The document discusses several library initiatives aimed at engaging new generations of learners. Presenters discussed initiatives including transforming the library into a social learning space through gaming, merging traditional library services like acquisitions and cataloging, and implementing an assessment cycle to understand student needs and make improvements. One presenter is pursuing a planning initiative to review the organizational structure and workflows of various library units to improve collaboration and efficiency.

1. High Impact Planning & Programming For a New Generation of Learners

2. Name one library planning initiative you are currently pursuing. What new initiative have you implemented to engage the new generation of learners?

3. Weekly Internet Use by Digital and Academic StatusInforming Innovation:Tracking Student Interest in Emerging LibraryTechnologies at Ohio University A s s o c i a t i o n o f C o l l e g e & R e s e a r c h L i b r a r i e sA D i v i s i o n o f t h e A m e r i c a n L i b r a r y A s s o c i a t i o nC h i c a g o 2 0 0 9

4. Use of Google Products by Age 98% 97% 95% 98% 99% 66% 61% 54% 53% 37% 47% 51% 62% 55% 51% 21% 23% 21% 20% 23% 17% 25% 44% 47% 34% 13% 20% 38% 40% 37% 3% 4% 12% 12% 8%

5. Use of Social Sites by Age

6. Use of Emerging Technology Formats 15% 16% 23% 27% 20% 71% 66% 59% 54% 43% 29% 29% 35% 37% 41% 89% 85% 67% 58% 51%

7. Use of Classroom Blogs by MajorInforming Innovation:Tracking Student Interest in Emerging LibraryTechnologies at Ohio UniversityChar BoothF o r e w o r d b yJ o a n K . L i p pi n c o t t A s s o c i a t i o n o f C o l l e g e & R e s e a r c h L i b r a r i e sA D i v i s i o n o f t h e A m e r i c a n L i b r a r y A s s o c i a t i o nC h i c a g o 2 0 0 9

8. Learning Organization Model“It doesn’t know what it doesn’t know”

9. Managing the Unexpected Preserve a balance of values.

10. Restate your goals in the form of mistakes that must not occur.

11. Remember that mindfulness takes effort.Managing the Unexpected Create awareness of vulnerability.

12. Cultivate humility.

13. Be glad when you’re having a bad day!Managing the Unexpected Create an error-friendly learning culture.

14. Encourage alternative frames of reference.

15. Strengthen fantasy as a tool for managing the unexpected.Managing the Unexpected Speak up!

16. Put a premium on interpersonal skills.

17. Surface unique knowledge.

18. Be careful when you label something a fact.Managing the Unexpected Develop skeptics.

19. Be suspicious of good news.

20. Seek out bad news.

21. Test your expectations.

22. Welcome uncertainty.Managing the Unexpected Treat all unexpected events as information, and share this information widely.

23. Transform close calls into near misses.

24. Specify the burden of proof.Managing the Unexpected Adopt complex models because they direct attention to more details...

25. Revise existing models as well as existing practices.Managing the Unexpected Carry your expectations lightly.

26. Reward contact with the front line.

27. Clarify what constitutes good news.

28. Frame mindfulness in novel ways.Managing the UnexpectedWeick, Karl E. and Kathleen M. Sutcliffe.Managing the Unexpected. Jossey-Bass: A Wiley Co. 2001

29. Active Planning For Dynamic InstructionBySean CordesOctober 8, 2009

30. ProgrammingScheduling

31. Assessment

32. ReportingTacticalMulti-tasking

33. Careful Calendaring

34. Data for decision Making

37. Changing with ChangeStrategies for Education & CommunicationParticipation & Involvement

38. Negotiation & Agreement

39. Manipulation & Co-optation

40. Explicit & Implicit CoercionMonitor environment to keep with impact of change+ Digital communication, PDA, cell phones, email makes it easier to keep track of change impact and provide prompt feedback- Increases the work pace, reduce time for reflective analysis, increase amount of information to process

41. PracticeBreaking it down

42. Skill Building

43. FeedbackInnovations, theory and the Library LearnerTechnology of Power - Ability access to materials and tools, rules of library and institutional conductTechnology of Sign Systems-Ability to use symbolism to understand and communicate in the library environmentTechnology of Production-Ability to create product from informationTechnology of Self- Ability to learn alone and with others, ability to change behavior, lead to transformationMichel Foucault, Technologies of the Self

44. Construction and De-Construction of the Multimodal Text ObjectObjectMultimediaTextObjectModesDe-ConstructionConstruction

45. Multimodal ConstructionAnimoto Video SiteFlickr Photo SiteWordPress Class Blog Site

46. Multimodal Construction

47. Multimodal De-ConstructionDesign ElementsModesStudent Text Grid representation of the relationship between forms of text and literacy based design elements for the multimodal text “Union of European Football Associations (UEFA).”

