The Role of Outreach in Academic Libraries 2009

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  • Locations for outreach: residence halls, cafeterias, any other ideas for places on campus where students congregate. . .
  • Popular plan on many academic campuses.
  • Information Commons @ Loyola Philosophy: http://www.luc.edu/ic/mission.shtml
    Collaboration, Connectivity, Community
    The Information Commons is a partnership between the University Libraries and Information Technology Services, with other stakeholders joining us in the future. Thus, the IC will bring together information seekers (students, faculty, staff) and information providers (librarians and technology specialists) in a synergistic relationship that will result in better service for students. Their needs will be met quickly and more fully, without "run around" in one convenient, centrally-located facility.
    In the case of the Information Commons, this service will be fulfilled in large measure at a central, Super Help Desk staffed by librarians and technology advisors, a place where all types of questions can be answered.
  • Challenges: very time-consuming, especially with a larger university/college. How many classes can each librarian help?
    But, on a positive note,
  • ULS has the HelpHub that is operated by reference interns. This, however, has been losing popularity – partially b/c wireless networks are so prevalent; also it didn’t seem to get the publicity it needed when it started, so now, most students might come across it by chance, when they aren’t prepared to ask for help. Finally, most students seem to be using IM reference. This has seemed to fulfill the need of reference questions that need to be answered at any time or any place (at least during library hours). Texting is another avenue that seems more convenient for students.
  • Personal attention, getting to know the librarians on a more personal level.
  • Make the library a place that students WANT to visit.
  • Also, changing policies like having food or drink in the library: “if students are positive about the library experience, they’re likely to come back. If they have a good experience, they’re more likely to ask a question.” -- Whelan.
  • A customized webpage for faculty with all ULS services for faculty.
  • D-Scholarship@Pitt (IR) will have future marketing campaign that Dr. Miller would like to include librarians reaching out to faculty directly.
  • All of our D-Scribe projects to date have resulted from collaborations and partnerships with...
    University faculty
    Academic units and programs
    Institutions in the region
  • As part of its ongoing commitment to improving access to research materials for the University of Pittsburgh and worldwide scholarly communities, the University Library System (ULS) encourages librarians, staff and faculty members to submit proposals to create new digital resources. These new resources could consist of digitized analog material or a collection of “born-digital” material.
  • Open Journal Systems (OJS) is a journal management and publishing system that has been developed by the Public Knowledge Project through its federally funded efforts to expand and improve access to research.
    OJS Features
    OJS is installed locally and locally controlled.
    Editors configure requirements, sections, review process, etc.
    Online submission and management of all content.
    Subscription module with delayed open access options.
    Comprehensive indexing of content part of global system.
    Reading Tools for content, based on field and editors' choice.
    Email notification and commenting ability for readers.
    Complete context-sensitive online Help support.
    OJS assists with every stage of the refereed publishing process, from submissions through to online publication and indexing. Through its management systems, its finely grained indexing of research, and the context it provides for research, OJS seeks to improve both the scholarly and public quality of referred research.
    OJS is open source software made freely available to journals worldwide for the purpose of making open access publishing a viable option for more journals, as open access can increase a journal's readership as well as its contribution to the public good on a global scale (see PKP Publications).
  • As of February 2009, ODB’s first-generation EBMs have been installed in 12 locations worldwide – ULS will be one of this small group testing out this machine for academic library use.
    The Espresso Book Machine® (the “EBM”) is essentially an ATM for books. Using digital files, it automatically prints, binds, and trims, on demand at point of sale, perfect-bound, libraryquality
    paperback books with full-color covers. These books are indistinguishable from other books found in a bookstore or library. EspressNet is the custom software system that connects the EBM to a vast network of content as well as to other EBMs. It enables books to be ordered and printed onsite at the EBM or remotely via the Internet. It tracks sales, remits all publisher/author royalties, and uses industry-standard encryption methods. The EBM’s growing digital library (its “catalogue of catalogues”) includes nearly two million titles, pending publisher permission. The EBM’s most significant catalogue is Lightning Source, Inc.™ (“LSI”) with over one million in-copyright titles from over 8,000 publishers. The EBM also has access to more than one million public-domain titles through the Open Content Alliance, as well as to additional titles through numerous individual publishers. ODB has relationships with many content providers (e.g., publishers, content aggregators, universities, etc.). These content providers allow ODB access to their catalogue of digital files via EspressNet and the EBM. When users search the EBM’s digital library, they are in fact searching multiple catalogues from various content providers.
