1.
“You Can Do It, We Can Help.”
The Librarian’s New Role as Course
Content Curator
By
CJ Ivory & Rebecca “Missy” Murphey

2.
A survey conducted by the U.S. Public Interest
Group in 2013 found that the average student
spends about $1,200 a year on textbooks and
materials.
• For the average student at a 4-year public
institution, this is ~14% of total annual costs
• For the average community college student,
it’s about 39%

3.
MAKING SURE IT’S UP TO CODE

4.
Florida responds with HB 7019
• Informs students of required
and recommended textbooks
before the start of classes
• Requires our colleges and
universities to adopt policies
that make textbooks more
affordable
• Requires Board of Governors
and the State Board of
Education to annually study
and make recommendations
on how to make college more
affordable

5.
Florida Statutes 1004.085:
Textbook and instructional materials affordability

6.
Florida TA Suggestions
State of Florida
• For Educators
– http://www.ohe.state.mn.us/pdf/ReducingTextbookCosts.pdf
• For Students
– http://www.fldoe.org/schools/higher-ed/fl-college-
system/academic-student-affairs/textbook-affordability.stml
University of Central Florida
– http://www.fctl.ucf.edu/TeachingAndLearningResources/
Technology/eTextBook/index.php

7.
Florida Virtual Campus
• Florida state statute
1006.73 tasked the FLVC
with promoting open
access textbooks.
• In response to this
requirement FLVC created
an Open Access Textbook
and Education Resources
Task Force.

8.
Task Force Critical Findings
• A majority of faculty reported getting help from
others
– 25.1% received help from librarians
– 23.3% from instructional design staff
• Recommendation
– “Identify one librarian and one instructional
design/technologies staff from each institution to pair
up and serve as the official FLVC OER liaisons and
campus OER points of contacts – may indeed be an
important pillar in establishing a statewide OER
community.”

9.
Success stories: Librarian John & Professor Beck
Medieval studies class
• All materials out of copyright
• Ideal to ‘create’ an open access text to save students
purchasing book
• John got reading list from professor
• Was able to find digital copy for all but one item, a
recent, copyrighted translation of a short text
• In the interest of keeping the “textbook” free, Dr. Beck
created his own translation to be used
• CDL put into user-friendly ePub document

10.
GOLDEN OPPORTUNITY
Sometimes the stars align in your favor

11.
Earlier CBA core: Cornerstone
• Undergraduate advising was
handled by the Office of
Undergraduate Student Services
• Cornerstone: Professional Skills for
Business (GEB3031 & GEB 3031L)
originally had a library research
component, which was dropped
when it became a service-learning
class

12.
New CBA core:
Professional Development
• Undergraduate Student
Services replaced by Office
of Professional
Development
• Cornerstone replaced by
Professional Development
Sequence (four 1-hr class)
• GEB 3003 must be
completed before student
may select a major (based
on interests/skills
identified in class)
The Professional Development Sequence: Students must also
complete the professional development sequence that began
with GEB 3003. The goal of the Professional Development
curriculum is that students will research potential career
opportunities and take steps to secure employment prior to
graduation.
a. GEB 3005 Career Search Strategies
b. GEB 4223 Business Interviewing Techniques
c. GEB 4004 Executing Your Career Plan

