Optimization of ILL Student Employees and Resources through Departmental Cons...davidhketchum
Having merged their Circulation and Interlibrary Loan units, presenters will discuss how and why they combined their student work forces into a single group. The results will be discussed in regards to the number of personnel, materials processed, and the financial considerations. Additional discussion will review how these have impacted services, cost savings, and their influence on future performance goals. Presentation by Joyce Melvin & Michael Straatmann
Optimization of ILL Student Employees and Resources through Departmental Cons...davidhketchum
Having merged their Circulation and Interlibrary Loan units, presenters will discuss how and why they combined their student work forces into a single group. The results will be discussed in regards to the number of personnel, materials processed, and the financial considerations. Additional discussion will review how these have impacted services, cost savings, and their influence on future performance goals. Presentation by Joyce Melvin & Michael Straatmann
L-Index: Designing a New Method for Measuring Library Impact in CanadaHamilton Public Library
Presented at OLA Super Conference 2016
In recent years, libraries around the world have been conducting impact studies, predominantly economic impact studies, to communicate their value to stakeholders. While these studies are useful, they often exclude the social, educational and cultural impacts that libraries make within their communities. To address this gap, Dr. Mary Cavanagh, Dr. Bill Irwin and Kimberly Silk are collaborating to develop the L-Index, a library evaluation methodology and toolkit designed to aid libraries in assessing their economic, social, cultural and educational impact. The team will present their work to date, and invite feedback from session delegates.
Pamela Bonney, Library Director, Winslow Public Library, Winslow, ME (Population served: 7551) and Samantha Lopez, Program Officer, Public Library Association, Chicago, IL.
Big Talk From Small Libraries 2018
February 23, 2018
http://nlcblogs.nebraska.gov/bigtalk
Lecture presented by Marian Ramos Eclevia at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
A presentation on enhancing the usability of libraries delivered at the Ark Group's recent conference, "Management Strategies for Library and Information Service Centres", Sydney, 19-21 September 2007.
UMass Medical School's Experience: NAHSL Open Forum 2013Elaine Martin
UMass Medical School School Library Director Elaine Martin, Head of Education & Clinical Services Len Levin, and Associate Director Jane Fama present how Lamar Soutter Library has implemented the 4Rs to reject old models, rethink, redo, and rejuvenate the library to offer improved services and resources for patrons.
The presentation slides for a half-day workshop that reviews the methods to identify the value of the academic library for students, faculty and the college or university itself.
Presentation from the Entrepreneurial Librarian Conference, October 17, 2014. Wake Forest University. entrelib.org. Marcy Simons, University of Notre Dame
Lecture presented by Ana Maria B. Fresnido at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Fostering Organizational Change through Service and Space Design StrategyRachel Vacek
In Spring 2017, the University of Michigan Library completed an engagement with brightspot strategy, consultants who worked with our academic user community and staff to design a service framework and space strategy to guide our organization's work into the future. This holistic framework and philosophy have the potential to transform our large organization's approach to designing and delivering aligned and impactful user experiences. A Service Design Task Force was formed to take this strategy and begin to design pilots and prototypes for new and evolved services and spaces, with a particular focus on enhancing the library's ability to partner around consultation, digital scholarship, and designing for emergence. The three members of the Task Force represent expertise in learning and teaching services, user experience, space design, discovery services, and web technologies. Our goal in this work is to transform our organization's capacity to design, deliver, and iterate high quality virtual and physical services in 21st-century learning and research environments within the library through user and staff engagement, rapid prototyping, and design thinking. In our presentation, the Task Force members will share current and future strategies for engaging the organization in this work, including tools and formats for design and discussion that have supported our work with the library community. We'll also discuss next steps for piloting and prototyping new service ideas in existing library spaces in order to inform future space transformations.
Why Assessment Matters: Defining Your ResultsJill Hurst-Wahl
The year is 2013 and your management has called you in to discuss your library’s impact. Would you have the data needed in order to answer the questions (and perhaps concerns)? To prepare you for conversations like that one, we will begin by discussing the options available for assessing your library’s services.
