Week. This presentation will provide information on implementing outreach methods for privacy awareness at your institution and will highlight best practices for using a solidified campus-wide campaign to increase the visibility of your library.
V - 14 Banned Books Week
Rocks!: Programming Using Pop Music
Beth West, Sims Memorial Library, Hammond, LA (elizabeth.west@selu.edu)
Looking for a new twist on tired Banned Books programming? Develop a program using pop and rock songs that were inspired by challenged books. From Jefferson Airplane’s “White Rabbit” based on Alice in Wonderland to Franz Ferdinand’s “Ulysses” which is named after James Joyce’s novel, patrons will be amazed at the number of popular songs that reference banned and challenged books. Libraries can adapt the programming according to their available resources, but one option is to guest DJ on a local radio show, sharing stories of censorship and playing the songs that reference the books. Alternative options include YouTube playlists and themed book displays. The session will include pictures of book displays and dynamic signage, a playlist of twenty songs and the books they relate to, and sample audio from the Banned Books episode of Rock School radio show, a syndicated program originating at KSLU and available online in podcast form at http://kslu.org/rock_school/ featuring a librarian as guest DJ.
V -
15 If You Got It, Flaunt It! Marketing Your Academic Library with WordPress
Laura Manley, Marygrove College, Detroit, MI (lmanley3312@marygrove.edu)
Christine L. Malmsten, Marygrove College, Detroit, MI (cmalmsten@marygrove.edu)
Marketing your academic library is challenging no matter how large your budget, but on a shoestring budget it is next to impossible. Learn how to connect with non-library users, as well as existing patrons by promoting underutilized library materials and services at little or no expense while at the same time measuring the effectiveness your efforts. Marygrove Library has created a completely online publication using WordPress, a free publishing platform complete with web browser based tools that allow you to self publish. To sweeten the pot, we created a survey link within the publication that doubled as a contest entry using Joomla open source software. Know what is working at your library and what is not to keep current patrons returning and to know what is needed to bring new ones in. Contest prizes can be solicited from businesses the library patronizes or can be purchased at a minimal expense. The poster presentation will exhibit step-by-step visual instructions complete with full-color screenshots that demonstrate how to create an online Zine and survey. Marketing effectiveness will be measured using survey results in graph form. In addition, the finished product will be able to view using a battery powered laptop.
V - 16 Good Vibrations: The
Midweek Music Series in Clemson University’s Main Library
Camille Cooper, Clemson University, Clemson, SC (cooper2@clemson.edu)
Think music in the library is a bad idea? Think again. Since the fall of 2001, audiences for Clemson University Libraries’ Midweek Music series have enjoyed an average of one musical performance a month in the lobby of the main library. The program provides a wonderful venue for student, faculty, and staff performers, helps change the impression that the library is just a dull, dusty place, and enhances the library’s role as the heart of the university. Email and survey feedback indicates the performances are positive experiences both for attendees and performers. This poster session will include photos of performances (and the enthusiastic crowds they attract), a history of the program, and suggestions for any library, academic or not, wanting to start, finance, publicize, and sustain an event that engages students, staff, faculty, and community members alike.
V - 17 Book Bundles
Jenny Ventling, Dayton Metro Library - Burkhardt Branch, Dayton, OH (jventling@daytonmetrolibrary.org)
Book Bundles are a great way to boost services to your patrons when you are short-staffed, busy, and when your patrons are in a hurry! A Book Bundle is just like it sounds: a “bundle” of books, usually grouped together by theme, content, or age group. The Bundles make books readily available to patrons when staff members might be in short supply or busy helping other patrons. Book Bundles are especially handy for Youth Services, because caregivers are often in a hurry or are not sure where to go to find the type of books they need. For example, Bundle themes for picture books include: dinosaurs, award-winners, transportation, humor, princesses, monsters, etc. Book Bundles are also great for creating book levels without putting stickers on the items in your collection, because Bundles can be made for reading and/or age levels. A Bundle typically consists of five books, an H-shaped rubber band, and a tag letting patrons know the theme of the bundle.