13.
General Business program replaced
with IB, designed to serve SMEs

14.
CONTENT CURATOR CHECKLISTLessons Learned

15.
Checklist
Meeting
Preparation
1st Meeting Post Meeting Follow-up
Meetings
Task:
Identify
Course/Program
Learning Objectives
Orient faculty to
potential sources,
Determine Instructional
style, Course Delivery
Format, & level of
instruction.
Develop Search Strategy
& Compile Results
Assessment
Thingsto
consider:
• Course Syllabus
• Program websites
• Grading Rubrics
• Lecture or Flipped
Classroom
• Face-to-face, online,
mixed mode
• Foundational,
intermediate,
advanced
• Open Access/OER
• Periodicals
• eBooks
• artifacts or evidence
• Adequately covers
content
• rigorousness of
material selected
• accessibility of
resources
Deliverables:
Attempt to obtain the
course materials,
learning, objectives or
previous assignments
prior to your meeting.
This will allow you to
take an inventory of
potential sources and
make the most efficient
use of your meeting
time.
During the initial
meeting you may want
to give instructors an
overview of resources
so they understand the
scale and scope of what
is available.
Based on analysis of
course objectives and
available resources
compile a list of
potential sources.
After faculty has had an
opportunity to review
material, follow up to
determine the
effectiveness of
selections.

16.
Meeting Preparation
1st Meeting Post Meeting Follow-up Meetings
Task:
Orient faculty to potential sources,
Determine Instructional style,
Course Delivery Format, & level of
instruction.
Develop Search Strategy &
Compile Results
Assessment
Thingsto
consider:
• Lecture or Flipped Classroom
• Face-to-face, online, mixed
mode
• Foundational, intermediate,
advanced
• Open Access/OER
• Periodicals
• eBooks
• artifacts or evidence
• Adequately covers content
• rigorousness of material
selected
• accessibility of resources
Deliverables:
During the initial meeting you may
want to give instructors an
overview of resources so they
understand the scale and scope of
what is available.
Based on analysis of course
objectives and available
resources compile a list of
potential sources.
After faculty has had an
opportunity to review material,
follow up to determine the
effectiveness of selections.
Meeting Preparation
Identify Course/Program
Learning Objectives
• Course Syllabus
• Program websites
• Grading Rubrics
Obtain the course materials,
learning objectives, or
previous assignments prior
to your meeting. This will
allow you to take an
inventory of potential
sources and make the most
efficient use of your meeting
time.

17.
Integrated Business Program Page

18.
IB Course Descriptions

19.
1st Meeting
Meeting Preparation Post Meeting Follow-up Meetings
Task:
Identify Course/Program Learning
Objectives
Develop Search Strategy &
Compile Results
Assessment
Thingsto
consider:
• Course Syllabus
• Program websites
• Grading Rubrics
• Open Access/OER
• Periodicals
• eBooks
• artifacts or evidence
• Adequately covers content
• rigorousness of material
selected
• accessibility of resources
Deliverables:
Obtain the course materials,
learning, objectives or previous
assignments prior to your
meeting. This will allow you to
take an inventory of potential
sources and make the most
efficient use of your meeting
time.
Based on analysis of course
objectives and available
resources compile a list of
potential sources.
After faculty has had an
opportunity to review material,
follow up to determine the
effectiveness of selections.
1st Meeting
Introduce faculty to
potential sources.
Determine instructional
style, course delivery
format, & level of
instruction.
• Lecture or Flipped
Classroom
• Face-to-face, online,
mixed mode
• Foundational,
intermediate, advanced
During the initial meeting,
give instructors an
overview of resources so
they understand the scale
and scope of what is
available.

20.
Lesson Learned From The Trenches
Case Study: Ask-A-Librarian is always the first to know
• We received numerous calls about an ebook which was
assigned for a course “that was also hosted as an eBook
through the UCF site.”
• With an assignment due the next day, professor: “I'm not
really sure why only 5 students can read the eBook at a
time.”
Here’s where library education comes in handy:
• The librarian spoke with acquisitions, paid a little extra, and
had unlimited access turned on 2 days later
• …a day too late for the assignment! Let faculty know it
PAYS to plan ahead and check with your librarian.

