Sears-Whisler ACL2008

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Sears-Whisler ACL2008

  1. 1. Please take a catalog card. Write down one question you would like to have addressed in this session.
  2. 2. Shifting to a Learner-Centered Focus in a Changing Climate
  3. 3. “ How Many Things Can You Change At Once?”
  4. 4. Shifting to a Learner-Centered Focus in a Changing Climate Moving
  5. 5. <ul><li>Univ. identity & mission </li></ul><ul><li>Academic reorganization </li></ul><ul><li>Accreditation reviews </li></ul><ul><li>Overall learning </li></ul><ul><li>Quality enhancement plan </li></ul><ul><li>Information literacy instruction </li></ul><ul><li>Staff </li></ul><ul><li>Space </li></ul><ul><li>Migration to III Millennium </li></ul><ul><li>Access to resources </li></ul>Institutional Climate Library Climate Instructional Climate
  6. 6. <ul><li>Univ. identity & mission </li></ul><ul><li>Academic reorganization </li></ul><ul><li>Accreditation reviews </li></ul><ul><li>Overall learning </li></ul><ul><li>Quality enhancement plan </li></ul><ul><li>Information literacy instruction </li></ul><ul><li>Staff </li></ul><ul><li>Space </li></ul><ul><li>Migration to III Millennium </li></ul><ul><li>Access to resources </li></ul>Institutional Climate Library Climate Instructional Climate
  7. 7. Institutional Climate (1/3) <ul><li>University’s identity and mission </li></ul><ul><ul><li>Reaffirmed through Centennial celebration and new strategic plan. </li></ul></ul><ul><ul><li>Increased student enrollment projected. </li></ul></ul><ul><ul><li>SWU Learning Outcomes to drive most aspects of educational planning </li></ul></ul>
  8. 8. Institutional Climate (2/3) <ul><li>Academic Reorganization </li></ul><ul><ul><li>From 7 divisions to 3 Schools/ Colleges </li></ul></ul><ul><ul><li>More governance autonomy within Schools/Colleges </li></ul></ul><ul><ul><li>Library moved from reporting to Provost into Academic Services wing. </li></ul></ul><ul><ul><li>Librarians’ faculty status reaffirmed. </li></ul></ul>
  9. 9. SWU Academics 2005 Library Academic Records Admissions Social Sciences Science Religion Modern Languages Fine Arts Education Business Academic Dean/VPAA
  10. 10. SWU Academics 2006-2008 New Boss 2005 New Boss 2007 Other Academic Services ------------------------- Library Fine Arts Modern Lang Religion Science Social Science Admissions ------------------ Academic Records Academic Services School of Education College of Arts and Sciences School of Business Enrollment Management Provost
  11. 11. Institutional Climate (3/3) <ul><li>Accreditation Reviews </li></ul><ul><ul><li>New Accreditation </li></ul></ul><ul><ul><ul><li>NASM (Music) – Sept. 2007 </li></ul></ul></ul><ul><ul><ul><li>NCATE (Education) – Oct. 2007 </li></ul></ul></ul><ul><ul><li>Reaffirmation </li></ul></ul><ul><ul><ul><li>SACS – March 2009 </li></ul></ul></ul><ul><ul><ul><li>Quality Enhancement Plan (QEP) required to target 5-yr. assessable improvement in student learning </li></ul></ul></ul>
  12. 12. Library Climate (1/4) <ul><li>Staff </li></ul><ul><ul><li>6 staff (3 are professional) for 2500+ students </li></ul></ul><ul><ul><li>50% turnover from July ‘05-March ‘07 </li></ul></ul><ul><ul><li>Broader responsibilities for new staff </li></ul></ul><ul><ul><li>Hope for additional staff through increased budget with additional students and through QEP </li></ul></ul>
  13. 13. Library Climate (2/4) <ul><li>Space </li></ul><ul><ul><li>Entire building intended for 100,000 volumes </li></ul></ul><ul><ul><li>115,000 vols. in 57% of building space </li></ul></ul><ul><ul><li>Instructional space disappearing </li></ul></ul><ul><ul><li>Dreams of Information Commons for Summer 2009 </li></ul></ul><ul><ul><li>Possibility of CTL moving to library </li></ul></ul><ul><ul><li>New building being whispered about </li></ul></ul>
  14. 14. Evatt Heritage Center Librarians created and mounted the displays!
  15. 15. Future Learning Commons Create open space
  16. 16. Library Climate (3/4) <ul><li>Migration to III Millennium System </li></ul><ul><ul><li>Funding challenge </li></ul></ul><ul><ul><li>New capabilities for staff and patrons </li></ul></ul><ul><ul><ul><li>Online renewals, e-mail notices </li></ul></ul></ul><ul><ul><ul><li>Interface with PASCAL Delivers </li></ul></ul></ul><ul><ul><li>High learning curve for staff </li></ul></ul><ul><ul><li>Implementation issues </li></ul></ul><ul><ul><ul><li>Diacritics, overlaid records, consortial decisions vs. local decisions </li></ul></ul></ul>
  17. 17. Library Climate (4/4) <ul><li>Access to Resources </li></ul><ul><ul><li>Intranet vs. External web page </li></ul></ul><ul><ul><li>Editorial control and web page redesign </li></ul></ul><ul><ul><li>Proxy server needed for databases </li></ul></ul><ul><ul><li>Moving toward e-books and more databases for distant students’ use </li></ul></ul><ul><ul><li>Consortial funding issues </li></ul></ul>
