• Implementing an Assessment Plan for Information Literacy

      Brancolini, Kristine R.; Heyns, Erla P.; Indiana University (1998-04-23)
      The "Assessment Plan for Information Literacy" at Indiana University Bloomington asserts the need for the teaching faculty to form partnerships with librarians to ensure an acceptable level of information literacy for all students. Several projects for implementing the plan will be presented, along with a case study on one School.
    • The Information Business, Where Next? The Vendors' Perspectives

      Bass, David; Henderson, Kittie; Tagler, John; Bosch, Stephen; ebrary; Ebsco Information Services; Elsevier; University of Arizona Libraries (2006-04-07)
      Around the theme of the conference "WoW! Where Next?" each speaker will spend a few minutes detailing where they think their company is going, and will discuss from their point of view: What are the 3 critical opportunities for libraries and vendors that we must pay attention to in the next 5 years? What are the characteristics of strategies that libraries and suppliers need to learn in order to be successful? What are the risks we need to be ready to take? What are the risks they need to be ready to take?
    • Integrating Library Instruction Into Learning Communities: A L.E.A.P Toward Innovation

      Cheney, Deborah; Sheehy, Helen; The Pennsylvania State University (1998-04-23)
      Learning communities can be used to enhance a student's understanding of a subject discipline, the writing process, and to improve research skills. One such model integrated three courses into a single syllabus called the Political Inquiry and Writing Pride offered to incoming freshmen as part of the Learning Edge Academic Program (LEAP). The LEAP program encourages active and collaborative learning, and the opportunity to integrate library skills into each Pride's curriculum. The pilot program revealed that the concept of a community may be the appropriate model for enhancing the learning and teaching process because it takes the courses, the faculty, and the librarians out of isolation and places them in purposeful juxtaposition to each other. However, if such learning communities are to grow and thrive universities and libraries must improve the teaching skills of both librarians and faculty by developing a greater part of their resources to such efforts. Nevertheless, the possibility for improving information literacy through such a learning community is great.
    • Integrating Measurable Outcomes into the Work of Teams

      Fosmire, Michael; Engineering and Technology Division Purdue University Libraries (2006-04-07)
      In the pursuit of creating a culture of assessment, Purdue University has been developing organizational structures to encourage teams and units to integrate assessment and evaluation throughout their work projects. We created an Evaluation and Assessment Consultative Team (EACT) five years ago to assist units with their assessments, and for the past few years, the Libraries have explicitly required teams to include measurable outcomes in their annual planning documents. This presentation will describe the planning process that our teams and units go through to integrate assessment into their work, including staff development activities sponsored by EACT that prepare teams for this process. Examples of team-engendered assessments will be shared as well. The brief presentation of the assessment situation at Purdue will be a springboard into a discussion of the challenges teams face when asked to include outcomes in their planning. The audience will be divided into small groups to construct a list of challenges and will report them out. Then, as a group, we'll brainstorm staff development, administrative, or other techniques to address those challenges.
    • Leadership Team Restructuring for "Where Next": The Changing Role of the UA Library Cabinet

      Phipps, Shelley; Promis, Pat; University of Arizona Libraries (2006-04-06)
      The Library Cabinet has taken on new responsibilities for operationalizing the Strategic Plan in our streamlined structure. They have also changed the way they conduct business to make decisions more transparent, to include stakeholders in their deliberations, and to improve communication with the larger library staff.  
    • Librarian-Faculty Collaboration: An Imperative with Transformative Implications

      Ward, Dane; Illinois State University (2008-05-02)
      Meaningful and productive collaboration between librarians and faculty remains a significant, though frequently elusive goal for many academic institutions. Paradoxically, while the depth and power of collaboration emerges from the interactions between librarians and faculty, the possibilities for success often results from various institutional factors. Authentic collaboration does not exist in isolation. It is found in colleges and universities that act on their belief in the potential of these relationships to benefit students, faculty and staff. In this presentation, we will explore various understandings of collaboration, as well as the barriers and pathways to success. Perhaps most importantly, we will discuss and highlight individual and organizational actions that facilitate a capacity to manifest the collaborative imperative. Interdisciplinary research on caring and community-building, organizational culture and learning organizations will provide the basis for this presentation and discussion.
    • Librarians Bridging the Gap: From High School to University

      Anaya, Toni; University of Nebraska-Lincoln (2012-04-24)
      Academic libraries have not typically been able to build partnerships with K-12 education in ways that could both impact our information literacy mission and the goals of our universities surrounding student achievement and academic persistence. However, these partnerships are important in the big picture, as libraries try to affect information literacy and student achievement. Partnerships with pre-university students can be accomplished in various ways, but one avenue is working through college preparation and academic outreach programs affiliated with the university. Since 2010, the University of Nebraska-Lincoln Libraries have been collaborating with the Office of Admissions on an innovative program working with high school seniors through the Nebraska College Preparatory Academy (NCPA). The UNL Libraries have been able to demonstrate a strong connection with the students as they enter college, helping impact student retention and achievement statistics. Moreover, the project has improved the information literacy skills of the cohort’s students, by starting to work with them from the high school level.
    • The Library as an Academic Department / The Dickinson College Model: How Revolving Leadership, Collegial Management, and Holistic Librarianship Can Revitalize Your Library

      McKinzie, Steve; Dickinsson College (1998-04-22)
      Taking the structure of a regular academic department as a model for library collegial management has enabled College, a liberal arts college, to revitalize its library professionals and to mentor quality leaders. A panel will discuss history of rotating leadership, consensus management and holistic librarianship.
    • Library Collaborations: Why and How

