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Joanna Duy & Dubravka Kapa
ABQLA
May 2016
 Course Reserves Timeline
 Digital Reserves Overhaul
 Reserve System Look & Feel
 Statistics
 Changes to Workflow
 Copyright
 Future Developments
Reserves
Reserves consisted of:
 Paper copies of articles/chapters
 Library books
 Professor’s copies of books
Access:
 ILS (Millennium)
Pre- 2004
2004 2010-11 2012 2015
Electronic
Reserves Added
With money from
Concordia Students’
Union:
1st Open Stacks Reserve
Room (shelved by
course code)
Began purchasing
course textbooks
Streaming Media
(Helix)
2nd Open Stacks Reserve
Room (Open 24 x7)
Ares Course Reserves
System implemented
Began reporting to
Copibec
Webster Library Course Reserve Room
Vanier Library Course Reserve Room
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
2004 2008 2010 2013 2015
#ofItemsonReserve
Year
Number of Items on Reserve
BOOKS
PHOTOCOPIES
DIGITAL
Digital Reserves
Ares Course Reserve System
Web Form (Homemade)
Where faculty made requests for digital readings
Print Form (Homemade)
Where faculty made requests for print readings
Integrated Library System
Where staff processed requests
Where students got the readings
1
2
3
Reserves
 To give opportunity to faculty to manage
their readings
 To manage access by course
 To integrate with the University’s CMS
 To improve copyright compliance of the
library service/University
 To improve workflows and increase
efficiency
 A Course Reserves Management System
 Online requests from faculty
 Access to course readings (students)
 Staff workflow management
 Copyright requesting/tracking
What it is not?  A circulation system
 User & course data downloads from
Concordia’s Student Information System
 Activate all user and course records
 Make readings available immediately; staff
verification later
 Pre-load frequently used readings
 One access point for all reserves
 Make it available in the University’s course
management system (Moodle)
 Clear copyrights with COPIBEC
Course Reserves Website (Ares)
Where faculty make requests for digital readings
Where students go to see readings
Client (Ares)
Where staff process readings
Integrated Library catalogue
Where staff process books on reserve
1
2
3
Reserves
Ares Look & Feel
 Netname authentication
 Branded it as Concordia Libraries
 Help links up front
 Clean interface
 Upon logging in, faculty/students/TAs see what courses they are
teaching/proxying/taking this semester
 Add materials to current or “upcoming” course
Click here to go to print holdings for
that course
All requests (print or electronic), with status
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016
Option A: Blank Form
Option B: Recycle
Moodle View
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016
1444
42,431
44,435
30,776
23,983
42,451
37,629
30,281
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
Aug-15 Sep-15 Oct-15 Nov-15 Dec-15 Jan-16 Feb-16 Mar-16
DocumentViews
Month/Year
Usage of Online Reserves
(Aug 2015-March 2016)
In October 2015, e-reserve readings were viewed on average 1481 times a day
85%
15%
Use of Ares for Placing Materials on E-Reserve:
Fall 2015; Fall/Winter 2015/2016
Courses with no items on e-
reserve (3102)
Courses with items on e-reserve
(544)
Note: the 85% may have textbooks on reserve
Google Analytics:
How are users getting to Ares? March 11-April 11, 2016
 The majority (56%) of our traffic comes from bookmarks
 35% comes from Google
 1.5% comes from Library Website
 0.12% comes from Moodle
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016
 Overhauled staff e-reserve workflows from A-Z in 3 months
 Training on:
 Ares Client and workflows
 Permanent links
 Recognizing open access materials
 Checking if something needs proxy
 Copyright guidelines
 Procedures documented on wiki
 Both libraries now use the same workflows
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016
Faculty:
 Can easily manage their own readings
 Easy to “recycle” readings across courses and terms
 Estimate that 1944 items were “cloned” from fall 2015 courses onto
winter 2016 courses
Students:
 Upon logging in, see the courses for which they are enrolled (no need to
search)
 Readings available faster (as soon as faculty uploads)
 Can access course readings in Moodle
Staff:
 Data that is entered by faculty does not have to be re-keyed
 Direct checking in the Library catalogue, Google Scholar and
WorldCat
 Cloned records will retain corrections, details, notes that staff may
have added to the record in a previous term
 Staff can easily see if a reading from the same source is on reserve
for same course
 Our course and user records are derived from Concordia’s Student
Information System
Concordia:
 Better copyright adherance
 Can direct faculty to post all their course readings on the Library’s
Course Reserves system
 Copibec copyright check once per term of all non-link readings posted
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016
Export list of all non-URL readings and send to Copibec
(Staff flag items over fair dealing)
Copibec sends back annotated list with pricing,
indicates what they can cover and what they can’t
Copibec clears rights on our behalf for publishers not
covered under agreement
92%
7%
1%
Copyright breakdown of PDFs submitted to Copibec:
Fall 2015 & Fall/Winter 2015/2016; 3225 readings total
OK to post (Fair Dealing +
Copibec) (2966 items)
Need to pay Copibec
(220 items)
Need to remove from
Reserves (39 items)
 Open URL
 Better links with Copibec (inside Ares)