21.
Textbook Alternatives Guide
• Consider developing pathfinders to direct
faculty towards textbook alternatives.
• From the OATER survey:
“The need for an organized, course/subject specific
portal to OER and library content was rated by 67.9%
of survey responders as support that FLVC could
provide centrally. This was the highest rated support
activity”

22.
UCF Textbook Alternatives Guide

23.
There may be some resistance with your campus
bookstore or other departments on campus.
– “Barnes & Noble shall be responsible, at its cost and expense, for contacting in a timely
manner all faculty members for their textbook and supply adoptions. University of
Central Florida shall not be responsible for compiling, nor shall it
maintain, a list of such adoptions.”
– “In the course of providing the services contracted for in this contract, Barnes & Noble
collects certain information from the faculty on its Course Book Information Request
forms (COBIR Adoption Forms). Barnes & Noble also creates a computer database
containing, among other things, course book adoption information. These forms and
the database are Barnes & Noble's proprietary information, created at
substantial cost and expense to Barnes & Noble and used in connection with its
business, the retail sale of textbooks.”
– “Should University of Central Florida require any information that may be contained
within the forms or the database either for its educational purposes, or in order to
comply with any public records request where no exemption is available (such as an
exemption for commercial information), University of Central Florida understands that it
will be responsible for collecting that information from the faculty.”

24.
Post Meeting
Meeting Preparation 1st Meeting Follow-up Meetings
Task:
Identify Course/Program
Learning Objectives
Orient faculty to potential sources,
Determine Instructional style,
Course Delivery Format, & level of
instruction.
Assessment
Thingsto
consider:
• Course Syllabus
• Program websites
• Grading Rubrics
• Lecture or Flipped Classroom
• Face-to-face, online, mixed
mode
• Foundational, intermediate,
advanced
• Adequately covers
content
• rigorousness of material
selected
• accessibility of resources
Deliverables:
Attempt to obtain the course
materials, learning,
objectives or previous
assignments prior to your
meeting. This will allow you
to take an inventory of
potential sources and make
the most efficient use of your
meeting time.
During the initial meeting you may
want to give instructors an overview
of resources so they understand the
scale and scope of what is available.
After faculty has had an
opportunity to review
material, follow up to
determine the effectiveness
of selections.
Post Meeting
Develop Search Strategy &
Compile Results
• Open Access/OER
• Periodicals
• eBooks
• artifacts or evidence
Based on analysis of course
objectives and available
resources compile a list of
potential sources.

25.
IB Faculty Meeting Resources

26.
Follow-up Meetings
Meeting Preparation 1st Meeting Post Meeting
Task:
Identify Course/Program
Learning Objectives
Orient faculty to potential
sources, Determine
Instructional style, Course
Delivery Format, & level of
instruction.
Develop Search Strategy &
Compile Results
Thingsto
consider:
• Course Syllabus
• Program websites
• Grading Rubrics
• Lecture or Flipped
Classroom
• Face-to-face, online,
mixed mode
• Foundational,
intermediate, advanced
• Open Access/OER
• Periodicals
• eBooks
• artifacts or evidence
Deliverables:
Attempt to obtain the course
materials, learning,
objectives or previous
assignments prior to your
meeting. This will allow you
to take an inventory of
potential sources and make
the most efficient use of your
meeting time.
During the initial meeting you
may want to give instructors
an overview of resources so
they understand the scale and
scope of what is available.
Based on analysis of course
objectives and available
resources compile a list of
potential sources.
Follow-up Meetings
Assessment
• Adequately covers content
• rigorousness of material
selected
• accessibility of resources
After faculty has had an
opportunity to review
material, follow up to
determine the effectiveness
of selections.

27.
Lesson Learned From The Trenches
Case Study: “then just any mechanical engineering textbook”
• Professor gave students option of spending money on
the paper textbook, or saving money by getting the e-
text
• He DID warn them that tests would be open-book, and
that those who had purchased the e-book would NOT
be allowed to bring it to the tests. However, they could
bring any other textbook.
• The library doesn’t own enough current textbooks to
serve every ME student. Those who bought the e-text
are disadvantaged by testing with a 30-year old
textbook, compared to those with the new edition.