      Lewis, David W.; IUPUI University Library (2008-05-02)
      Beginning with the assumptions presented in Lewis' September 2007 College & Research Libraries article, "A Strategy for Academic Libraries in the First Quarter of the 21st Century." The presentation will explore the reasons why academic libraries will be required to collaborate both on and off campus in order to be effective in the future. It will then consider how do manage effective collaborations. Examples of collaborations such and the IU/ChaCha project and others will be presented.
    • Library Leadership 2.0

      Downing, Karen; Rivera, Alexandra; University Library, University of Michigan (2012-04-24)
      Librarianship, like no other profession, has undergone great changes over the last several decades, including demographic shifts in our internal and external communities, sweeping technological changes, and other factors that impact how we conduct our work. The profession has accordingly organized to meet these changes. This poster is a preview of a forthcoming publication exploring Library Leadership in these new environs. Specifically the poster will present the evaluation of leadership thought, leadership needs in various contexts, current leadership development initiatives, and the application of recent leadership research to frame a new model of library leadership: Library Leadership 2.0.
    • A Local Look at the ARL 2030 Scenario Planning Project

      Church-Duran, Jennifer; University of Kansas Libraries (2012-04-24)
      In 2010, the Association of Research Libraries (ARL) developed an exciting new project, designed to support libraries in future visioning and preparation. The result was a set of 4 "alternate futures" narratives (scenarios) that do not discuss libraries, but rather the research environment in which libraries will function. These scenarios work together as a set, to shape and guide strategic conversation through highlighting critical uncertainties. KU Libraries became one of the first ARL institutions to bring this work home. We launched intensive, interactive workshops that offered our staff the opportunity to suspend disbelief and move beyond conventional understanding about our future. This poster will provide an overview of the ARL scenario set, and explain the outcomes and best practices of KU Libraries’ work.
    • Making Library Assessment Work: The Role of Organizational Culture(s)

      Kyrillidou, Martha; Hiller, Steve; Self, Jim; Association of Research Libraries; University of Washington Libraries; University of Virginia Library (2006-04-06)
      The Association of Research Libraries sponsored program "Making Library Assessment Work" is a two year effort to evaluate assessment efforts in ARL Libraries. Led by Visiting Program Officers Steve Hiller (University of Washington Libraries) and Jim Self (University of Virginia Library) and under the aegis of the Director of the ARL Statistics and Measurement Program, Martha Kyrillidou, twenty-five ARL libraries are participating. Each library does a "self study" of their assessment efforts and needs which is followed by a 2 day site visit and a report containing recommendations and suggestions for an effective, sustainable and practical assessment program. One of the more interesting findings from the 12 libraries visited in 2005 was the relationship of organizational culture(s) and structure to effective library assessment. Each library had a distinctive culture (or cultures) that exerted a powerful influence on the success of assessment efforts. It became clear that sustainable and effective assessment must take into account existing local cultures to be successful. What works in one library won't necessarily work in others. This presentation reviews the range of organizational cultures encountered and discusses the different approaches recommended to make library assessment work in each library.
    • Meeting the University Mission

      Estrella, Katherine Scott; Wolfe, Paula; University of Arizona Libraries (2006-04-06)
      The University of Arizona goal is to be the Hispanic university for Arizona. The library strives, through collections of secondary and primary resources to support the university mission, our Hispanic community, research and teaching. The art and architecture project involves assessing the present collection for important books and resources, work with the archivist of the Borderland Special Collection to collect primary resources, make a list of connections in Mexico for books and primary resources, build a collection development policy to cover the arts and architecture, and work with faculty teaching courses and doing research on Mexico that use our secondary and primary resources.
    • Mellon Library/Faculty Fellowship for Undergraduate Research

      Dupuis, Elizabeth A.; University of California, Berkeley (2008-05-02)
      For the past four years the University of California, Berkeley has engaged in an initiative dedicated to enhancing undergraduate education, leveraging campus-wide resources to support and sustain curricular transformation, and strengthening the community of faculty focused on teaching and learning. The Mellon Library/Faculty Fellowship for Undergraduate Research initiative was championed by senior administrators including the University Librarian, Vice Provost for Undergraduate Education, and Dean of the Undergraduate Division of the College of Letters and Science, and sustained by a collaboration of partners from six academic support units similar to those on most university campuses. Throughout this multi-year project, librarians, educational technologists, and other pedagogical experts partnered with more than 40 faculty from the sciences, social sciences, humanities, and interdisciplinary studies to redesign courses and assignments to incorporate research-based learning. Their work has impacted more than 12,000 students enrolled in the redesigned undergraduate courses, energized a community of faculty, and created a solid foundation for ongoing partnerships among academic support units. This session will provide a brief background about the initiative, highlights of the activities and impact, and suggestions for other institutions interested in creating a similar initiative based on our evaluation of this projects impact on individual faculty, student learning, and the campus culture.
    • More Than A Pathfinder: Are We Getting the Most Out of Online Course Guides?

      DeFrain, Erica; University of Arizona Libraries (2012-04-24)
      With library budgets continuing to shrink and the ability to create online content becoming an accessible task for almost everyone, the push to offer more scalable online instruction services has never been stronger. The number of library course and subject guides has exploded in recent years, but are they really doing what librarians hope they are? This poster seeks to spark a new dialogue concerning the creation and use of online course guides by looking at the assumptions we hold and what practice has taught us. Who is using them? What is a course guide's lifespan? Do we have the data to support our pedagogical theories? What does the future hold? How can we make them better?
    • The Morris K. Udall Oral History Project

      Verheide, Amy; Edwards, Amara; University of Arizona Libraries (2006-04-06)
      This poster will showcase innovative technology used by the UAL Special Collections in providing greater accessibility for researchers to oral history collections.