V -
18 The Writer’s Voice: A Library
Speaks to the Entire Campus
Carol Fonken, Southwestern University, Georgetown, TX (fonkenc@southwestern.edu)
Dana Hendrix, Southwestern University, Georgetown, TX (fonkenc@southwestern.edu)
The Writer’s Voice is an initiative of Southwestern University’s Smith Library Center: an annual literary series culminating in two-day campus visits by major authors (such as Amy Tan, Carlos Fuentes, and Margaret Atwood). The series serves as a very public facet of the library, creating a common intellectual experience for the Southwestern University community. A unique element of the series, and one critical to its success, has been preliminary events that proactively engage faculty, students, and staff in exploring and discussing the authors’ works prior to their campus appearances. The Writer’s Voice is also a successful town and gown event. Interest in and demand for tickets has increased each year since the program’s inception in 2000, with this year’s 700 available tickets reserved weeks in advance and a closed wait list. The program’s success has served to showcase the library as the heart of campus intellectual and cultural life, and it has been designated by university administration as a Priority Event. This poster session will highlight key elements a library should consider in sponsoring a literary series, including funding, selecting, and contracting authors, examples of successful preliminary events, examples of course integration across the curriculum, print and Web-based promotional materials, and post-program assessment materials.
V - 19 Building a Better
Student: Increasing Information Literacy through Library Instruction Assessment
Lindsay Schmitz, University of Missouri St. Louis, St. Louis, MO (schmitzl@umsl.edu)
Library instruction is considered a critical component of the University of Missouri St. Louis (UMSL) Libraries’ mission. Assessment of current instruction is one method of meeting the information literacy needs of UMSL students. To determine students’ current level of information literacy, the Libraries created an assessment based on the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education. This survey was completed by students before and after library instruction sessions. The results of the pre- and post-assessments were compared to determine measurable gains in students’ information literacy following instruction sessions. Based on the assessment results, the UMSL Libraries developed recommendations for librarians to emphasize during instruction. Since the initial assessment completed in 2008, the UMSL Libraries have conducted subsequent assessment, as recently as 2010, to determine the effectiveness of the recommendations. This poster session will use charts and graphs to show the results of the assessment before and after instruction sessions as well as the improvement in students’ information literacy following the changes in library instruction practices. Handouts will also be provided to show how the assessment was constructed using ACRL Standards and what changes have been made in UMSL’s library instruction.
V - 20 Utilizing Online
Tutorials to Enhance Traditional Library Instruction
Jason Dewland, University of Mississippi, University, MS (jcdewlan@olemiss.edu)
This session will document the shift from traditional classroom-based information literacy instruction to a blended online/in-person model. In the spring semester 2011, approximately half of the library instruction by the Business and Economics Librarian will have an online video tutorial component required prior to the instruction session. All of the classes will be required to take a pre- and post-class instruction quiz about the themes of the instruction. The main focus of the poster session will include: 1) A description of the courses, online tutorials created, and the quizzes; 2) a comparison of the quiz data between classes that had an online tutorial component and those that did not; 3) an explanation of how the pre-class quiz results changed the library instruction; and 4) future plans for the blended approach.
Session VI: Infrastructure: Posters on
Buildings and Equipment, Management, and Technology
Sunday,
June 26, 2011
3:00-4:30
VI -
1 Off the Wall: Using “Graffiti
Surveys” to Sample User Opinion
Kay Wall, Clemson University Libraries, Clemson, SC (kwall@clemson.edu)
Peggy Tyler, Clemson University Libraries, Clemson, SC (ptyler@clemson.edu)
A Clemson University undergraduate research team working with the library to imagine the Library of 2015 discussed how to get input from other students on campus. The result was a large, foamcore wall in the library lobby where a weekly question appeared at the top in large letters. Quarter-sheets of colored paper, markers, and pushpins were provided for responses. Questions ranged from “Describe the library in one word” to “What $1000 present would you buy for the library?” Students responded in great numbers, with surprising answers (wanting many more chairs and tables than new technology); their answers, tabulated in Excel spreadsheets, were used as part of library decision making. The wall is now a permanent fixture.
VI - 2 The Library a la Carte
Trifecta: People, Process, and Technology
Janet Pinkley, California State University, Channel Islands, Camarillo, CA
(janet.pinkley@csuci.edu)
People are the necessary component for successful implementation of emerging technologies. People make technology happen. This session focuses on how a small academic library explored, planned, and implemented Library a la Carte, an open-source software. Collaboration with the instruction librarians, campus IT department, and our systems librarian involved a timeline for installation and implementation, customizing specs, and utilizing Google Analytics to track usage. Librarians trained in Library a la Carte and then created subject guides for the library Web site as well as partnered with faculty to create course specific guides to be embedded in Blackboard. Over 1,000 libraries have already subscribed to a similar, but proprietary, tool called LibGuides. However, with budgets diminishing each year, the funding for such technologies is dwindling and some libraries are turning to applications developed in-house and to open-source products like Library a la Carte. It is easy to become fascinated by technology for its own sake. However, librarians implementing technologies like Library a la Carte need to consider users’ needs, articulate those needs when the user cannot, collaborate with all involved through the development process, promote technology services when necessary, and critically evaluate the technology to ensure that it is serving its purpose.