L-Index: Designing a New Method for Measuring Library Impact in CanadaHamilton Public Library
Presented at OLA Super Conference 2016
In recent years, libraries around the world have been conducting impact studies, predominantly economic impact studies, to communicate their value to stakeholders. While these studies are useful, they often exclude the social, educational and cultural impacts that libraries make within their communities. To address this gap, Dr. Mary Cavanagh, Dr. Bill Irwin and Kimberly Silk are collaborating to develop the L-Index, a library evaluation methodology and toolkit designed to aid libraries in assessing their economic, social, cultural and educational impact. The team will present their work to date, and invite feedback from session delegates.
Pamela Bonney, Library Director, Winslow Public Library, Winslow, ME (Population served: 7551) and Samantha Lopez, Program Officer, Public Library Association, Chicago, IL.
Big Talk From Small Libraries 2018
February 23, 2018
http://nlcblogs.nebraska.gov/bigtalk
Lecture presented by Marian Ramos Eclevia at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
A presentation on enhancing the usability of libraries delivered at the Ark Group's recent conference, "Management Strategies for Library and Information Service Centres", Sydney, 19-21 September 2007.
UMass Medical School's Experience: NAHSL Open Forum 2013Elaine Martin
UMass Medical School School Library Director Elaine Martin, Head of Education & Clinical Services Len Levin, and Associate Director Jane Fama present how Lamar Soutter Library has implemented the 4Rs to reject old models, rethink, redo, and rejuvenate the library to offer improved services and resources for patrons.
The presentation slides for a half-day workshop that reviews the methods to identify the value of the academic library for students, faculty and the college or university itself.
Presentation from the Entrepreneurial Librarian Conference, October 17, 2014. Wake Forest University. entrelib.org. Marcy Simons, University of Notre Dame
Lecture presented by Ana Maria B. Fresnido at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Fostering Organizational Change through Service and Space Design StrategyRachel Vacek
In Spring 2017, the University of Michigan Library completed an engagement with brightspot strategy, consultants who worked with our academic user community and staff to design a service framework and space strategy to guide our organization's work into the future. This holistic framework and philosophy have the potential to transform our large organization's approach to designing and delivering aligned and impactful user experiences. A Service Design Task Force was formed to take this strategy and begin to design pilots and prototypes for new and evolved services and spaces, with a particular focus on enhancing the library's ability to partner around consultation, digital scholarship, and designing for emergence. The three members of the Task Force represent expertise in learning and teaching services, user experience, space design, discovery services, and web technologies. Our goal in this work is to transform our organization's capacity to design, deliver, and iterate high quality virtual and physical services in 21st-century learning and research environments within the library through user and staff engagement, rapid prototyping, and design thinking. In our presentation, the Task Force members will share current and future strategies for engaging the organization in this work, including tools and formats for design and discussion that have supported our work with the library community. We'll also discuss next steps for piloting and prototyping new service ideas in existing library spaces in order to inform future space transformations.
Why Assessment Matters: Defining Your ResultsJill Hurst-Wahl
The year is 2013 and your management has called you in to discuss your library’s impact. Would you have the data needed in order to answer the questions (and perhaps concerns)? To prepare you for conversations like that one, we will begin by discussing the options available for assessing your library’s services.
This presentation was provided by Pedro Reynoso of Chabot College, during the NISO training series "Assessment Practices and Metrics for the 21st Century (Session Two)," held on November 1, 2019.
NISO Virtual Conference: Expanding the Assessment Toolbox: Blending the Old and New Assessment Practices
Keynote Address: The Value of Library-Provided Content: Assessing Usage and Demonstrating Impact
Megan Oakleaf, Associate Professor of Library and Information Science, iSchool at Syracuse University
In these webinar slides, librarians share their inspiration and process for developing high-impact library services. Presentations from Katy Kavanagh Webb, Assistant Professor | Head, Research and Instructional Services, J.Y. Joyner Library, East Carolina University; Donna Gibson, Director of Library Services, Memorial Sloan Kettering (MSK) Cancer Center; and
J. William (Bill) Draper, Reference Librarian, Biddle Law Library, University of Pennsylvania Law School. View the webinar at: http://libraryconnect.elsevier.com/library-connect-webinars?commid=255645
Marie O' Neill explores the expansion of DBS Library's research support services. She discusses key developments during this process including the production of a research development plan, the establishment of a research librarian post, the setting up of an institutional repository and the recent acquisition of Ebsco's Plumx software. The presentation also discusses the impetus, challenges and benefits of this expansion.
