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ER&L 2014 Human TERMS of Engagement

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Abstract
Only 19% of accredited LIS programs appear to have a course on ERM. Thus, for continued evolution of online resource management, we need to determine how to share our expertise. This presentation explores using TERMS and NASIG’s Core Competencies for staff development as well as teaching a library science course.
As the demand for convenient, accessible, and relevant information access rises while funding remains flat, it is critical that libraries have the skilled workforce necessary for the extreme stewardship required to manage online resources.
In this session, the presenter describes using the Techniques of Electronic Resource Management (TERMS) as a framework for developing an ERM Team and as a blueprint for teaching an online e-resource management course for University of Wisconsin – Madison SLIS.
Then the presenter will invite participants to discuss the future of e-resource management knowledge transfer and skill distribution by establishing partnerships with SLIS programs, establishing paid e-resource management fellowships, or...?

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ER&L 2014 Human TERMS of Engagement Presentation Transcript

  • 1. Human TERMS of Engagement Photo Credit: FJTUrban Galadriel Chilton University of Connecticut galadriel.chilton@lib.uconn.edu
  • 2. 75% 5% 16% E-Resources (Continuations, PDA E-Books, E-Book Packages, and Streaming Video) One Time Collection Expenses: Print and Title-by-Title E- Books (Excludes PDA, System- Wide E-Books, Streaming Video) Collections Support Fiscal Resources for E-Resources = 75% of Collections Budget
  • 3. 3.25 6.95 7 20 6 2011: Human Resources for E-Resources = 3.25 FTE E-Resource Acquisitions & Management Physical Collection Acquisitions & Management Interlibrary Loan Teaching and Reference (Subject & Undergraduate Education) Archives & Special Collections
  • 4. 5 FTE 5.65 FTE 6.95 FTE 7 FTE 19.7 FTE 6 FTE Digital Scholarship and Data Curation E-Resource Acquisitions & Management Physical Collection Acquisitions & Management Interlibrary Loan Teaching and Reference (Subject & Undergraduate Education) Archives & Special Collections 2014: Human Resources for E-Resources = 5.65 FTE
  • 5. Jackson Pollock, Greyed Rainbow, 1953 Photo Credit: mark6mauno
  • 6. 6 TERMS For Teaching & Team Development
  • 7. NASIG Core Competencies for Teaching & Team Development
  • 8. Photo Credit: Neil Howard
  • 9. “After reading the NASIG ERM Librarian Core Competencies, I am feeling very overwhelmed by what it takes to be an ERM librarian. I want to be an academic librarian focusing on reference and instruction, and thought it would be good to have some knowledge of ERM in order to get a job once I'm out of school, but reading over the competencies, it seems as if one would have to spend her entire time in library school taking the exact classes (cataloging, collection development, metadata, XTML, etc.) needed for this area of library studies. I only have one class left, and will not be able to take more classes focusing on ERM.” - UW Madison SLIS Student
  • 10. Of the 57 ALA accredited Library & Information Science programs, only 19% appear to have a course that teaches the practice and philosophy of managing e- resources.
  • 11. 73% of recent job ads for ERM positions require experience and knowledge.
  • 12. Photo Credit: visualpanic Where do those numbers come from?
  • 13. Houston [Austin] we have a problem.
  • 14. How are we expanding and support the pool of human resources that are willing and able to manage e-resources? Photo Credit: alexkess
  • 15. How do we grow the ERM skill set?> Photo Credit: Brandon Giesbrecht
  • 16. “Clearly, then, while libraries have been adding staff in response to needs for e-resource support, they have not been adding staff in a way that comes close to being in proportion to collection growth. While one would not expect or even need staff and collections to have grown in exact proportion to each other, the fact that staff and collection growth are an order of magnitude apart does strongly suggest that more staff needs to be deployed in e-collection support.” - Duranceau
  • 17. “One librarian offered the following: ‘I do not think my answers reflect how understaffed we are for dealing with digital resources. Because we have added only one staff position to assist with the proliferation of electronic materials, we are asking existing librarians and staff to continually do additional work while the existing work has not decreased.’” - Duranceau
  • 18. “With so much written about ER management and so much money going into product development to support it, one might think that a similar amount of energy would be expended on the consideration of the appropriate staffing which is necessary to manage these resources. But, as mentioned previously, based on the relative dearth of articles found in Library Literature which discuss this topic, staffing has not been a high priority.” - Albitz & Shelburne
  • 19. And that problem? It’s in middle school.
  • 20. Photo Credit: amphalon Human Power Required: “Assuming that electronic collections of journals are proven to work well, are readily accessible and digitally preserved, I would be happy to see hard copy collections discarded and replaced entirely by electronic collections.”
  • 21. Licensing
  • 22. Photo Credit: milos milosevic
  • 23. “After reading the NASIG ERM Librarian Core Competencies, I am feeling very overwhelmed by what it takes to be an ERM librarian. I want to be an academic librarian focusing on reference and instruction, and thought it would be good to have some knowledge of ERM in order to get a job once I'm out of school, but reading over the competencies, it seems as if one would have to spend her entire time in library school taking the exact classes (cataloging, collection development, metadata, XTML, etc.) needed for this area of library studies. I only have one class left, and will not be able to take more classes focusing on ERM.” - UW Madison SLIS Student
  • 24. “But, no one person can know, understand, or keep track of all the intricacies of ER librarianship as they evolve, which makes the development of consistent, systematic, broadly available training opportunities critical.” - Albitz & Shelburne
  • 25. libraries
  • 26. Photo Credit: marc0047
  • 27. Photo Credit: North Carolina Digital Heritage Center
  • 28. Photo Credit: Matthew Whitehead
  • 29. Galadriel Chilton galadriel.chilton@lib.uconn.edu @gchilton slideshare.net/gchilton Thank you! 2014
  • 30. Albitz, R. S., & Shelburne, W. A. (2007). Marian Through the Looking Glass. Collection Management, 32(1-2), 15–30. doi:10.1300/J105v32n01_03 Croneis, K. S., & Henderson, P. (2002). Electronic and digital librarian positions: A content analysis of announcements from 1990 through 2000. The Journal of Academic Librarianship, 28(4), 232–237. doi:10.1016/S0099-1333(02)00287-2 Duranceau, E. F. (2002). Staffing for Electronic Resource Management: The Results of a Survey. Serials Review, 28(4), 316–320. doi:10.1016/S0098-7913(02)00224-1 Library Society of the World. (14 October 2013). ERM notes. http://friendfeed.com/lsw/fb01e957/erm-notes- us-academic-libraries-spend-75-of Schonfeld, R. & Long, M.P. (2013). Ithaka S+R US Library Survey 2013. http://www.sr.ithaka.org/research- publications/ithaka-sr-us-library-survey-2013 Price, G. (13 March 2014). Academic libraries: Ithaka S+R releases US library survey 2013 | LJ INFOdocket. Retrieved March 15, 2014, from http://www.infodocket.com/2014/03/11/academic-libraries-ithaka-sr-releases- us-library-survey-2013/ Salo, D. (6 March 2014). Can We Block the Pipeline Out? | Peer to Peer Review. Library Journal. Retrieved March 8, 2014, from http://lj.libraryjournal.com/2014/03/opinion/peer-to-peer-review/can-we-block-the- pipeline-out-peer-to-peer-review/