VI - 3 Using Data to Improve
a Technology Lending Service
David Woodbury, North Carolina State University, Raleigh, NC (david_woodbury@ncsu.edu)
Joyce Chapman, North Carolina State University, Raleigh, NC (joyce_chapman@ncsu.edu)
North Carolina State University Libraries has a popular technology-lending program with nearly a quarter of a million annual circulations of laptops, iPads, iPods, cameras, GPS units, and more. This poster examines a data-driven approach to managing and improving the program through an analysis of user requests and wait times, hourly and daily ILS data streams, and direct user feedback. By better understanding the usage patterns we can learn how to anticipate and plan for high demand periods, modify policies for popular items, and plan our purchasing of new items. We will also discuss the number and the variety of items available in the program and will display graphs and example data.
VI - 4 Organizing for the Future
R. Cecilia Knight, Grinnell College, Grinnell, IA (knight@grinnell.edu)
Over the past four years the Grinnell College Libraries has done more than make adjustments and keep up-to-date with changes in technologies, products, and types of materials that we are adding to our collections. Instead, we have attempted to recreate our organization for future needs. Some steps that we have taken have included workflow studies and redesign in technical services, interlibrary loan, and circulation, as well as re-developing all job descriptions, carefully considering how to fill vacancies for maximum flexibility, developing core competencies, and identifying essential functions for weather emergencies. The author will show how we have redesigned workflows and re-deployed staff, the processes we have used for developing job descriptions, how we re-organized the libraries’ organization structure, what core-competencies have been identified and how (including using the many resources made available through ALA and the Library Support Staff Certification Program), and the training and development structure put in place to support the success of our staff and therefore our library and campus community.
VI -
5 Exploring Appreciative Inquiry:
Support for Culture Shift in an Academic Library During a Top Level Leadership
Transition
Marcy Simons, University of Notre Dame, Notre Dame, IN (simons.2@nd.edu)
Mandy Havert, University of Notre Dame, Notre Dame, IN (havert.1@nd.edu)
The authors will explore the Appreciative Inquiry (AI) framework and its potential value for supporting staff and faculty during the transition after the yearlong period following the hire of a new University Librarian. The authors will: 1) define the AI framework; 2) provide a context for the current cultural environment and discuss major recommendations made at all employee levels during a baseline strategic planning process which pointed to the need for a major culture shift in the Libraries; 3) apply the AI framework to explore how the identified needed changes can be supported during the period of leadership transition; and 4) invite feedback from colleagues at other organizations who have tried or are considering AI to support change initiatives. The authors plan to propose a program at a future conference to discuss progress and outcomes that resulted in the AI experience at the University of Notre Dame.
VI - 6 Log In Screens for
Library Computers: An Application of User Centered Design
Brenda Reeb, University of Rochester, Rochester, NY (brenda.reeb@rochester.edu)
River Campus Libraries at the University of Rochester recently implemented log in procedures for library computers. Project requirements included a direct path to library content for visitors (visitors could get to JSTOR, but not Facebook), obvious distinctions between filtered or full Internet access, ease of use, and friendliness. In this joint project with University IT staff, library staff built the user interface based on user task analysis and usability testing. University IT staff provided programming skills. Usability testing impacted the design in two key ways. First, users found it easiest to choose among log in options when the options described the content (Facebook, Gmail, CNN) that was available or blocked. Users were less successful choosing among log in options when the options described the type of patron (faculty, student, visitor, etc). As a result of this finding, the user interface emphasizes content availability, not patron type. In the second major finding, users exhibited compliance logging out, as the act of logging in served as motivation for users to log out. This allowed us to minimize log out instructions in the design. The poster illustrates several iterations of the user interface, usability testing materials, and all of the user task requirements.