Kara Jones (University of Bath) "Getting there from here: changes for academi...ARLGSW
Presentation from the 6th CILIP ARLG-SW Discover Academic Research and Training Support Conference (DARTS6). Dartington Hall, Totnes, Thursday 24th – Friday 25th May 2018
Library director Elaine Martin of UMass Medical School's Lamar Soutter Library describes how she is spearheading a new model of health sciences librarianship with the introduction a new library fellow program.
Project Management in Libraries for UCLA IS 410Karen S Calhoun
A 3-hour class introducing project management in libraries, prepared and presented at the invitation of Dr. Beverly Lynch for her 3-credit graduate course "Management Theory and Practice for Information Professional," IS 410 in the UCLA Department of Information Studies.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
1. "TURN AND
FACE THE
STRANGE"
EXAMINING OUR RELATIONSHIP WITH
DEPARTMENTS, AS WE CHANGED FROM
A SUBJECT TO A FUNCTIONAL MODEL OF
LIBRARIANSHIP
HELEN FARRELL, ACADEMIC ENGAGEMENT LIBRARIAN,
MAYNOOTH UNI, KILDARE, IRELAND.
HELEN.FARRELL@MU.IE
By FerniiMM (Own work) [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
2. "FACING THE STRANGE" MEANS LOOKING AT:
• Context and reasons for change
• Plans for change
• Challenges and opportunities
• Results of survey
• Plans for the future
3. Source: Kelisi at the English language Wikipedia [GFDL (http://www.gnu.org/copyleft/fdl.html)
or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/)], via Wikimedia Commons
4. Source: By Finaghy (at en-wp); postprocessing by AFBorchert [Public domain], via Wikimedia Commons
https://commons.wikimedia.org/wiki/File%3AMaynooth_St._Patrick's_College_2009_05_03.jpg
6. Source: Davechip: CC BY-SA 3.0 https://upload.wikimedia.org/wikipedia/en/d/d2/Iontas_John_Hume.jpg
7. STARTING WITH MAYNOOTH UNIVERSITY
#49 in Times Higher Education (THE)
Young University Rankings globally.
MU is 20 years old.
• Highest % of adult learners in Irish
university
• Highest % of access students
(disability)
• Highest % of disadvantaged students
• Fastest growing Irish university
• Smallest Irish university
Aiming to have 17,000 students by
2020.
Growing pains as numbers increase–
this year up 3,000, with plans to keep
expanding.
8. CHANGES IN MAYNOOTH UNIVERSITY
Growth is causing opportunities, problems
and change.
• Physical impact
• Cultural impact
• Infrastructural impact
9. CHANGES TO THE CURRICULUM
• Employers voiced a need for a more
rounded education, to include critical
skills.
• President is leading Higher Education
Authority taskforce on successfully
getting students from 2nd to 3rd level.
• Critical skills modules embedded in
curriculum
• Professional development and
employability module available to
second years
• SPUR programme with Library
involvement.
• New subject combinations allowed with
new cross-disciplinary choices.
10. CHANGES IN LIBRARIANSHIP
• Subject to functional change
• Conference in MU in 2017
• Changes in other Irish universities
• Evolving roles with more
engagement
• Embedding classes
• Greater focus on information literacy
and critical skills.
• "loss of close relationships with
academic departments […]"
(Hoodless & Pinfield, 2016)
• "Academic librarians must readily
accept, be responsive to, and
anticipate change to maintain and
justify their relevance to
stakeholders". (Knight, 2017)
11. SUBJECT VS.
FUNCTIONAL
Librarians need to actively:
• Promote library services
• Demonstrate value to faculty
The functional model allows greater flexibility
in our approach to our work.
Not all the drivers identified by Hoodless and
Pinfield (2016) are the same in MU, but many
in common;
• consistency of services across depts,
• new institutional foci,
• greater alignment with university strategic
plans,
• staff retirements.
12. CHANGES IN THE LIBRARY
INTERNAL FACTORS
• Ageing team, with 2 retirements coming up.
• Specialisation of the subject librarians had left many
departments with little engagement or support.
• Not clear if departments didn't need support from us,
or if they just hadn‘t connected with us in the past?
• Subject librarian team spread too thinly.
• Information literacy (MU Library Information Literacy
strategy)
EXTERNAL FACTORS
• Criticism of the collection in 2 Libqual surveys.