    Books:
    • Binding: Perfect-bound books, indistinguishable from their factory-made versions.
    • Page-Count: 40 to 830 pages.
    • Trim Size: Infinitely variable between 8.25" x 10.5" and 4.5" x 5.5".
    • Speed: A 300-page book in less than 4 minutes. (serially, less than 3 minutes)
    • File format: Standard PDF for book block and cover.
    • Books can be downloaded from the web or in person from CD’s, flashdrives, etc.
    Consumables:
    • Standard US letter-size or A4 paper
    • Tabloid or A3 cover stock
    • Toner, ink, glue.
    Eventually, Dr. Miller hopes that we can have our library catalog indicate if a book is available via this system and perhaps bring up an icon that will let patrons order the book right through the catalog, with less steps to take to have access to a title in this “network.”
    How a book is made by Espresso:
    The user chooses a digital file via the EspressNet software system, either at the physical EBM, or remotely via the internet (users can also bring their own files in person: on CD’s, flash drives, etc.). The EBM uses PDF files for the book block and the cover.
    A high-speed (110 ppm) black and white printer or a high-speed color printer prints the pages of the book – the book block. The printer uses standard US letter-size (8.5" x 11") or A4 paper stock.
    As pages are printed they are collected in the accumulator to ensure proper alignment.
    Simultaneously, a color inkjet printer produces a full-color image on tabloid (11" x 17") or A3 cover stock that is used to form the book cover.
    The printed cover travels downward from the printer to the binding table where it waits for the book block.
    Once the book block is complete, it is positioned vertically by the accumulator and transferred, in constant positive retention, to a clamp. The clamp enables the book block to travel vertically. The clamp holds the book block while the bottom edge is milled to roughen the edges in preparation for glue application.
    Immediately afterwards, a rotating wheel applies a thin layer of heat-activated glue over the milled edge.
    The clamp then moves the book block down to the cover, which waits on the binding table. The EBM uses special pneumatics and clamps to press the cover against the spine and around the book block. This produces a traditional “perfect-bound” book.
    The binding table opens and the clamp passes through and transfers the bound book to a robot at the shearing station. In the final steps of the process, the robot rotates the bound pages while a single carbide blade trims the edges into a book infinitely variable between 4.5" x 4.5" and 8.5" x 11".
    The completed library-quality paperback book is presented spine first by the EBM – still warm – ready to read. As we say, “Hot off the press!”
  • The University of Pittsburgh Library System (ULS) and Calliope: The Pittsburgh Folk Music Society have joined together to present The Emerging Legends Series at The Cup & Chaucer, the Hillman Library’s café on the ground floor of the library. The Emerging Legends Series is free and open to the public and will feature concerts throughout the 08-09 school year.
  • On December 9, 2008, The Cup and Chaucer of the University Library System (ULS), is hosting the Fifth Annual Writers Café’ Undergraduate Reading.  The event will take place at the Cup in Chaucer
  • 1--science
    2- youtube -- distance l
  • The Role of Outreach in Academic Libraries 2009

    1. 1. The Role of Outreach in Academic Libraries Heidi Card ULS Librarian and Assistant to the Director on Research & Special Projects University of Pittsburgh hrc5@pitt.edu
    2. 2. The Role of Outreach: Creating a Holistic Learning Community • Library at the center: Ensuring the library, staff, and resources are visible on campus and in the community  User Groups: Recognizing and interfacing with all students (commuters, diverse populations, distance learners, non-credit learners); faculty; staff; community  Main campus and other regional campuses: Connecting, collaborating, and advocating  On-campus and off-campus groups: Partnering with library to create enriching learning opportunities
    3. 3. Outreach for Students “As . . . students become more involved, the library will become more significant, more attractive, and more relevant to their daily lives.” (Karle, 2008, p. 142)
    4. 4. Some ideas. . . Information literacy: sessions/coaching/consultations “Information Commons” “Embedded librarian”: classrooms, distance learning Reference: IM, email, phone, kiosks (HelpHub) Student newspapers Library website Student organizations/government Provide library space for other learning departments (writing center, language study)  Social networking        
    5. 5. Information Commons
    6. 6. Embedded Librarian  In the classroom  In distance learning programs
    7. 7. Traveling Reference Desks Kiosks Residence Halls Office hours in different schools/depts.