VI - 7 Workforce Recovery:
The Project Compass Approach
Bill Erbes, Bensenville Community Public Library District, Bensenville, IL
(billerbes@gmail.com)
It takes a bit of chutzpah to step into the confusion, desperation, and despair of unemployment, but public libraries across the country are doing just that. Librarians are among the most creative of thinkers, and on a daily basis they dispense not only information but also hope, inspiration, and support. It is critical that libraries step up to the challenges of economic downturn with optimism, risk-taking, and perseverance. Project Compass, a program sponsored and funded through WebJunction/OCLC and the Institute for Museum and Library Services, is sponsoring workforce recovery workshops in public libraries in the twenty states most severely affected by unemployment. The daylong workshops are intended to help participants learn sources of information and the art of sharing that information with creativity and compassion. This poster session will make available the materials that have been developed, identify webinars and Web sites available to help librarians respond to unemployment, offer specific suggestions for where to turn when it seems hopeless, and how to cope with unprecedented demand.
VI -
8 Citizens of Drupal: Staffing and
Sustainability in the Open Source Environment
Amanda Rust, Northeastern University, Boston, MA (a.rust@neu.edu)
Annie DeVane, Northeastern University, Boston, MA (a.devane@neu.edu)
Gayane K. Merguerian, Northeastern University, Boston, MA (g.merguerian@neu.edu)
Diann Smothers, Northeastern University, Boston, MA (d.smothers@neu.edu)
Northeastern University’s Snell Library used a major Web site redesign as an opportunity to move to the Drupal CMS platform. Our planning process required us to estimate the staff needed to support a large, customized Drupal Web site. To either challenge or back up our estimate, we created a survey and distributed it via the Web4Lib, Code4Lib, and Drupal4Lib email lists. The aim of the survey was to determine what sort of staffing would be necessary for a large, heavily-customized Drupal Web site, and the results informed an internal staffing proposal. The survey results also give a brief overview of the current citizens of the Drupal library community, and the poster presents the results in graphical form. We received many requests for the results from participants, which speaks to a growing interest in Drupal as a CMS for library Web sites, and to library concerns about appropriate staffing. The poster will also evaluate the results in light of our actual experience building our new site in Drupal, and put the process of choosing a CMS into the larger context of our library Web redesign project. We invite our colleagues at ALA to stop by to discover and to discuss what we learned.
VI -
9 Learning from Our Users: Using
Assessment to Drive Change
Elizabeth Avery, University of North Texas, Denton, TX (beth.avery@unt.edu)
Diane Wahl, University of North Texas, Denton, TX (diane.wahl@unt.edu)
Libraries often use results from surveys such as the LibQUAL+® survey to incorporate the voice of the user into strategic planning. While these surveys may indicate problem areas, they do not give sufficient detail about the issues with which to identify the underlying problems, even when they collect comment data. If library staff members assume that they can come up with successful solutions on their own, they need to remember that they designed the original approach. One way to fill in the gap is to conduct focus groups with targeted segments of library users. These focus groups can make the issues more concrete for library staff and allow users to propose their own ideas as well as provide feedback on solutions developed by library staff. This process gives data-driven evidence to feed into the strategic planning process.
VI -
10 The Library Living Room: Learning
Relationships Unplugged
Frances Yates, Indiana University East, Richmond, IN (fyates@iue.edu)
Emily Samborsky, Indiana University East, Richmond, IN (esamborsky@gmail.com)
Envisioning a new approach to information literacy, librarians and faculty at a small Midwestern college designed an informal learning space specifically targeted for Net Gen students, complete with fidget toys, comfortable furnishings, and colorful décor – and no computers or electronic devices (except a lava lamp!). The “library living room” allows for a conversational—rather than didactic—approach to “teaching” reasoning and critical thinking. This relaxed venue facilitates a student-librarian-faculty relationship that goes beyond “where do I find it?” or “where do I click?” and helps create a comfort level for students to explore real world questions using information relevant and timely for their needs. The primary goal is to assist students to construct their own framework for learning how to learn. Based on reflection essays in student journals, anecdotal feedback, and post living-room surveys, “The First Year Experience Library Living Room Experiment” has been labeled a success. With photographs, original student writings, and copies of instruction plans, this poster will show how to create a new learning space on a small budget, find faculty partners, promote an informal information literacy program, and assess results.