• Embedding classes allows for a greater positive
impact on students’ learning.
• Perception by faculty that a subject librarian is a
content expert, yet a good librarian has a very
adaptable skillset.
• Information Literacy Framework in MU Library,
developed in 2016, with 5 competencies identified for
students.
13. FRAMEWORK IDENTIFIES 5 COMPETENCIES
Dodd, L. (2017) 'Embedding information literacy through critical skills, collaboration and a new
curriculum'.
The framework is not linear, but allows for these
competencies to be identified and developed for
students to encourage an information-literate student.
Framework integrated with central elements of ‘A
Maynooth Education’
• Deep knowledge and critical intellectual skills
• Autonomous and responsible learners
• Skills for life and work
• Breadth of perspective
Based on elements from ‘A new curriculum for information literacy’
(ANCIL) and the Association of College and Research Libraries (ACRL)
new Framework for Information Literacy in Higher Education (Secker &
Coonan, 2011; Association of College and Research Libraries, 2014).
14. CHANGES IN THE TEACHING & LEARNING TEAM
"ALL CHANGED, CHANGED
UTTERLY"
• New roles for everyone apart from the Research
Support Librarian.
• Teaching and Learning: 2 dedicated librarians.
• Dedicated librarian for St. Patricks, Adult Ed and
working with Access Office.
• 2 Library Assistants to support the work of the team.
• Engagement and Information Services team work
with students and library users, front of house.
MY ROLE - ACADEMIC
ENGAGEMENT LIBRARIAN
• Responsibility for academics
• Identify strategic work areas in agreement with academics.
• Communication
• Library Reps.
• Collection development role.
• General collections and finance. E-Resources. Renewals.
• Feed ideas, actions and responses to all teams across Library.
• Positively change how the Library is viewed, by departments we have failed
to engage with.
• Create linkages between the goals of departments and the work of the
Library.
15. PLANS FOR THE TEAM
IMMEDIATE FUTURE
• Our head will re-run facilitated session with
team at 6-monthly point to assess the
impact of change.
• Survey will be re-run in June 2018 to assess
impact of the change.
• Other teams will be assessed too (method
tbc) to see if there’s an impact spreading
across Library staff.
LONG TERM
At an operational level it is an evolving
process as the team is in transition. The goal
is to move us from working in silos to
developing collaborative connections.
Organic development but closely linked in
at all times with the strategic plan for the
Library and the University.
16. MY OWN PLANS FOR MY ROLE
• Initially it involved a lot of reading and planning.
• Run survey to gauge a sense of what was needed and to also promote our potential.
• Meet every departmental head by Christmas 2017!
• Feed all potential leads to teams across library, follow up on same and review in 2018.
• Arrange 2-3 semi-informal meetups for Library Reps to identify work areas, promotion.
• Identify gaps in the collection, gaps in support, departments that have blockages to mutual progress
and prioritise all of these in 2018.
• Map the evolution of the role.
• Revisit survey a year in as part of the evaluation of the pilot phase. Map the needs from the survey to
departments and faculties. Use this to prioritise tasks.
17. STAFF SURVEY
WHY?
• Gauge their level of engagement and
awareness of the team
• Promote our services, skills and potential
• Identify areas for development and focus
• SWOT analysis of our work
• A benchmark before the changes fully rolled
out means we can reassess in the future to see
if measurable change has happened
WHAT?
• Used a mixture of questions to ask them about
efficacy, quality and frequency of communication,
information and services, inspired by similar survey in
DCU (Hyland & Callaghan, 2017)
• Broke down the services and work areas by 3
functional areas of the team, and based the core of
the survey on these areas:
engagement/subject support
teaching and learning
research support
19. TRENDS
• Sent to all subscribed to faculty email group in MU.
• 44 responses.
• Good spread of responses across the 3 faculties
and 47 departments and institutes; 20 did not
respond but they tended to be centres or small
departments.
• Contact with us was mostly "occasional" with email
being a clear winner at 77%, but in-person contact
was surprisingly high at 20%.
• The quality of information received from us was rated
as "good" or "excellent" by 30% and 47.5%
respectively; just 1 response was "very poor".
20. SOME OF THE FEEDBACK
Used the traffic-light system to gather open-
ended feedback.
• What should we stop doing?
• What should we keep on?