28.
EVALUATIONWhat needs improvement

29.
DISCOVERY INTERVIEWS
Or, why we didn’t just send out a survey, and
why we probably won’t in the future.

30.
I – Corps!
(Because apparently Missy felt like she
didn’t have enough going on.)
Two-day workshop that advertised great
networking potential, which would be
perfect for my PTRC clients.

31.
Search for the Right
Business Model
Customer
Discovery
Customer
Validation
Customer
Creation
Company
BuildingS SS
Pivot
Search Execute
The Lean Start-up Approach
Before You Spend
Money on Execution
Where we used to
start a new businessWhere we start with
LS
Version 8/12/16

32.
Crucial Customer Data – Question Everything
GAINs
Benefits the customer expects
• Which savings would make your customer happy?
• What do customers dream about?
• How do current solutions delight your customer?
• What would make your customer’s job or life easier?
• What positive social consequences do they desire?
• What would increase the likelihood of adopting a solution?
• What would go beyond their expectations?
PAINs
Undesired costs, situations, risks,
negative emotions
• What do your customers find too costly?
• How are current solutions underperforming?
• What are their main difficulties and challenges?
• What’s keeping them awake at night?
• What barriers are keeping customers from adopting?
• What makes your customers feel bad?
• What risks do customers fear?
Discovery Finds the Undesired Costs, Situations, Risks or Emotions
that create PAINS and Opportunities That Lead to GAINs.
Time is Precious
Make sure you Discover
Your Highest Risk Topics!!

33.
Discovery interviews:
creating the 1st script
Create one card for each hypothesis you
want to verify with the customer (the
questions that make up your script will be
pulled from these hypotheses)
Define the Pains and Gains Your
Customers Experience?
What Pains are they facing in their daily
jobs?
How might you solve those Pains?
What Gains might they be missing out
on?
What does your solution do to create
beneficial Gains?

34.
I-Corps Bootcamp – Winter Springs 8/17/16
Key Performance Indicators for a Successful Workshop**
• Define Initial Customer Segments
• Define Initial Customer Jobs Relevant to Your Idea or Solution
• Create a Prioritized Customer Interview Script
• Create List of 10 Customers to Interview (include Company, Names & Positions)
• Conduct at Least 5 Customer Discovery Interviews (include Company, Names &
Positions)
• Document Customer Pains/Gains for at Least 5 Customers
• Conduct at Least 1 Mentor Engagement
• Assess Whether You Believe Your are Achieving Customer Validation for Your Idea
• Assess whether You Would Continue to Invest in Your Idea or Pivot
• Provide a Clear & Concise Presentation Detailing Your Action & Results
• Extra Credit of 1% for Each Customer Interviewed, Beyond the Initial 5
Version 8/12/16
**All 8 Items will be graded based on the Day-2 In-class Presentation - each Item is Worth 10%

35.
So…our survey quickly turned into
an interview!

36.
Our Survey Results…
• 5 of 5 faculty members experienced
difficulty finding appropriate
resources for their course.
• 5 of 5 consulted a librarian to help
find content for their courses.
• 5 of 5 used more than one library
service while creating content or
assignments for their course.
• 5 of 5 said that integrating OER
resources into their courses was more
time intensive

37.
Jim Gilkeson “Everybody’s based on Google and Ford and
Pepsi and IBM’s rebound and repurposing and
how Mark Zuckerberg claw his way to the top
with Facebook, you know, the big companies get
all the attention, people don’t tend to build cases
about ‘here’s mom and pop restaurant, here’s
auto body shop that somebody started, you
know…Or even the landscaping guy who’s got 5
crews working in one county would be fine for
us, anything that shows… the vast majority of
firms look like that, but the cases all look like
everybody’s got an HR department and a
marketing department and an accounting
department, and for our purposes, that sort of
defeats what we’re trying to do.”
“We’re telling students we’re all about a small to
medium size firm focus, so what I’VE been
doing is literally writing cases.”
Integrated Business Degree

38.
Gordon Henry
Human Resources
“I mean if we were to use traditional
textbooks for our courses, we would
end up supplementing them so much
anyway …so the pros of doing
everything yourself obviously is:
much more customized for your
student needs, at much less expense,
and it’s easily updatable.”

