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  • Despite changes facing libraries Our fundamental social contract of outreach – being the people’s university doesn’t change. Our challenge is to meet our stated strategic goals. We have a commitment to train students to become lifelong learners and users of information.
  • Cost containment, productivity, accountability – all driven by an environment which will probably have both reduced resources and increased demand – overall issue for universities, but something to keep in mind as we drill down to looking at the issues of libraries. Focusing on enrollment objectives Focusing on enrollment objectives reexamination ofd mission and business model to adopt to dramatic change Three points on which the success of the library endeavor depends. Lets discuss in more detail. \\ –program excellence combined with a great student experience that advances innovation for the entirety of life in Orgeon The quality of teaching, learning, research, and scholarship. * The increasing need for life-long learning. * The internationalization of education and commerce. * The responsiveness of our public service outreach to societal issues. * The rates of change of technological advances and knowledge creation.
  • Human scale learning environments. Make the student feel important. Being involved with students. Technology enhances this ability not replacing it.
  • Which we can find out from surveys, focus groups, and observation – students aren’t shy about telling you what does and doesn’t work for them. A continual process not simply doing a single survey and we’re finished. Continual 360 degree review
  • Web 2.0/new technologies that puts user center in the creation and display of content. Role of the librarians stays important as a mediator
  • Web 2.0 -- a brief diagram. Going the idea of simply providing services to an interactive developing environment. Like it or not this is who they measure us against
  • People will still use the library. Not going to eliminate the reference desk, but it needs to be formatted and staffed in different ways. Students have what I call a “comfort culture” – food, pillows, ipods – it doesn’t, perhaps, look scholarly but it works for them Create and maintain a pleasant environment. Don’t sweat the little stuff. The physical space is well-maintained for the safety and security of the Campus Library's resources, patrons and staff. Provide ample Library space to support the mission of the Campus Library. Provide an information commons environment for students with access to multi-media, scanners and sound equipment & software. Provide substantial numbers of workstations to serve the needs of all patrons. Provide laptops for both in-house and off-campus circulation. Furnishings & Decorating small area furnishings comfortable space and furniture well-organized space Continue friendly refreshment environment. The Campus Library will create a ‘cozy' reading area in the stacks and in other places as appropriate.
  • Develop flexible programs that meet student needs at their point of need in a way that is relevant to them. Have coherent and consistent plan of assessment designed to constructively improve instruction Engage ourselves with active learning and community outreach Encourage an environment of collaboration and experimentation
  • Need to have a variety of ongoing engagements with students from the first day of classes so they are aware of the library. Whimsy, humour, used appropriately is fine. Recognize that students come in with preconceptions of libraries, perhaps bad library experiences, we need to reprogram Establish a place where students come for scholarly and social reasons. Develop and maintain an atmosphere of supportive research. Maintain an inviting physical environment. Be aware of changing needs of students and advocate for change as needed. Develop and use several methods of communicating with students:wikis, blogs, ect. The Campus Library will have competent reference assistance available to students – through reference desk or other means
  • Assessment is NOT negative. Assessment is diagnostic to tell us where we are doing well and where we’re not. It is not punitive. It’s a resource allocation tool. Focus on quality NOT on numbers.
  • Doing research is local with a statewide, national, and international impact. Students are engaged in ACTIVE scholarship. New paradigms of how students learn – how and when.
  • Faculty use libraries differently – may be doing research at other libraries. Many see importance of library more for their students than for themselves, see themselves in a time crunch Offer timely and informed one-to-one reference interviews. The department will improve turnaround time of faculty research requests The department will follow up with requests The department will ensure trained personnel are always available, and improve part-time employees' comfort with handling basic reference transactions Assist with library instruction and developing teaching materials. The reference manager will develop pathfinders for unsupported departments, and update and refine existing ones The department will be available to offer in-class instruction at faculty request
  • The Liaison team will meet with academic departments each semester to maintain organizational relationships. The Liaison team will develop and maintain active relationships with individual faculty. Scholarly work: assist with research as requested Service work The reference manager will take on the role of liaison for any department not currently served by the librarians, and meet with relevant faculty increase the visibility of the Campus Library in everyday campus proceedings. The Librarians will have 100% participation in major campus functions including Honor's Day and Graduation The Campus Library will host at least one community event during the school year. The Campus Library will host monthly programs of interest to students and community (Brown Bag Luncheons) during the school year. The Campus Library staff will encourage faculty and students to use the Campus Library as a meeting place and forum for presentations. This could include, but is not limited to, gallery space for art students, student presentations of personal research, ‘sample' lectures by faculty to stir up interest in forthcoming classes, etc.