• What should we start doing?
Fascinating results and some validation for our
vision for the work of the team.
Source: https://www.pexels.com/photo/light-road-red-yellow-46287/
21. WE SHOULD STOP DOING?
• Bureaucracy and rules around purchasing – e-
Books vs. Print, multi-copy limit.
• Dysfunctional website – we often agree.
• Searching – changes in the interface?
• A lot said "nothing"; keep on keeping on.
"Thinking that staff and students are aware of
everything the Library has to offer. "
/
Source: https://www.pexels.com/photo/red-stop-sign-39080
22. WE SHOULD START DOING:
Less than half replied, but the 19 who did gave suggestions:
• Involve us: induction for staff, training for staff, encourage staff
to participate in training in Library.
• "Visit us": staff engagement, increased visibility on campus,
regular contact, come to the departments to give tailored
sessions on alerts and searching to faculty. "A programme of
visits to departmental staff meetings over a 2/3 year period".
• Improve IT and/or CMS: easier eBook downloads, slow
connections, perceived lack of integration of databases within
CMS, Kindle borrowing, quicker & easier downloads for
researchers.
"Consideration should be given to developing competencies
(digital, critical, information literacies) beyond the student's first
year in University. There is a need to also consider how this might
be done with outreach students."
https://www.pexels.com/photo/athletes-running-on-track-and-field-oval-in-grayscale-photography-
34514/
23. WE SHOULD KEEP ON:
• Connecting, communicating, innovating in an
approachable and helpful way.
• Providing access to print and E-Resources and
keeping faculty up to date on these.
• Buying books
• Providing classes to students: "come into classrooms"
and "LIST programme is excellent".
Keep on:
"Subject Librarians" and "FSA"
https://www.pexels.com/photo/person-doing-thumbs-up-193821/
24. ANY MISSED OPPORTUNITIES?
• "More could potentially be done with the large foyer area/24 hour study during
exam periods“.?
• "Publicise more to students - one-to-one sessions if they are struggling - more
group sessions - maybe tell staff so we can advertise during lectures?"
• "More integrated into programmes for training and education. There is a lot of
knowledge in the library which seems to be seen as separate from the university."
• "Research jointly with academics."
25. WE ASKED THEM ABOUT SOME ENGAGEMENT AND
SUPPORT SERVICES:
1. Recommending, suggesting & facilitating access to relevant library resources (books, eBooks, journals, databases.)
2. Advice & support with ordering library resources (books, eBooks, journals etc.) and ensuring reading-list material
is available for your students.
3. Knowing who to contact in the Library when you need assistance.
• Collaboration with you and/or your Department on shared projects.
• Communicating with you about library services, resources and future plans.
• Library representation at Faculty, Departmental and other suitable meetings.
• Advice & support on Copyright, Licensing issues and use of material in Moodle/other media.
• 1-to-1, or small group information skills consultations with students.
• 1-to-1, or small group information skills consultations with faculty.
26. ENGAGEMENT & SUPPORT SERVICES IN MU
LIBRARY:
• ‘Collaboration on shared projects’ was judged to be the most unimportant, and
was also the least well-known service.
• Also less well-known were ‘Copyright support, licensing and use of material in
VLE‘’s, but there's an interest there across the spectrum respondents.
• The areas judged to have lesser importance still had a solid level of interest.
27. WE ASKED THEM ABOUT SOME TEACHING &
LEARNING SERVICES:
1. Providing classes for your students on information skills and library resources.
2. Providing tailored online information for your students on information skills and
library resources.
3. Identifying areas with you where we can support your student's learning and skills,
delivering classes and developing supports to address this.
• Communication between us (MU Library and you) on embedding information literacy and
critical skills into the curriculum.
• Advice & support in using library online resources or materials in Moodle or the classroom.
28. TEACHING & LEARNING IN MU LIBRARY
• "Communication between us (MU Library and you) on embedding information
literacy and critical skills into the curriculum" was judged to be the least
important service, and also the least known about.
29. WE ASKED THEM ABOUT SOME RESEARCH
SUPPORTS:
1. Recommending, facilitating access to and help using research resources.
2. Information and support with scholarly communication and publication.
3. Library workshops for faculty & research students on bibliometrics, social media,
altmetrics, databases etc.
• Advice and/or partnership on systematic reviews.