39.
Leslie Connell
Foundations of Integrated Business
I prefer the non-open source. To teach, from my perspective.
I would try not to use them in the future because they’re so
outrageously expensive, it doesn’t seem realistic. The open
source don’t seem to have enough depth, they are very
surface level, or higher level, there’s not enough of the detail,
and that’s okay I guess, if you’re going to be able to lecture,
and give detail in a classroom that’s lecture-driven but our
IB program we’re not lecturing so I need them to get the
detail, some other way, that’s the drawback to the etext.

40.
Carlos Valdez
Contemporary Marketing
Prefer this 100%, I hope never to go back to traditional
books! They learn lesson and get much much better. And
the reason for that is because, for example I can built the
course, base it on all the things that really the student
needs. Sometimes with traditional they’ll always change
the chapters, the order of the chapters, or eliminate some
chapters, that they, the student, doesn’t need it.

41.
Christopher Leo
Applied Business Technologies
• I’ll tell you this: when I was teaching the capstone
course, when the lecturer would assign an ebook,
none of my students got it. HardlyANYof them got
it. And it doesn’t make any sense, cause they’re like,
$20, so it’s not an issue of price. But to be fair, when
we had a hard textbook, not a lot of students would
get the textbook, either. But it SEEMED, and maybe
this is just my perspective I don’t have any data to
back this up, seemed students were less likely to buy
an ebook than they were an actual textbook, and talk
ing to students, and this is weird, think about this
generation, all “e-this” and “i-that”, right? They’re
like “Nooo, I read from a screen all day long and the
last thing I want to do is go home and read from
another screen, I… I almost want an actual book.”
I’m just likeWHOAM I TALKING TO?

42.
I think I prefer what I’m doing now in
my current course. It requires *I* do a
lot more work, but at least I’m getting
as current information as I’m able to
find, that doesn’t mean most current,
just most current that I’m able to find.
It saves the student the expense of
purchasing a very expensive textbook,
and I know some of them can’t afford
it so they don’t buy ‘em. So it seems
to level the playing field for students
that are really interested, to avoid the
use of the textbook and use the
electronic resources.
If you COULD use a traditional
textbook for your IB class, would
you?
No. Unless I wrote it.
Frank Tamberelli
Small Business Finance

43.
DISCOVERING NEW CLASSES &
PROGRAMS
Official, unofficial, new and/or unconventional

44.
Undergraduate Programs
Undergraduate Policy and
Curriculum Committee (UPCC)
• To study, review, and provide
recommendations on
undergraduate policies, instruction,
and standards
• To review and make
recommendations on all proposals
for planning or implementation of
new undergraduate degree
programs, minors, and elimination
of existing programs
Undergraduate Course Review
Committee (UCRC)
• Has the duty to study, review, and
provide recommendations on all
undergraduate course additions,
revisions, deletions, and special
topics course requests.
• Characteristics of new and revised
regular and special topics courses
that are reviewed include title,
description, credit hours, syllabus,
level, and grading scheme

45.
Graduate programs
Graduate Curriculum Committee
• Reviews changes to existing graduate
programs (such as hours, thesis/non-
thesis options)
• Reviews new tracks or options to
existing graduate programs
• Reviews new certificate programs
• Reviews all requests for additions,
revisions, and deletions of graduate
and special topic courses
Program Review and Awards
Committee
• To review graduate programs as part
of the program review cycle, identify
factors that promote quality in
graduate programs, and update
faculty status
• To review proposals of new graduate
programs and deletion of existing
programs that will be submitted to
this committee