  • No mixed up signs. Focus is on educating students in an active environment – whether that’s online courses or tutorials or simple person to person interaction. We’re going to be working in a mixed environment for the forseeable future.
  • Grounded, clearly structured, seamless partnership with campus faculty & administration Open lines of communication between campus administration and Campus Library staff. This cooperation will bring about a renewed commitment to supporting the Campus Library. The Campus Library will attempt to develop and maintain membership or representation in major campus decision making bodies, both for faculty and administration. Campus Library Liaison program development and implementation. Attend regular division meetings and communicate with division about new programs and ordering policies. Department Liaison provides interaction with academic departments. Campus Library Team supports department liaisons. The collection is reviewed systematically to assure coverage, currency and relevance.
  • Campus Library staff members exhibit and exemplify positive customer service behaviors by being: Accessible to patrons Prompt in responding to needs of customers Friendly and outgoing Able to provide accurate information Effective in our method and timeliness of response to patron needs Willing to communicate at the appropriate level for patron's knowledge level Able to work with partners in assisting patrons Willing and able to provide equitable service to all patrons Positive interpersonal skills with co-workers are integral to best serving our customer's needs. Library hours of operation are appropriate for student needs. Develop better ways to provide customer service to students, staff & faculty.
  • Students get their information from a variety of sources. Our job isn’t so much to compete with Google as it is to teach the idea of discernment – evaluation of what’s good and what’s not. “Today, a large and growing number of students and scholars routinely bypass library catalogs in favor of other discovery tools, and the catalog represents a shrinking proportion of the universe of scholarly information. The catalog is in decline, its processes and structures are unsustainable, and change needs to be swift.” - Karen Calhoun, “The Changing Nature of the Catalog and its Integration with Other Discovery Tools,” Prepared for the Library of Congress, February 2006.


  • 1. Promoting Student Engagement in the Modern Library A presentation for the University of Nevada-Reno http://www.huffingtonpost.com/mobileweb/2011/11/16/can-the-american-library-_n_1096484.html
  • 2. Our Basic Mission = Service
    • In the end, the clear evidence is that, with the resources and superbly qualified professors and staff on our campuses, we can organize our institutions to serve both local and national needs…
    • Kellogg Commission on the Future of State and Land- Grant Universities (February 1999)
  • 3.
    • Complexity
      • More complicated and diverse resources
    • Change
      • Constant change
    • Community
      • More diverse users with more complicated questions
    Library Challenges
  • 4. Teaching and Learning Outreach and Engagement Climate and Organization Strategic Points Driving Library Success Scholarship Library
  • 5.
    • Increase awareness of library as both learning environment and place
    • Increase interactions between librarians and the campus community
    • High tech/high touch approach to services that puts users first
    Strategy for student engagement
  • 6.
    • Information students need when and where they want it – in the form they prefer
    • Input into what their library is like e.g. chairs, hours, services – they want to be listened to
    • Calm thoughtful place for study and reflection
    • Events/services that are interesting/useful and complement the scholarly mission
    Teaching and Learning
  • 7. New kinds of technology—more personal http://www.ahmadism.com/2009/08/what-is-web-20.html
  • 8. What students expect: Simplicity, ease of use, immediate reward
  • 9.
    • Library still matters as place
    • People want “warm/fuzzy”
    • Recognize students will use the library differently
    • Make library message to reflect this:
      • Professional
      • Progressive
      • Adaptable
    Cell Phone Booth – U Mass Amherst Strategy for library as place http://www.flickr.com/photos/umasslearningcommons/530389087
  • 10. Library as classroom
    • The library is the classroom for the campus
    • Be willing to be engaged with different things
      • Academic Concierge
      • Academics 101
      • @1
      • Library web presence-blogs/libguides/etc
      • Remove artificial barriers to use -- self checkout
      • Remember – The perfect is the enemy of the good. Better to try than do nothing.
    Image from : http://knowledgecenter.blogs.unr.edu/
  • 11.
