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Ideas to Innovation: Powering Up for Change
 

Ideas to Innovation: Powering Up for Change

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An interactive workshop on the changing academic library, from endings to new beginnings. Prepared at the invitation of the Associated College Libraries of Central Pennsylvania, the workshop covers ...

An interactive workshop on the changing academic library, from endings to new beginnings. Prepared at the invitation of the Associated College Libraries of Central Pennsylvania, the workshop covers how budgets, staffing, and shifts in information-seeking behaviors and preferences are driving change in collections and services. The workshop concludes with a consideration of opportunities for innovation to add value and advance the missions of the colleges and universities that libraries serve.

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    Ideas to Innovation: Powering Up for Change Ideas to Innovation: Powering Up for Change Presentation Transcript

    • Powering upFROM IDEAS TO INNOVATION: for change Karen Calhoun AUL for Organizational Development October 2012 and Assessment University of Pittsburgh University Library SystemThis work is licensed under aCreative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
    • INTERACTIONS 1• Look at the corner of your badge:what letter is there?• Go to the table with that letter on it.• Sit down and say hello to thepeople sitting at that table. 2
    • MY ROLE AT PITT• Started late July 2011• Work for Rush Miller, University Librarian• FY13 assignments: • Guide process to collaboratively develop the library’s FY14 strategic plan • Guide ULS Leadership Development Program • Guide assessment processes (e.g., user needs, newly introduced user services, ULS committee structure) • Change management, project management 3
    • DISCONTINUOUS CHANGE AND THE NEED FOR TRANSFORMATIONAL THINKING Definition and response  Examples  Non-incremental change  Automobiles and highways that threatens existing disrupted railroads structures because it  Netflix disrupted video drastically alters the way stores things are currently done or  Google disrupts traditional have been done for years information services and (businessdictionary.com) systems  Displaced service models and traditional values don’t/can’t adjust quickly enough; thinking reflects what has been, not what is or will be Libraries have entered an era of discontinuous change—a time when the cumulated assets of the past do not guarantee future success. 4
    • BUDGET AND STAFFING IN ACLCP LIBRARIES …budget cuts, personnel losses, reorganization, shifting work patterns, and innovative ideas 5
    • A STUDY OF BUDGETS, STAFFING,COLLECTIONS AND USE OF ACLCP LIBRARIES, 2002-2010 Based on data from biennial surveys of academic libraries by the National Center for Education Statistics (NCES) NCES Library Statistics Program ―Compare Academic Libraries‖ service Data was consistently available for 17 of the ACLCP libraries – these are the ―comparison group‖ Examined NCES data on ACLCP library expenditures, staffing, collections, and services from 2002, 2004, 2006, 2008, and 2010 data sets My investigation completed before I discovered John J. Regazzi research findings (published September 2012) 6
    • ACLCP FINDINGS: MEDIAN ENROLLMENT UP 7
    • ACLCP FINDINGS: MEDIAN EXPENDITURES, ADJUSTED TO 2010 DOLLARS Average ACLCP libs.: Up 13% Minimum: Down 21% Maximum: Up 69% 62.5% had increases 12.5% budgets flat 25% had decreases Regazzi 2012 findings: Nationally, academic libraries up 12% 1998-2008 8
    • ACLCP FINDINGS – MEDIANEXPENDITURES PER STUDENT 9
    • ACLCP FINDINGS: MEDIAN STAFFINGPercent Change 2002 to 2010National median librarian/other prof staffing 12.5%National median total staffing 2.6%State median librarian/other prof staffing 37.0% BUT…State median total staffing 14.8%ACLCP median librarian/other prof staffing 12.5%ACLCP median total staffing 18.4% STAFFING GROWTH LAGGED ENROLLMENT GROWTH 10
    • ACLCP FINDINGS – COLLECTIONS TRENDS 11
    • ACLCP FINDINGS – CIRCULATIONS PER STUDENT 12
    • ACLCP FINDINGS – MEDIAN REFERENCE AND GATE COUNTS PER STUDENT 13
    • ACLCP FINDINGS – PRESENTATIONS AND INFORMATION LITERACY Information Literacy in Institutions Mission? % ACLCP Libraries responding yes: 2006: 41.2% 2008: 47.1% 2010: 47.1% 2010 National: 32.7%* 2010 State: 38.8%**Data source: Table 13, supplemental tables to NCES academic libraries 2010 report 14