46.
Before 2013:
Collection development librarians
• Each librarian had collection development duties for
one or more departments
• Communication was mostly through a single “library
liaison” appointed by the department
• Instruction, research consultations, scholarly
communication distributed among librarians

47.
2013-present:
Subject Librarian Model
• Outreach to all faculty (chairs, program directors,
adjuncts, etc.)
• Assist with program reviews
• Assist with new program proposals
• Attend faculty/department meetings
• Encouraged to perform curriculum mapping
Librarian becomes “the face of the library” for their
departments

48.
Other sneaky librarian ways …
• Outreach librarian gets a list of the new
faculty each year and distributes it to the
subject librarians
– Either they’re teaching a class for the first time and
won’t have textbook loyalties, or they were hired for
a new or changed program
• Keep in touch with librarians at your
regional/branch campuses: they have very
loyal tight-knit faculty who may approach
them first.
• Watch the job ads for your university and
news from your departments’ news feeds
• Talk to faculty frequently, ask if anything
new happened in the last faculty meeting,
if they’re teaching anything new, if they
turned in their textbook preferences yet…

49.
References
Nicole Allen, Charles Lyons, and Bob Nardini, “From Course Reserves . . . to Course
Reversed? The Library’s Changing Role in Providing Textbook Content” (2014).
Proceedings of the Charleston Library Conference.
http://dx.doi.org/10.5703/1288284315617
Marilyn Billings, William M. Cross, Brendan O’Connell, Gregory Raschke, and Charlotte
Roh, “Libraries Leading the Way on the Textbook Problem” (2014). Proceedings of the
Charleston Library Conference.
http://dx.doi.org/10.5703/1288284315631
Goldie Blumenstyk, “As Free Textbooks Go Mainstream, Advocate Says Colleges Should
Do More to Support Them” (2016). The Chronicle of Higher Education.
http://www.chronicle.com/article/As-Free-Textbooks-Go/237082

50.
References
Boyoung Chae and Mark Jenkins, “A Qualitative Investigation of Faculty Open
Educational Resource Usage in the Washington Community and Technical College
System: Models for Support and Implementation” (2015). Washington State Board for
Community and Technical Colleges.
https://drive.google.com/file/d/0B4eZdZMtpULyZC1NRHMzOEhRRzg/view
The OATER Task Force, “An Action Plan for Building a Statewide Infrastructure to
Support OER in Florida’s Public Institutions of Higher Education” (2016). Florida Library
Virtual Campus.
https://libraries.flvc.org/documents/181844/182705/The+Final+Report+of+the+Open+Access+Textbook+
and+Educational+Resources+(OATER)+Task+Force/649ecbf1-bb9d-4c58-b26c-b5c09a9f4719
S.C. Sutton and F. A. Chadwell, “Open Textbooks at Oregon State University: A Case
Study of New Opportunities for Academic Libraries and University Presses” (2014).
Journal of Librarianship and Scholarly Communication 2(4).
http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.1174/

51.
Links
• Integrated Business Interview script:
https://docs.google.com/forms/d/e/1FAIpQLSeJD_dky_9h-
FY2e9AaaasraKZ5-H4SafRu1w4An4uX1YMu2Q/viewform
About the Lean Startup model, re: customer interviews
• The Startup Owner’s Manual by Steve Blank and Bob Dorf
http://amzn.to/29rwLno
• Business Model Generation by Alexander Osterwalder and Yves
Pigneur http://amzn.to/29yj2ao
• Talking to Humans by Giff Constable (available for free online at
http://bit.ly/1KvlizG)
• The Value Proposition Canvas, available via Strategyzer
https://strategyzer.com/canvas/value-proposition-
canvas/?url=canvas/vpc/

52.
Contact Us
CJ Ivory
Business Librarian
407-823-3604
CJ@ucf.edu
https://www.linkedin.com/in/c
j-ivory-105274a
Missy Murphey
Patents Librarian
407- 823-5308
Rebecca.Murphey@ucf.edu