• Open Access publishing expert knowledge and promotion.
• Identify and work on collaborations with faculty, departments and groups to develop
connections between research & teaching.
30. RESEARCH SUPPORTS IN MU LIBRARY
• "Library workshops for faculty & research students on bibliometrics, social media, altmetrics,
databases etc." was considered to be the least important (yet was voted #3) by some
respondents.
• "Information and support with scholarly communication and publication." Was considered to be
the second-least important (yet voted #2 in importance!) by some respondent.
• High degree of polarisation in the responses between most and least important which suggests
the diverse level of support needs of departments. Some need lots, some need none. Lots in the
middle.
• In the middle, interest in partnering on systematic reviews and OA.
• Partnering on systematic reviews, and OA, were also the services least known about.
31. WHAT WE CAN TAKE FROM THE SURVEY
NEED TO PROMOTE
• “Connectedness' and 'dialogue' are
the two major weaknesses in higher
education. I think the library can play
a pivotal role in addressing these
weaknesses. However, this will need
serious engagement from faculty
also".
NEED TO CONNECT
• "Librarians should publish with
academics if they don't already do
so."
• "More communication between MU
Library and Depts on embedding
information literacy and critical skills
into the curriculum would be useful"
32. WHAT WE CAN TAKE FROM THE SURVEY: 2
NEED TO PROVIDE
• "I think the ideal should be that
librarians should be able to work with
the students directly and on a one-
to-one basis when they have
questions about information skills or
research materials."
33. RUNNING THE SURVEY AGAIN
• Plans to re-run it in May/June 2018 to assess the change, 1 year on.
• Will check questions to make sure they cover all our work areas.
• Send it out before staff leave for summer in 2018.
• Analyse changes, impact, distribution of engagement, expansion of T&L and research contacts?
• Analyse needs by faculty and by department, if a wider response is received in 2018.
• Take out my leading question "how effective" and change it to a neutral question on our communication with faculty.
• Remove the option for no follow up of email; limitation of distribution method.
• Include a follow-up email to identify respondent if they allow; would allow people to choose "would like to know more" if they
wanted, or contact those who'd made useful suggestions that were already in place.
• Would like to incentivise responses in some way.
• Analysis of 2017 and 2018 surveys will form the basis of a possible article.
34. PRESSURE POINTS IN THE FUTURE
STAFFING
• Are there enough staff for the
successful implementation of the
model?
• Are there enough Library staff to
support the expanding MU?
• Can we meet the needs of students and
staff successfully without Subject
Librarians?
EXPECTATIONS
• Has the functional model the potential to
generate more work than staffing can cope
with?
• Could new ways of working raise
expectations for collaboration that we won't
be able to meet?
• What level of satisfaction will there be with
our department, after one year?
Source: https://www.pexels.com/photo/industry-vintage-old-fabric-1919/
35. SUMMING UP
• Change is disruptive but brings lots of opportunity, outreach
and new projects.
• Need to plan for change, build evaluation into the process,
and keep communications open.
• Be open to criticism, don’t take it personally, continue to
engage, and build it into your plans as much as you can
without getting diverted.
THANK YOU.
Helen.farrell@mu.ie
Source: https://www.pexels.com/photo/black-and-white-black-and-white-camera-hands-594379/
36. REFERENCES:
Dodd, L. (2017) 'Embedding information literacy through critical skills, collaboration and a new curriculum'.
Education, T. H. (2017) Maynooth University [online], Times Higher Education World University Rankings, available: https://www.timeshighereducation.com/world-university-rankings/maynooth-university
[accessed 04/11/2017].
Hoodless, C. and Pinfield, S. (2016) 'Subject vs. functional: Should subject librarians be replaced by functional specialists in academic libraries?', Journal of Librarianship and Information Science.
Hyland, J. and Callaghan, L. (2017) 'Ask the Audience: Identifying what library services are important to the research community at DCU', CONUL conference [podcast], available:
https://www.youtube.com/watch?v=szQxodRIMFE [accessed 13/11/2017].
Knight, J. A. (2017) 'Academic librarians as change champions: a framework for managing change', Library Management, 38(6/7), 294-301.
Kouker, A. (2016) 'Changing roles in changing times: the academic liaison librarian in flux.', Libfocus [online], 13/11/2017, available: http://www.libfocus.com/2016/12/changing-roles-in-changing-
times.html [accessed.