48. Feeding Back-Poll Everywhere

51. Merging & Creating Traditional Library ServicesByT. J. UrbanskiOctober 8, 2009

52. In July 2008, I was tasked by Dr. Self to review the existing organizational structure and workflow and work space of the Library Support Services (LSS) units of the University Libraries Cataloging

53. Acquisitions

54. Circulation

55. Interlibrary Loan (ILL)

56. 2 campus branch libraries Review Existing Organizational StructureTo insure the library was meeting the changing needs of our users

57. http://www.youtube.com/watch?v=48Xnxgjot0k

58. A Vision of Students Today (4:44)

59. “I will read 8 books this year, 2300 web pages & 1281 FaceBook profiles”

60. Different learning behaviors and information gathering techniques

61. Customer service expectations

62. Digital natives (online access to photos, audio, etc.)

63. Would rather watch a video on subject than read text based materials

64. Respond to the rapidly evolving work environment brought about by technological and financial changes throughout the profession

65. http://www.insidehighered.com/news/2009/09/24/libraries#

66. Mobile devices

67. Managing change in the existing organizational structure to establish a practice of close collaboration across various library units within the framework of a project management process

68. Newcomer – not influenced by existing cultureScope of ProjectInitial scope of the project

69. Determine if there were workflow redundancies that could be eliminated to create a team based approach that would improve the efficiency of the library support service units’ performance through collaboration while ensuring that there was an adequate allocation of resources

70. Critical to utilize EXISTING resources

71. Timeline (from start to finish) was intended to take one yearWorkflow Under ReviewLimit review to some of the changes brought on by:

72. Transition from a primarily print format of content to one more reliant on electronic/digital content

73. Changing patron use of the local online catalog during the research and educational process

74. Google first, anywhere on the internet second, etc.

75. Used primarily for finding known items (and their location)

76. Changes to the integrated library system (ILS)

77. Cloud computing

78. OCLC’s Circulation and Acquisitions modules

79. Support for mobile devices (web apps)

80. Data migration (from purchasing to cataloging)

81. Bib record clean-up projects (e-serials anyone?)

82. Need for the library to collect and create digital collectionsProject MethodsProject Management – Reviewed:

83. Internal documentation (e.g., workflow, policies and procedures, job descriptions, evaluations etc.)

84. Most of which were outdated or non-existent

85. Evaluated the day to day workflow of the various units

86. Establish where there were redundancies which could be combined to improve the efficiency of the units’ workflow (benchmarking)

87. I met with the individual employees within the units

88. Shadowing them on an average work day to accurately gauge how the employees went about the tasks that were assigned as part of their existing job descriptions

89. Established regularly scheduled meetings with each unit to determine how the employees felt about their current work environment

90. Met with all units/departments of the library to determine their needs

91. Also met regularly with the Dean to keep her updated on the project, and ultimately submitted recommendations for her to approveWorkflow Under Review (cont.)Project Management - Reviewed:

92. Contacted several libraries (EIU, ISU, NMSU and UI-C) to learn how they were addressing the changes being driven by the external issues

93. Attended CARLI sponsored forum (CARLI Tech Services Workflow Seminar)

94. several staff members also attended

95. Reviewed Karen Calhoun’s - OCLC Members' Council Cataloging and Metadata Service group presentation

96. Ways OCLC can help libraries transition to next generation cataloging operations

97. Reviewed several external tutorials and researched literature to assist me in the evaluation process

98. As I gathered information for the project, the Library of Congress announced that it was merging its Acquisitions and Cataloging units

99. Ended an older industrial model of work, in which an incoming book moved slowly along an assembly line of stand-alone acquisitions and processing units

100. http://www.guild2910.org/marcum.htmProject FindingsResults:

101. Pressure on technical services budgets, manpower and space due to the changing, complex technical services landscape (electronic, digital, etc.)

102. Too many resources dedicated to print processing

103. Hubs (I only catalog this format)

104. Purchasing unaware of basic cataloging processes

105. More copy cataloging / less original cataloging

106. At WIU, the split between the Circulation and ILL units was a barrier to library users adding confusion and a lack of options to acquire the information needed for their education and research needs

107. Lack of library resources dedicated to creating digital materials for library users prevents the library from expanding its capabilities to provide this type of information to the campus

108. ILL and Course Reserve items usually created in Access Services area

109. Need to create a unit that produces this type of digital content away from public service areas (to focus on customer service and not production of items)Project RecommendationsResults:

110. Merge Acquisitions and Cataloging into one unit

111. More efficient purchasing and processing of all materials

112. Merge groups into one physical area (improve communication, etc.)

113. Introduction of metadata services for digital collections

114. Merge ILL with Circulation to create new Access Services Unit

115. One stop shopping for patrons

116. Increased time when materials can be picked up by patrons (Access Services open when library is open)

117. Increased the successful processing of the total number of ILL requests

118. Create Digitization Unit

119. Create digital objects and collections for public dissemination in support of the education and research needs of the campusProject OutcomesResults:

120. Merged Acquisitions and Cataloging into one unit in one physical space

121. Merged ILL with Circulation to form new Access Services Unit (includes Stacks Maintenance and Course Reserves)

122. Required staff person to be reassigned

123. Create Digitization Unit

124. Still building unit

125. Starting to build collections

126. Need to constantly assess all units of the library to ensure we are meeting the needs of our users (ongoing process)

127. Assess changes made during this project

128. Need to bring users into the process

129. How much change can be managed, and at what cost?Get your game onTransforming the library into a social learning space Presentation by: Andrea Falcone& Brian Clark

130. Getting Started: The BasicsInitial Goal:Bring users into the library Number of Players:60-120Ages:5-82Length of Play:3 hours (usually 7-10:00 p.m.)Equipment Used:Wii (2), Xbox, LAN (local area network), board and cardgames

132. Surprise, SurprisePeople like board and card games

133. Multicultural

134. Inter-generational

135. Play with Strategy: Keeping Costs to a MinimumGame systems and gamesAsk staff, friends of the library, or participants to bring their own gamesAsk local gaming clubs to conduct demonstrationsPartner with campus departments or nonprofit organizations and hold themed eventsSeek donations from gaming companies

136. Additional Cost ConsiderationsStaff Time: 3-6 staff members were needed to plan, market, and run each eventUtilize staff, student workers, and sororities/fraternities looking for service opportunitiesMarketing RefreshmentsPrizes

137. Mark PrenskeyHow – To do things in the gameWhat – The rules of the game areWhy – Strategies, results, and consequencesWhere-Context, culture , and environmentWhether-The values that lead to good decisions

138. Benefits of GamingIncreased Learning

139. Reduction of Learning Transfer Time

140. Presentation of nonlinear access to information

141. Ability to link informationAppealing to UsersUsers are familiar with gaming Users enjoy collaborating and forging new friendshipsUsers like the competitionUsers are drawn to the low-pressure learning environment and active learning experience

142. Scoring: Impact on the LibraryBrings users into the libraryPromotes multi-cultural awarenessUsers have a positive interaction with library staffPromotes the library as third spaceNegates stereotypes about the libraryEncourages donations

143. Where do we go from here?Scott Nicholson’s free course online: http://www.gamesinlibraries.org/course/?paged=4Games in Libraries (podcasts): http://www.gamesinlibraries.org/WIU’s Game Nite: http://www.wiu.edu/library/events/gaming/Questions? Contact: Andrea Falcone or Brian Clark: Andrea.Falcone@unco.edubf-clark@wiu.edu

144. Library Assessment Cycle ByFelix ChuOctober 8, 2009

145. Existing LiteratureCollection Assessment

146. Library Instruction/Literacy But …What About the Rest of the Library?What Are We Doing Right?

147. What Needs Changing?

148. What Is Missing?Shared Core ValuesAcademic ExcellenceEducational OpportunityPersonal GrowthSocial ResponsibilityAssessmentAnswers Those Questions in the Local Environment

149. Shared Core ValuesAcademic ExcellenceEducational OpportunityPersonal GrowthSocial ResponsibilityWIU Core Values: Academic Excellence

150. Educational Opportunity

151. Personal Growth

152. Social ResponsibilityCurriculum LibraryFind Out About Student Needs

153. Design a Solution

154. Validate the Change LibQUAL+Survey in October 2006

155. Focus Groups in Feb. & Oct. 2007

156. Analyze Results

157. Plan & Implement Changes

158. Obtain Feedback Nature of ConcernsInter-relatedness of Issues

159. Timing of Problems/Solutions

160. Library and/or Institutional Problems

161. Lack of Information Due to Access Problems or Lack of Resources

162. ChangesStudy Space for Groups & Individuals

163. Hours of Operations

164. More Computer Equipment

165. Better Physical Environment

166. ILLiad

167. Signage (planned)Values AddressedStudent Learning

168. Educational Environment

169. Personal Responsibility

170. Social Interaction Discussion What new initiative have you implemented to engage the new generation of learners?Name one library planning initiative you are currently pursuing.

171. Presenters: Phyllis SelfSean CordesTJ UrbanskiBrian ClarkFelix ChuWeb link:http://www.slideshare.net/cscordes/ila-presentation