    • Library events
      • Start of semester computer tuneups
      • Brown bag lunches on tech (Ipods/copyright)
      • Exhibits
      • People first -- always
    Library Activities http://library.williams.edu/trading-cards.php?y=2006
  • 12. Specific strategies
          • I nformation literacy instruction and reference services
            • The Big Question – innovative learning strategies
          • Create a student-centered library learning environment
          • Promotion across campus and through all disciplines
          • Provide new and innovative information technology
          • Student-centered library and media services
  • 13.
        • User satisfaction
        • Measure things that count
          • Number and diversity of information literacy instruction
          • Number of students in library instruction programs
        • State-of-the-art information technology
          • Quality of technology
        • Library Usage
          • Interlibrary loans and document deliveries
          • E-resource usage
          • ?????
    Strategic Assessment
  • 14. Engaging the Community http://www.moodyscollectibles.com/store/Vintage-Collectible-United-States-Postcards/Nevada/Nevada-NV-1940s-Large-Letter-Greetings-from-Nevada-Vintage-Postcard
  • 15.
    • Information their students need when and where they want it – in the form they prefer
    • Ability to do their teaching and research with ease of use e.g. long loan periods, easy access to online catalog, ILL
    • Easy to use systems that they don’t have to spend lots of time learning
    • ?????
    Strategy for faculty engagement
  • 16.
    • Making sure faculty know what we do and what is available
    • Being accommodating to their needs
    • Tie instruction to teaching
    • Don’t worry about getting to every class – better to do 50 classes that are great than 80 that are average – results before numbers
    Creating faculty awareness
  • 17. Our goals
    • Focus on learning tailored to needs of individuals
    • New and varied modalities for learning: interactive & collaborative learning
    • Reliance on advanced education technology in appropriate ways
  • 18. Library for lifelong learning
    • Students want to know how to use the resources – they just don’t always want to learn the way we might want to teach them
    • Need for flexibility – classes, one on one tutorials, online tutorials
    • Do what works and being willing to change gears
    • We care that they get it
  • 19. Librarians and library culture
    • Librarians as approachable, knowledgeable, helpful – make sure people know who we are and what we do
    • Being visible
    • Friendly and welcoming
    • Having processes and procedures that keep us sane -- flexibility in how we do our work -- success measured by outcomes
  • 20. Strategy for library work in the 21 st century Recognize that the current library technology and workflows needs to be optimized for finding, discovery, and selection of the growing set of resources. Better communication throughout organization New models for public access Creating innovative methods of work culture that leverage our strengths and values as librarians – teleconferencing, flextime, etc. etc
  • 21. How do we succeed?
      • Making a plan
      • Executing the plan
      • Taking responsibility
      • Being accountable
      • Being advocates
      • Being adaptable
  • 22. Sources
    • Cohen, Steven M. 2006. "The Next Big “Library Thing”." Public Libraries 45, no. 2: 33-35. Library Literature & Information Science Full Text (H.W. Wilson) , EBSCO host (accessed November 23, 2011).
    • “ Engage Me or Enrage Me” http://net.educause.edu/ir/library/pdf/erm0553.pdf (accessed 26 November 2011)
    • Administrators engaging students in library infrastructure, resource issues http://chronicle.uchicago.edu/070315/library.shtml (accessed November 24, 2011)
    • Trainor, Cindi, and Jason Price. 2010. "Rethinking Library Linking: Breathing New Life into OpenURL." Library Technology Reports 46, no. 7: 11-26. Library Literature & Information Science Full Text (H.W. Wilson) , EBSCO host (accessed November 24, 2011).
    • Marie Lebert, “A Short History of ebooks”, http://www.etudes-francaises.net/dossiers/ebookEN.pdf (accessed 25 November 2011); http://ireadiwritepublishing.wordpress.com/2011/03/18/the-40-year-history-of-the-ebook/(accessed 25 November 2011);
    • West, Patricia J., Alex R. Hodges, and Michael A. Matos. "Maintaining an Open Door in an Increasingly Closed Society: Effective Solutions for Academic Libraries in the Age of CALEA." The Journal Of Academic Librarianship 35, no. 6 (November 2009): 509-513. Library Literature & Information Science Full Text (H.W. Wilson) , EBSCO host (accessed November 25, 2011).