    • SUMMARY ACLCP FINDINGS FOR THE COMPARISON GROUP -1- ENROLLMENT is up at ACLCP institutions BUDGET: As a group, the ACLCP libraries received a median budget increase of about 37% above inflation over the period 2002 - 2010 (average budget increase of 13%) As a group, median total salary expenditures increased 22% above inflation ACLCP libraries’ median expenditures per student are up, especially for e-content STAFFING: As a group, ACLCP median library staf fing is up 18% over the period 2002-2010, but it has not kept pace with rising enrollments at ACLCP institutions ACLCP total staf fing is trending ahead of national and state levels 15
    • SUMMARY ACLCP FINDINGS FOR THE COMPARISON GROUP -2- COLLECTIONS: Investment in print collections is down Holdings of e-books is up 5-fold since 2006; current serials have more than doubled since 2002 As a group, ACLCP libraries appear to have embraced e -books, more so than academic libraries nationally or at the state level SERVICES: Circulation and reference per student at ACLCP libraries are down; gate count is up The number of presentations given in ACLCP libraries is behind national and state trends 2006 -2010 ACLCP libraries appear to be ahead of national and state trends to include information literacy as a mission of the institution 16
    • WHAT IS THE SOURCE OF THE STRAIN THAT LIBRARIANS AND STAFF FEEL?  Per NCES data, in general, the source is not constrained budgets and staffing…  More likely it is the hybrid nature (bifurcation) of the library, moving through a transition between past and future service models …―It may well be that managing both the print collections with therequisite staff, while also investing in the electronic future andthe skills to drive these initiatives, is what is beginning to strainlibrary resources.‖ (Regazzi 2012, 467) 17
    • INTERACTIONS 2: WRITE DOWN ONE IDEA 10 minutes1. Silently, take an index card and write an answer to the question: What is one specific external threat OR internal limitation facing your library over the next two years?2. Silently, put your completed card in the middle of the table. Take somebody else’s card from the middle of the table.3. As a group, read your cards aloud, then discuss what is written on them. 18
    • ―It’s not the changes that do you THREEin, it’s the transitions‖ –William PHASES OFBridges TRANSITION Change = something in the external environment changes (e.g., a new director is hired; a new system is introduced; a reorganization occurs) It is critical to m a n a ge t r a n s i t io ns Transition = an internal reorientation i n c l us i v e l y b y process e n g a gi ng s t a f f in the process. Bridges, William. 1991. Managing transitions: making the most of change. Reading, Mass: Addison-Wesley. 19
    • MORE FROM BRIDGES• People don’t resist the change; they resist the transition, particularly its losses and endings.• ―Before you can begin something new, you have to end what used to be. Before you can learn a new way of doing things, you have to unlearn the old way.‖ 20
    • ENDINGSWhat we call the beginning is often the endAnd to make an end is to make a beginningThe end is where we start from --T.S. Eliot 21
    • INTERACTIONS 3: WRITE DOWN ONE IDEA 10 minutes1. Silently, take an index card and write an answer to the question: What is ending or could end at your library, or what could be done differently to free up time for new initiatives?2. Silently, put your completed card in the middle of the table. Take somebody else’s card from the middle of the table.3. As a group, read your cards aloud, then discuss what is written on them. 22
    • OPPORTUNITIES Understanding those we serve – faculty and student behaviors and preferences Space – virtual (discoverability; easy off -campus authentication) Space – physical – the library as meeting place (―come to the place where everyone is getting their work done!‖) Collections – ebooks, PDA, consortia Engagement – outreach, partnerships, contributions to student and faculty success Demonstrating value – assessment 23
    • Faculty • World class collections • Seamless access on and off campus • Personalized help when I need it • More time to focus on my research, HOW writing and teaching Undergraduates DO THEY • Places to get my work done, day & night • Places for group work, great wireless, lotsWORK of computers and outlets • ? • Quick, friendly help when I need it Help honing my research skillsWHAT DO Grad Students & Researchers THEY • World class collectionsNEED? • Seamless access on and off campus • Quiet space in library to work • Research consultations and workshops 24