    8. 8. “ . . .emphasizing a hospitable atmosphere will diminish any hesitation or intimidation students may feel toward frequenting the library or consulting the librarians for their information needs.” (Karle, 2008, p. 142 )
    9. 9. Cafes If libraries don’t create a place where students want to be, they have plenty of alternatives.
    10. 10. Comfort: The Thornburgh Room
    11. 11. New 4th Floor Study Room
    12. 12. Outreach for Faculty
    13. 13. Some ideas: Reference services Informal/formal meetings Collection development collaboration Individual consultations Updates via newsletters or email on new journals/databases  Classroom information literacy  Social networking workshops     
    14. 14. Faculty Express        Information Literacy EZ Borrow Get It (Libraries to Go) Copyright FAQ Information Literacy Tutorials Classroom Library Instruction Request books to be added to the collections
    15. 15.  A permanent Open Access archive for the University’s research output, including ETDs, Preprints, postprints, research data sets, etc.  Provides stable, long-term storage and maintenance the University’s research output by enhancing dissemination and discovery by the worldwide research community  All Documents in D-Scholarship@Pitt (http://d-scholarship.pitt.edu) will be indexed and searchable in:  D-Scholarship@Pitt  PITTCat +  OAI Harvesters and Search Engines (OAIster, Pennsylvania Digital Library, etc.)  Google and other Internet search engines
    16. 16. Publishing Opportunities Library has more opportunities to act as publisher ULS has started many open access ejournals with faculty collaboration
    17. 17. Pitt-produced Open Access Online Journals
    18. 18. Open Journal Systems Publishing
    19. 19. Books on Demand  enhanced academic experience for students  more books available to patrons  new forms of revenue  ability to print digital collections and perfect facsimiles of rare books.
    20. 20. Community Outreach  High school tours  Arts & crafts fairs  Lectures/Readings  Workshops  Resource sharing  Book clubs  Information literacy assistance
    21. 21. “. . . One or two well-conceived and wellexecuted projects a year will demonstrate the resourcefulness, versatility, and the value of the library and its staff. It will also build a stronger sense of community.” (Karle, 2008, p. 142)
    22. 22. Partnership with Calliope: The Emerging Legends Series
    23. 23. Host Events  Readings  Performances  Films  Lectures
    24. 24. Promoting the Library • Announcements: Newspapers (on-campus and local) • Signage on campus • Facebook, blogs, YouTube, Twitter • Job fairs • Local school fairs • Volunteer fairs • Events: Gaming/Contests
    25. 25. Conclusion: Fostering the Learning Community •Collaborate •Communicate •Create life-long learners on campus and off campus who will continue to support and sustain the library as an essential component of the learning community
    26. 26. References Bodnar, J., Valk, A., and Mathews, B. (2008). Challenging your students: Using a contest to promote the library. College & Research Libraries News 69(4), p. 212-213. Galvin, J. (2005). Alternative strategies for promoting information literacy. The Journal of Academic Librarianship 31(4), p. 352-357. Karle, E. M. (2008). Invigorating the academic library experience: Creative programming ideas. College & Research Libraries News 69(3), p. 141-144 Ramsay, K. M. & Kinnie, J. (2006). The Embedded librarian. Library Journal. Retrieved May 2, 2008 from http://www.libraryjournal.com/article/CA6317224.html. Riehle, CF. & Witt, M. (2009) Librarians in the Hall: Instructional Outreach in Campus Residences. College & Undergraduate Libraries, 16(2-3). DOI: 10.1080/10691310902958616 Tag, S. G., Buck, S. & Mautino, M. N. (2007). Creating connections: Library instruction across campus. Research Strategies 20(4), p. 226-241. Whelan, D. L. (2008). Café Society: Do school libraries need a double shot of espresso? School Library Journal. Retrieved August 21, 2009 from http://www.schoollibraryjournal.com/article/CA6515244.html
    27. 27. 谢谢! 謝謝!

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