Lewis, D. W. (2017) 'Measures of change in academic library behavior.', Library Leadership & Managment, 32(1), 1-8.
Pasek, J. E. (2015) 'Organizing the liaison role', College & Research Libraries News, 76(4), 202.
Shlak, T. (2017) 'Academic Libraries and Engagement: A Critical Contextualization of the Library Discourse on Engagement', The Journal of Academic Librarianship, Available online 22 September 2017.
Trott, B. and Silver, I. D. (2014) 'Outreach Activities for Librarian Liaisons', Reference & User Services Quarterly, 54(2), 8-14.
Editor's Notes
Maynooth University is situated 25km from Dublin city, in an historic, suburban town with good transport links to the rest of the country.
Students coming from suburbia and rural locations as far away as Cavan, Dundalk, Limerick etc.
No 7 on map.
Source: Kelisi at the English language Wikipedia [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/)], via Wikimedia Commons
https://upload.wikimedia.org/wikipedia/commons/c/c4/RepublicofIrelandOMC.png
https://commons.wikimedia.org/wiki/File:RepublicofIrelandOMC.png
St. Patrick's College is the national seminary for Ireland and pontifical university. Catholic relief acts of 1780's and 90's allowed Catholics to open schools and teach after the punitive Penal laws of the previous centuries, but the Napoleonic wars stopped those travelling to seminaries in England and France and prompted the foundation of the Royal College of St. Patrick's in 1795. The south campus is made up of mainly historic buildings from the late 18th and 19th century.
Image: St. Patrick's chapel and St. Joseph's square.
Source: By Finaghy (at en-wp); postprocessing by AFBorchert [Public domain], via Wikimedia Commons
https://commons.wikimedia.org/wiki/File%3AMaynooth_St._Patrick's_College_2009_05_03.jpg
The Library is situated at the edge of the South Campus in modern buildings, and like the campus of MU, it is a tale of 2 halves with an older library built in the 1980's joined onto our newer, award-winning smart building, opened in 20XX.
Source: https://upload.wikimedia.org/wikipedia/en/2/26/Maynooth_University_Library_2.jpg
North Campus is a growing, new campus with new buildings being added all the time, to your left is the John Hume building named after the Nobel laureate and peacemaker from Northern Ireland.
Maynooth University only 20 years old, formally established in 1997 under the Universities Act and part of the National University of Ireland.
3 faculties: Science and Engineering; Arts, Celtic Studies and Philosophy; Social Sciences.
Image: Davechip: CC BY-SA 3.0 https://upload.wikimedia.org/wikipedia/en/d/d2/Iontas_John_Hume.jpg
MU is #49 in the top 200 young universities in the UK-based Times Higher Education (THE) Young University Rankings globally.
Staff are very international, MU has attracted high-profile academics from around the world.
International research collaborations like X X
What's unusual about MU is it's the smallest Irish University but the fastest growing with a current student population of 11,000.
It has the highest percentage of adult learners and access students in Ireland. This educational disadvantage means that a much higher investment is needed in developing teaching resources to bring students up to standard, and it has a major effect on the kind of supports my team gives to students.
Physical
- pressure on student spaces, student services, sharing resources (student protests imminent)
Cultural
- gone from being a small, informal campus where most academics knew each other, to something much larger and formal.
Infrastructural
- Student services, IT services, buildings and campus, parking.
Critical skills modules embedded in curriculum -
Professional development and employability module available to second years – internships can aid entry into the graduate labour market, interaction with employers.
SPUR programme with Library involvement – summer project for undergraduate research, library delivered information literacy classes and critical skills for students considering postgraduate research. Introduced postgraduate research methods and built in the concept of cross-disciplinary development into the programme.
New subject combinations allowed with cross-faculty choices happening – languages alongside many degrees
Criticism of the collection: talk a bit more about this when we get to my role as it links in very neatly here.
Discuss the impact of some of these work areas on my workflow.
Of the 20 non-responders many were small specialised institutes or centres that do not hold a library budget and have no library rep, and are affiliated with a parent-department.
https://www.pexels.com/photo/athletes-running-on-track-and-field-oval-in-grayscale-photography-34514/
Lots suggested things we already do! (Mendeley training, out of hours deposit box, postgraduate workshops,