VI -
11 From F2F to Online: A
Technology-Smart Approach to Information Literacy Instruction and Budget Crises
Penny Hecker, Southeastern Louisiana University, Hammond, LA (phecker@selu.edu)
Angela Dunnington, Southeastern Louisiana University, Hammond, LA (adunnington@selu.edu)
Budget constraints and student technology expectations are changing content delivery methods for information literacy instruction. Additionally, academic librarians face the challenge of balancing teaching styles and learning styles while remaining technologically current. These challenges have motivated instruction librarians at Southeastern Louisiana University’s Sims Library to transition from F2F (face to face) to online teaching for their credit-bearing information literacy course. The presenters will describe multiple approaches to online content delivery which are designed to reach different learning styles for Millennials and working adults. Camtasia Studio screen casting and video editing software, YouTube, asynchronous discussion boards, and virtual classroom chat are the enhancements now included in their online instruction and will be highlighted in this poster session as well as an introduction to future methods of content delivery such as mobile learning.
VI - 12 E-books and E-book
Readers: Implications for Library Services
Jessica Moyer, University of Minnesota (jessicaemilymoyer@gmail.com)
The last two years have seen an explosion of e-book readers and exponential growth in the e-book market, especially for leisure readers and leisure reading materials. What does this mean for libraries? How can they best serve e-book readers? This poster will show the major e-book readers (actual devices will be available at the session), discuss the pros and cons of the readers, their similarities and differences, and how they can be used by libraries and library patrons. The poster will highlight some of the current e-book lending programs and vendors available to libraries, with information on libraries that are currently using e-book programs and/or loaning e-book readers. Lastly, the poster will include results from an ongoing study on college students and e-books readers, which is studying the differences between e-book readers and print books in terms of comprehension, interest, and engagement.
VI -
13 Beyond Second Life: New
Immersive Worlds for Educators and Librarians
Joseph M. Floyd, University of South Florida, Tampa, FL (jfloyd@usf.edu)
Ilene Frank, University of South Florida, Tampa, FL (ilene.frank@gmail.com)
This program explores the use of
virtual worlds by educators and librarians. In addition to reviewing the
efforts of educators and librarians in Second Life, we will also examine
several other immersive virtual world options, especially OpenSim grids. Librarians
have been active in virtual worlds—most notably Second Life—since 2006. With
some changes in top management at Linden Lab, the corporation that runs Second
Life, and with changes in educational pricing, educators and librarians have
begun exploring other virtual worlds. Members of ACRL especially should be
aware of the explorations into OpenSim grids including Jokadia, ReactionGrid,
Franco Grid, and other educational worlds such as Heritage Key. There are some
pros and cons involved in developing stand-alone virtual worlds. There are some
technical issues and intellectual property issues involved as well. This poster
session is designed to highlight some of the concerns—and excitement—in
exploring new virtual worlds.
VI -
14 Crossing Over: Surviving the
Transition from Paraprofessional to Professional Librarian
Roy Cummings, Robert W. Woodruff Library-Atlanta University Center, Atlanta, GA
(rcummings@auctr.edu)
Richard Coleman, Lincoln College of Technology, Marietta, GA (rcoleman@lincolntech.com)
New librarians face a number of challenges when assimilating into the profession. These challenges can be increased when the librarian is transitioning from a paraprofessional role. There are certain mindsets and behaviors that must be addressed and adjusted in order for the new librarian to be successful. Using the results of a survey and interviews conducted with early-career transitioning librarians, the proposed poster session will address some of the most common paraprofessional behaviors and present ideas and tools survey participants used to adjust these behaviors and smoothly transition into professional librarianship. The presentation will include copies of the survey, charts of survey results, and participant testimonials and advice (with photos, if participants are willing).
VI -
15 Improving the Effectiveness of
LibGuides through Usability Testing
Jason Michel, Miami University, Oxford, OH (micheljp@muohio.edu),
Elizabeth Sullivan, Miami University, Oxford, OH (sullive4@muohio.edu)
Andrew Revelle, Miami University, Oxford, OH (revellaa@muohio.edu)
As information professionals, one of our primary responsibilities is to make information findable. As the amount of information continues to grow exponentially, the need to organize content and simplify the search process becomes imperative. We are eager to adopt any tools that can help us in this endeavor. Over 1,800 libraries throughout the world have adopted Springshare’s LibGuides as a viable tool to organize resources. But how effective is our use of this powerful, highly-customizable tool? Have we structured content in a way that is intuitive and effective for our users? Miami University Libraries conducted formal testing on their LibGuides to determine the usability and effectiveness of the system. The results of these tests were used to compose a set of best practices for guides. This poster details the process and findings of our study.
