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Getting to the Heart - Charleston Conf 2011

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Getting to the Heart - Charleston Conf 2011

  1. 1. What Faculty Tell Us about How OurCollections Support Student Learning 2011 Charleston Conference Marcia Thomas Illinois Wesleyan University
  2. 2.  2,100 students, 191 Faculty Curriculum in liberal arts, fine arts, and professional programs Schools: Nursing, Theater, Art, and Music Liberal Arts: 25% business majors
  3. 3.  New building 2002 450,000 volume capacity 9 librarians Collections Librarian and Information Literacy Librarian 2009 CARLI – statewide academic consortium
  4. 4. “Tying information literacy to a library materials budget: repackaging the formula to meet learning goals.” Jenny Rushing & Dawn Stephen, Belmont U. Charleston Conference 2009“Changing the way libraries and faculty assess periodical collections in the electronic age.” Jenica Rogers, SUNY Potsdam. Against the Grain Nov. 2006
  5. 5.  Ensure relevant and vital collections Ensure money used to purchase or provide access to best possible resources for users and curriculum Long term planning for collection management Identify “core” resources for easy and continuous access, long-term maintenance or archiving Faculty involvement critical to aligning collections with current curriculum Challenge librarians’ assumptions
  6. 6.  Shift format from print to online Prioritize expenditures for budget planning Identify candidates for weeding & cancellation Identify “legacy” and core titles Revise collection development policy
  7. 7.  Faculty interviews Record and document interviews Synthesize/analyze data from interviews Report to departments and administration
  8. 8. Library Advisory CommitteeFree lunch!Ask the experts
  9. 9. http://www.erialproject.org
  10. 10. 1. What are your fields and subfields of scholarship?2. What professional associations do you belong to?3. Do you edit or review for any journals? If yes, which?4. Which publishers are most important for your field and subfields? Do you receive catalogs for these or other publishers?5. What collections (physical or virtual) do you use that are outside of our own?
  11. 11. 1. What courses do you teach regularly?2. Which courses do you teach infrequently?3. What courses do you have in development? Please include courses you teach in interdisciplinary programs.
  12. 12. 5. What are your overall pedagogical goals when developing assignments for your students?6. Are our collections and resources relevant with respect to assignments?7. Are there ways in which the library might support, or further support, your goals and the work of your students?
  13. 13. 8. Are there any particular characteristics of those resources that are important for teaching that course, or meeting the pedagogical goals of assignments and research projects?9. Are there any particular characteristics that are important for teaching in your discipline and interdisciplinary programs?10. Are there resources we don’t have that we ought to consider? Or areas of the collection that could be improved?
  14. 14. What did I learn? Surprises? Confirmations?What will I report back to the departments?How will this data inform impact my decision making about collections and other liaison responsibilities, such as instruction?
  15. 15.  Video Interlibrary Loan Format Information Literacy Faculty role in collection development Faculty awareness
  16. 16. “I think the utility of the interviews worked bothways: the faculty were directed to reflect on thelibrary in an engaged way, and I was directed to askthem questions that I had pre-supposed the answersto. Sometimes my suppositions were right, andsometimes they were only what I wanted to think.For their part, I believe these discussions openeddoors of communication that will allow futureconversations to occur more easily. I think weplanted the seeds of how the library can impactpedagogy and student research habits.” Karen Schmidt, IWU University Librarian
  17. 17. Follow up: Respond to requests Report backPhase II: Revise collection development policy Revisit allocation Weeding Identify core resources Serials and database review
  18. 18. Rushing, Jenny, and Dawn Stephen. “Tying Information Literacy to a Library Materials Budget: Repackaging the Formula to Meet Learning Goals.” Belmont University. Charleston Conference 2009.www.katina.info/conference/2009presentations/Sat1015_Rushing.pptRogers, Jenica. "Changing the way Libraries and Faculty Assess Periodical Collections in the Electronic Age." Against the Grain 18.5 (2006): 38, 40, 42, 44. Marcia Thomas email: mthomas@iwu.edu

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