    • EVERYWHERE, THE LIBRARYLibrary as Place Place as Library Engagement: Oakland We’re where campus libraries you are Seamless off-campus access Thomas Boulevard Archives Service Center Storage Facility 25
    • SOME OF OUR IDEAS FOR SPACE REDESIGN Knowledge Commons Service Desk User-centered— Collaborationbut we still have books! rooms (group study) Instruction space Quiet study space Sample floor plan Research Flexible open Glass offices for staff consultations seating 26
    • COLLECTIONS: THE RIGHT STUFF 27
    •  Add value through high-impact practices, for example:  Participation/direct contributions to first-year seminars and experiences  Set up learning communities  Interventions in writing-intensive courses, collaborative assignments and projects  Establish undergraduate research programs  Offer and promote services around internships, capstone courses and projects  Integrate library resources into course materials on a massive scale 28
    • HOW DOES YOUR LIBRARY ADVANCE THE MISSIONS OF YOUR INSTITUTION? NOT WHAT YOU DO:  NOT measures of internal library processes such as input and output measures, external perceptions of quality, and satisfaction with library services BUT WHY YOU MATTER TO THOSE YOU SERVE! (the “So what?” question)  How does the library help student enrollment, student retention and graduation rates?  What impact does the library have on student success, student achievement, student learning, student engagement?  What impact does the library have on faculty research productivity, faculty teaching, service?  In what ways does the library add to overarching institutional quality? See Oakleaf 2010 29
    • INTERACTIONS 4: WRITE DOWN ONE IDEA 10 minutes1. Silently, take an index card and write an answer to the question: What is ONE specific key opportunity for your library over the next two years?2. Silently, put your completed card in the middle of the table. Take somebody else’s card from the middle of the table.3. As a group, read your cards aloud, then discuss what is written on them. 30
    • A NEW KIND OF LIBRARY • Build a vision of a new kind of library • Be more involved with research and learning materials and systems • Be more engaged with campus communities • Make library collections, services, and librarians more visible in academic communities of practice • Build on and for the web • Culture of assessmentImage:By The Opte Project [CC-BY-2.5 ] The library in the communityvia Wikimedia CommonsInternet_map_1024.jpg (in virtual space) 31
    • THANK YOU!  ksc34@pitt.edu http://www.flickr.com/photos/mtsofan/6166986907/ By mtsofan CC-BY-NC-SA 32
    • DATA SOURCES AND DOCUMENTATION Phan, Tai, L. Hardesty, J. Hug, and C. Sheckells. 2011 . Academic Libraries: 2010. Washington DC: National Center for Education Statistics. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012365 Documentation for the 2010 survey data: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011367 See also NCES Academic Libraries biennial reports and documentation for 2008, 2006, 2004, and 2002 -- Start here: http://nces.ed.gov/pubsearch/getpubcats.asp?sid=041#050 National Center for Education Statistics. 2012. ―Library Statistics Program: Compare Academic Libraries.‖ NCES Librar y Comparison. http://nces.ed.gov/sur veys/libraries/compare/ 33
    • ACLCP COMPARISON GROUP FOR THIS STUDY* 1. Albright College 10. Lebanon Valley 2. Alvernia College College 3. Dickinson College 11. Lycoming College 4. Elizabethtown College 12. Messiah College 5. Franklin and Marshall 13. Millersville University College 14. Shippensburg 6. Gettysburg College University 7. Harrisburg Area 15. Susquehanna Community College University 8. Juniata College 16. Wilson College 9. Kutztown University 17. York College*using NCES data for 2002, 2004, 2006, 2008, and 2010 34
    • SOME SUGGESTED READING Oakleaf, Megan. 2010. The Value of Academic Libraries: A Comprehensive Research Review and Report. American Library Association. Association of College and Research Libraries. Regazzi, John J. 2012. ―Constrained? An Analysis of US Academic Library Shifts in Spending, Staffing, and Utilization, 1998–2008.‖ College & Research Libraries 73 (5): 449–468. 35