VI - 16 LibQUAL+® Lite at UNT
Diane Wahl, University of North Texas, Denton, TX (diane.wahl@unt.edu)
University of North Texas Libraries participated in the LibQUAL+® Lite pilot in 2008. They have conducted the full survey three times, in 2005, 2007, and 2009. The shorter Lite survey includes all questions from the long version but each respondent answers a smaller number of some common and some randomly selected questions. The minimum, desired, and perceived scores and the adequacy and superiority gaps for the twenty-two standard questions from the four surveys were compared for undergraduates and graduate students using line charts in order to determine if the results of the Lite survey were significantly different from the long version. Results of the four surveys were remarkably similar. The results of the score comparisons suggest that the LibQUAL+® Lite Survey data is as valid a reflection of student opinions about library services as is the longer version of the survey.
VI -
17 Think Globally, Act Locally:
Lessons Learned from Open Access Week 2010
Peter Fernandez, University of Tennessee, Knoxville, TN (pfernand@utk.edu)
Donna Braquet, University of Tennessee, Knoxville, TN (dbraquet@utk.edu)
The 2010 Open Access Week was over three times larger than in 2009, involving over 900 participants in ninety-four countries. The publicity accompanying Open Access Week provides libraries with an opportunity to communicate with their communities about issues of scholarly communication. In 2010 the University of Tennessee Libraries significantly expanded their participation to include five days of programming, a new library guide, and increased promotional efforts. This poster summarizes the take-away lessons of the two subject librarians who led these activities. It includes tips on goal setting, with an emphasis on the dynamics of effective time management. It incorporates real life examples to provide guidance on when to take advantage of third-party produced materials and how to leverage internal resources. Finally it highlights the need for ongoing assessment to build meaningful programming that meets the goals of the library.
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18 iPhone Technology for
Assessment on the Run
Rachel Besara, Florida State University, Tallahassee, FL (rbesara@fsu.edu)
Kirsten Kinsley, Florida State University, Tallahassee, FL (kirsten.kinsley@gmail.com)
Want to understand how one library used smart phone technology in order to quickly and unobtrusively count individual and group behavior on a busy library floor? We will show you how we used the iPhone application, Tallymander, to count group study versus individual study occurring between two library floors during exam week. With a tap of the finger, we were able to speedily tabulate single studiers versus group studiers of different configurations and take a snapshot of whether different floors had more group study than others during different times during the week. We can show you how this application can compile floor count data easily by automatically sending email compilations of data at the touch of a finger. In essence, Tallymander demonstrates how mobile technology makes data collection about how library space is used much more feasible and fun!
VI -
19 Library a la Carte on the
Cloud: A Pilot Implementation
Margaret Mellinger, Oregon State University Libraries, Corvallis, OR
(margaret.mellinger@oregonstate.edu)
Evviva Weinraub, Oregon State University Libraries, Corvallis, OR (evviva.weinraub@oregonstate.edu)
One barrier to libraries’ adoption of open source software is a lack of in-house expertise to install and maintain the software on a local server. This barrier has deterred potential adopters of Library a la Carte, an open source course and subject guide tool. To extend access to the software without the need for local installation, the Oregon State University Libraries, developers of Library a la Carte, tested a hosted version. For the test implementation, OSU entered into an eighteen-month partnership with Oregon Health Sciences University (OHSU) Library, making the course and subject guide software available to OHSU librarians via a cloud platform. In this poster session we will examine the feasibility and scalability of hosting Library a la Carte on the cloud, share our evaluation of the pilot, and look at next steps for the project.
VI - 20 Info on the Go:
Using QR Codes for Library Instruction
Melissa Mallon, Wichita State University, Wichita, KS (melissa.mallon@wichita.edu)
Aside from face-to-face sessions, it can be hard for today’s librarians to reach students with the tools they need to become information literate. Students are often running from one class to the next or are too busy checking Facebook updates on their smart phones to stop by the library for assistance. This is especially true at a commuter college, where students are often on campus for a short amount of time during the day. That’s where QR Codes come in. This poster will describe what the codes are, and how one academic librarian has used them for information literacy instruction. From advertising subject guides to promoting the library’s mobile site, QR Codes are a fun and easy way to provide research assistance to students on the go.