 Share Lists
Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016

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Joanna Duy & Dubravka Kapa: Moving Reserves Forward abqla2016

  • 1. Joanna Duy & Dubravka Kapa ABQLA May 2016
  • 2.  Course Reserves Timeline  Digital Reserves Overhaul  Reserve System Look & Feel  Statistics  Changes to Workflow  Copyright  Future Developments
  • 4. Reserves consisted of:  Paper copies of articles/chapters  Library books  Professor’s copies of books Access:  ILS (Millennium) Pre- 2004
  • 5. 2004 2010-11 2012 2015 Electronic Reserves Added With money from Concordia Students’ Union: 1st Open Stacks Reserve Room (shelved by course code) Began purchasing course textbooks Streaming Media (Helix) 2nd Open Stacks Reserve Room (Open 24 x7) Ares Course Reserves System implemented Began reporting to Copibec
  • 6. Webster Library Course Reserve Room
  • 7. Vanier Library Course Reserve Room
  • 8. 0 1000 2000 3000 4000 5000 6000 7000 8000 9000 2004 2008 2010 2013 2015 #ofItemsonReserve Year Number of Items on Reserve BOOKS PHOTOCOPIES DIGITAL
  • 10. Web Form (Homemade) Where faculty made requests for digital readings Print Form (Homemade) Where faculty made requests for print readings Integrated Library System Where staff processed requests Where students got the readings 1 2 3 Reserves
  • 11.  To give opportunity to faculty to manage their readings  To manage access by course  To integrate with the University’s CMS  To improve copyright compliance of the library service/University  To improve workflows and increase efficiency
  • 12.  A Course Reserves Management System  Online requests from faculty  Access to course readings (students)  Staff workflow management  Copyright requesting/tracking What it is not?  A circulation system
  • 13.  User & course data downloads from Concordia’s Student Information System  Activate all user and course records  Make readings available immediately; staff verification later  Pre-load frequently used readings  One access point for all reserves  Make it available in the University’s course management system (Moodle)  Clear copyrights with COPIBEC
  • 14. Course Reserves Website (Ares) Where faculty make requests for digital readings Where students go to see readings Client (Ares) Where staff process readings Integrated Library catalogue Where staff process books on reserve 1 2 3 Reserves
  • 15. Ares Look & Feel
  • 16.  Netname authentication  Branded it as Concordia Libraries  Help links up front
  • 17.  Clean interface  Upon logging in, faculty/students/TAs see what courses they are teaching/proxying/taking this semester  Add materials to current or “upcoming” course
  • 18. Click here to go to print holdings for that course All requests (print or electronic), with status
  • 26. 1444 42,431 44,435 30,776 23,983 42,451 37,629 30,281 0 5000 10000 15000 20000 25000 30000 35000 40000 45000 50000 Aug-15 Sep-15 Oct-15 Nov-15 Dec-15 Jan-16 Feb-16 Mar-16 DocumentViews Month/Year Usage of Online Reserves (Aug 2015-March 2016) In October 2015, e-reserve readings were viewed on average 1481 times a day
  • 27. 85% 15% Use of Ares for Placing Materials on E-Reserve: Fall 2015; Fall/Winter 2015/2016 Courses with no items on e- reserve (3102) Courses with items on e-reserve (544) Note: the 85% may have textbooks on reserve
  • 28. Google Analytics: How are users getting to Ares? March 11-April 11, 2016  The majority (56%) of our traffic comes from bookmarks  35% comes from Google  1.5% comes from Library Website  0.12% comes from Moodle
  • 30.  Overhauled staff e-reserve workflows from A-Z in 3 months  Training on:  Ares Client and workflows  Permanent links  Recognizing open access materials  Checking if something needs proxy  Copyright guidelines  Procedures documented on wiki  Both libraries now use the same workflows
  • 32. Faculty:  Can easily manage their own readings  Easy to “recycle” readings across courses and terms  Estimate that 1944 items were “cloned” from fall 2015 courses onto winter 2016 courses
  • 33. Students:  Upon logging in, see the courses for which they are enrolled (no need to search)  Readings available faster (as soon as faculty uploads)  Can access course readings in Moodle
  • 34. Staff:  Data that is entered by faculty does not have to be re-keyed  Direct checking in the Library catalogue, Google Scholar and WorldCat  Cloned records will retain corrections, details, notes that staff may have added to the record in a previous term  Staff can easily see if a reading from the same source is on reserve for same course  Our course and user records are derived from Concordia’s Student Information System
  • 35. Concordia:  Better copyright adherance  Can direct faculty to post all their course readings on the Library’s Course Reserves system  Copibec copyright check once per term of all non-link readings posted
  • 37. Export list of all non-URL readings and send to Copibec (Staff flag items over fair dealing) Copibec sends back annotated list with pricing, indicates what they can cover and what they can’t Copibec clears rights on our behalf for publishers not covered under agreement
  • 38. 92% 7% 1% Copyright breakdown of PDFs submitted to Copibec: Fall 2015 & Fall/Winter 2015/2016; 3225 readings total OK to post (Fair Dealing + Copibec) (2966 items) Need to pay Copibec (220 items) Need to remove from Reserves (39 items)
  • 39.  Open URL  Better links with Copibec (inside Ares)  Share Lists