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On the shelf, in time                                     Developing a                                      strategy to   ...
Even in 2010,Reading Listsremaininvaluable– for academic,student andlibrarian
Reading List Support            • Traditional problems            • New problems &              solutions            • Cha...
Traditional Problems - Academic Services   • Complexity of University administration   • Getting the lists – communication...
Traditional problems - Technical Services    • Reading list items not tackled as ‘priority’ orders    • No distinction bet...
Number one driver for current change
New Problems• More books needed, but less money• Need for centrally organised  system/business plan• Lack of clearly artic...
Solution..?• Creation of Targeted Reading List Fund• Submission form for each reading list• Specific deadlines for submiss...
APPLICATION FORM FOR TARGETED FUNDS FOR READING LISTS 2009-10                                                Part 1 Module...
TARGETED FUND FOR READING LISTS 2009-10•All requests for new resources on your 2009/2010 reading lists MUST be entered on ...
2. Essential Reading – refers to more specialized reading on top of any mandatory textbooks that you regard as    fundamen...
3. Additional background reading – refers to books which amplify the scope and depth of the    course but are not required...
Changes in 2009           Academic Services• Change in work practices for support staff and  Liaison Librarians• Traceabil...
Changes in 2009              Technical Services    Acquisitions              Cataloguing•   Ring fenced funds –   •   Prio...
Review 2010                            • Identify exact amount• More centralised            spent on reading lists  approa...
Total            Total                                       Reading          Modules                                     ...
Total 475% difference
Report 2010            Recommended Changes•   Revised Targeted Reading List order form     Online web form•   Timelines• ...
Conclusions• Wider university context    VLE, Registry etc., student demands• Enhanced Transparency / Accountability    ...
What if weare 100%successful?...                 … …and get                   4997 reading                   lists!!!!
On the shelf in time : developing a strategy to improve reading list support. Authors: Lorna Dodd, Hugh Murphy
On the shelf in time : developing a strategy to improve reading list support. Authors: Lorna Dodd, Hugh Murphy
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On the shelf in time : developing a strategy to improve reading list support. Authors: Lorna Dodd, Hugh Murphy

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Presentation for IUISC Conference Maynooth, Ireland, March 10th-12th 2010. 2010-03-10.

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Transcript of "On the shelf in time : developing a strategy to improve reading list support. Authors: Lorna Dodd, Hugh Murphy"

  1. 1. On the shelf, in time Developing a strategy to improve reading list support Lorna Dodd Hugh Murphy Liaison Librarian, Deputy Head, Academic Services, Information Resources Management University College Dublin, University College Dublin, Belfield, Dublin 4, Belfield, Dublin 4, Ireland Ireland Lorna.dodd@ucd.ie , Hugh.Murphy@ucd.ie
  2. 2. Even in 2010,Reading Listsremaininvaluable– for academic,student andlibrarian
  3. 3. Reading List Support • Traditional problems • New problems & solutions • Changes – 2009 • Review - 2010 • Recommendations • Conclusion
  4. 4. Traditional Problems - Academic Services • Complexity of University administration • Getting the lists – communication with academics • Access to VLE • Legacy of individual practice – in Schools, in library – sites, departments etc. • Difficult to identify number of reading lists received • Interdisciplinary nature of university teaching
  5. 5. Traditional problems - Technical Services • Reading list items not tackled as ‘priority’ orders • No distinction between Semester 1 and Semester 2 orders. • Reading List items don’t get to shelf more quickly • Consequences of academic services issues • Lack of transparency • Duplication of work
  6. 6. Number one driver for current change
  7. 7. New Problems• More books needed, but less money• Need for centrally organised system/business plan• Lack of clearly articulated University wide policy
  8. 8. Solution..?• Creation of Targeted Reading List Fund• Submission form for each reading list• Specific deadlines for submission• New work procedures for both Academic & Technical Services• Available money strictly tied into Reading Lists items
  9. 9. APPLICATION FORM FOR TARGETED FUNDS FOR READING LISTS 2009-10 Part 1 Module and Lecturer Details Complete as many fields as possible. Fields with an * are mandatory. Incomplete forms will be returned, causing a delay in purchase. School Name* Module name Module code* Lecturer’s name* Lecturer’s contact details* Module co-ordinator’s name (e-mail, extension or other phone number) (where known) Year/Level* Programme Name Expected nos. of students* Semester/s taught in* Postgraduate course(Please tick relevant option) 1 2 Both (please tick)
  10. 10. TARGETED FUND FOR READING LISTS 2009-10•All requests for new resources on your 2009/2010 reading lists MUST be entered on this application form.•If you already have a reading list prepared, please attach it when returning this application form.•To ensure that the material is ordered and invoiced in this financial year, these forms must be returned by the 22nd May 2009. Dueto budgetary constraints, where forms are received after 22 nd May we cannot guarantee the material will be purchased. Part 2. Book Details Please list by category, and in order of priority. Note: It may not be possible to purchase all materials1. Mandatory Textbook – refers to a textbook formally proposed to the students as the one you would recommend for purchase if possible. i.e. core reading for the module Author Title Year Publisher ISBN For Office use only 1 2 3 4 5
  11. 11. 2. Essential Reading – refers to more specialized reading on top of any mandatory textbooks that you regard as fundamental for adequate study of the module Author Title Year Publisher ISBN For Office use only1234567
  12. 12. 3. Additional background reading – refers to books which amplify the scope and depth of the course but are not required reading Author Title Year Publisher ISBN For Office use only1234567
  13. 13. Changes in 2009 Academic Services• Change in work practices for support staff and Liaison Librarians• Traceability  create new order form  each school has one targeted fund solely for Reading List• Amount allocated = total cost of orders requested by School Academics.  Move away from FTE model
  14. 14. Changes in 2009 Technical Services Acquisitions Cataloguing• Ring fenced funds – • Priority given to no wiggle room! Reading Lists• Bulk ordering • Enhanced communication with• Online ordering Academic Services (Humanities and Social Sciences) • Continued use of shelf-ready process• Everyone becomes an accountant!! • No change in level of Priority given to resource description• Reading List Targeted Funds
  15. 15. Review 2010 • Identify exact amount• More centralised spent on reading lists approach material• Enhanced • Online ordering communication with academic community • Prioritisation  Need more consistency  Semester 1 & 2• Statistics • Deadline for academics  15% of 4997 offered • Ordering– one library one modules system  Accurate record  Form  Process
  16. 16. Total Total Reading Modules Lists Offered ReceivedArts & Celtic Studies 213 980 22%Business & Law 117 1089 11%Engineering, Mathematical & PhysicalSciences 90 770 12%Human Sciences 207 849 24%Life Sciences 16%TOTAL 766 4997 15%
  17. 17. Total 475% difference
  18. 18. Report 2010 Recommended Changes• Revised Targeted Reading List order form  Online web form• Timelines• Guidelines for Liaison Librarians  How to target academic community  Number of copies, collections etc.• More changes to fund management• Online ordering• Strict statistical record keeping for future reviews• Continual Review
  19. 19. Conclusions• Wider university context  VLE, Registry etc., student demands• Enhanced Transparency / Accountability  via Annual Reporting• Some changes developmental (which we would have probably made anyway)• Some changes due to changed economic circumstances• Origin of change not important – changes themselves very successful.• Highlighted areas ripe for reform.• More work to do, for liaison staff and technical staff• More efficient, more transparent
  20. 20. What if weare 100%successful?... … …and get 4997 reading lists!!!!
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