  18. 18. Instructional Climate (1/4) <ul><li>Overall Learning </li></ul><ul><ul><li>SWU Learning Outcomes (Spring ‘06) </li></ul></ul><ul><ul><ul><li>Developed by Academic Council </li></ul></ul></ul><ul><ul><ul><li>Drives changes in General Education requirements </li></ul></ul></ul><ul><ul><li>General Education Review (2007-09) </li></ul></ul><ul><ul><ul><li>Reduce requirements from 54 hours </li></ul></ul></ul><ul><ul><ul><li>Include interdisciplinary courses </li></ul></ul></ul><ul><ul><ul><li>Curriculum addresses SWULOs </li></ul></ul></ul>
  19. 19. Instructional Climate (2/4) <ul><li>Overall Learning </li></ul><ul><ul><li>Center for Transformational Learning (CTL) </li></ul></ul><ul><ul><ul><li>Directed by VP Academic Services, to whom library now reports </li></ul></ul></ul><ul><ul><ul><li>Includes initiative for course development using “curriculum caucus” model, possibly with librarian participating in caucus. </li></ul></ul></ul>
  20. 20. Instructional Climate (3/4) <ul><li>Quality Enhancement Plan </li></ul><ul><ul><li>Proposed by library, ratified by faculty, selected by Board of Trustees </li></ul></ul><ul><ul><li>Planning Committees broadly representative </li></ul></ul><ul><ul><li>Uncertain of outcome: 3 objects may be assessed with rubrics, may/may not address original library concerns and goals </li></ul></ul>
  21. 21. Instructional Climate (4/4) <ul><li>Information Literacy Instruction </li></ul><ul><ul><li>Current program deemed inadequate by librarians and faculty </li></ul></ul><ul><ul><li>Challenges for including students at 5 regional sites </li></ul></ul><ul><ul><li>Vision Document (July 2006) shifted paradigm for library and Provost </li></ul></ul><ul><ul><li>Collaboration with Modern Languages and First Year Program with mixed results </li></ul></ul><ul><ul><li>Move towards tutorials, faculty involvement – not just presentations by librarians </li></ul></ul>
  22. 22. The Punchline… <ul><li>R R eimagining the library’s role in the learning process has led to increased involvement in “external” institutional and instructional conversations and has sparked “internal” reappraisal of library services and space utilization. </li></ul>
  23. 23. What’s next for this session? <ul><li>Would you like to: </li></ul><ul><li>Ask general questions? </li></ul><ul><li>Discuss the suggestions on your handout? (blue) </li></ul><ul><li>Select a couple of “Proposed Questions for Discussion?” from conference handout </li></ul>
  24. 24. Suggestions for Contributing to Climate Change <ul><li>Be visible, talk with people </li></ul><ul><li>Lobby intelligently for a “place at the table” </li></ul><ul><li>Collaborate with faculty interested in student learning </li></ul><ul><li>Be careful about your approach </li></ul><ul><li>Work with other learning centers on campus </li></ul>
  25. 25. More Suggestions… <ul><li>Establish credibility in the academic community </li></ul><ul><li>Get everyone in the library on the same page </li></ul><ul><li>Assess barriers with perceptions of the library </li></ul><ul><li>Cultivate relationships with “friendly” colleagues </li></ul><ul><li>Choose battles carefully </li></ul><ul><li>Protect your strategic position – don’t get caught in someone else’s struggles </li></ul>
  26. 26. Questions for Discussion <ul><li>To what extent can/should the library be involved in climate change at the institutional level? </li></ul><ul><li>To what extent can/should the library be involved in climate change within the institution’s instructional environment? </li></ul><ul><li>What can librarians do on the institutional level to initiate a paradigm shift so that the library and its services are seen as participants in the instructional mission of the institution? </li></ul>
  27. 27. More Questions for Discussion <ul><li>How do key administrators and faculty view the library’s role and the librarians’ ability to participate in the instructional mission of the institution? </li></ul><ul><li>In what way can the library’s traditional services be re-envisioned to contribute to the teaching and learning mission of the university? </li></ul>
  28. 28. More Questions for Discussion <ul><li>In what ways can the library/librarians be catalyst agents for increasing students’ use of information across the curriculum? Is this a desirable role for the library/librarians? </li></ul><ul><li>How can libraries participate in shaping a strategic conversation about learning? Should they? </li></ul>
  29. 29. The Punchline: <ul><li>R eimagining the library’s role in the learning process has led to increased involvement in “external” institutional and instructional conversations and has sparked “internal” reappraisal of library services and space utilization. </li></ul>
  30. 30. We hope you have enjoyed the ACL conference. See you on the cruise!

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