Connecting Research and Writing Through Students
Tuesday, October 20 11:00 am – 12:00 pm
Speakers: Greg Skutches, Tina Hertel, Kenzie Bartlett, Deborah Streahle (Lehigh University)
Moderated by Christine Roysdon
The innovative TRAC (Technology, Research and Communication) Writing Fellows Program at Lehigh University is based on the “tried-and-true notion that collaboration among peers is one of our most effective and efficient methods of learning.” Greg Skutches described the evolution of the TRAC concept over his initial year as the Coordinator of Writing Across the Curriculum at Lehigh. He stressed that his rather unique placement within the Library and Technology Services unit, as opposed to the usual WAC placement within an academic college, enabled him to imagine a program that encompassed not only writing, but also the research process, the use of technology, and faculty development.
The program tests the idea that student writing mentors embedded in courses can knowledgeably and empathetically interact with peers on assignment drafts and research progress, and can even help faculty fine-tune assignments. Fellows chosen are talented undergraduate student writers from across the majors, nominated by faculty, and selected through a highly competitive application process. As a group, they are enrolled in a semester-long training course that encompasses not only writing, but also library research and instructional technology.
Tina Hertel has developed the library research aspect of the program. She noted that in the first year she presented the big picture of the information environment, but now has adopted a more practical focus. She has observed that the TRAC students tend to be good researchers who are sometimes surprised by the methods used by fellow students.
The two TRAC fellows, Kenzie Bartlett and Deborah Streahle, have been thinking about how the libraries can be better integrated into the student research process. They emphasized the importance of just-in-time librarian visits to courses with assignments, and the need to simplify and streamline the navigation of library systems.
Christy Roysdon
Wednesday, November 04, 2009
Tuesday, November 03, 2009
When Students Go Mobile: The Effects of Smartphones on Information Literacy and Academic Library
Featuring Kristen Yarmey-Tylutki, Digital Services Librarian, Weinberg Memorial Library, The University of Scranton and moderated by Erin Dorney
Featuring Kristen Yarmey-Tylutki, Digital Services Librarian, Weinberg Memorial Library, The University of Scranton and moderated by Erin Dorney
Smartphone – phone with computing ability
Over 50 thousand apps for iPhone as of last year
In 2008 smartphone sales in North America grew by 63%
Lost of apps are student-designed
Mobile librarians and libraries – Joe Murphy
How do these impact the research process? Information literacy?
It’s hard for students to find big blocks of time for research – mobile helps them break it up into chunks
Looking at 2000 ACRL standards for information literacy – 5 standards
What did mobile phones look like in 2000? Cell phones called people, stored contacts, could text but many people didn’t. A lot has changed since then!
Standard One: “The information literate student defines and articulates the need for information”
- Free apps vs. authoritative, more costly apps (in terms of reference resources)
- Talk to vendors about providing mobile interfaces
- Think about subsidizing cost of authoritative mobile apps
- Devices can be used to both collect and analyze data
- Can confuse students – new set of formats (print, electronic, mobile, website, app, device specific?), third-party developers w/ somewhat sketchy documentation.
- Cost and benefit – students pick free over pay, website over print, w/smartphones, they will probably choose mobile over computer-based.
- It needs to be affordable and accessible to students in order for them to use it
Standard Two: “The information literate student accesses needed information effectively and efficiently”
- New ways of searching – the ACRL standards assume word-based searching, but now we have different input types – pictures, barcodes, audio keywords, location
- These options can make searching easier for students, but we need to know how to help them and incorporate this into information literacy
- No extra typing – fewest keystrokes possible = no long search strings, Boolean, etc.
- Mobile raises expectations – traditional services won’t be enough
- On a smartphone, we only see the first 3/4 results in a Google search – will students scroll down or click to the next page?
- Extracting information – lots of note taking tools out there and microphones built in (i.e. Margins, tools to convert spoken notes into written notes)
- iPhone can’t run different applications at once – this is a problem but should be fixed (Palm Pre does it)
Standard Three: “The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.”
- Ebook apps – more time for reading in their lives, but is it “deep reading?”
- All in one devices are fabulous but also distracting
- Students are going to want to use things that are designed well
- Mobile research look at more items but spend less time on/with them
- Discussing research with peers
Standard Four: “The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.”
- Syncing mobile and computer applications
Standard Five: “The information literate student understands many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally”
- Privacy issues, personal information – outward flow of information, educate students about what they post to the web and how it can impact their future
- “Collaboration has become a fact of life” – Kristen YT
Standards hold up well, but there are some new themes relating to smartphones
Is dividing literacy between information and technology helping or harming our students?
Continuous partial attention – we need to be informed – education, psychology, sociology
What’s next? Plans to talk with students about how smartphones are being used by students. Looking for collaborators!
Q: Tools for libraries to mobilize? SMS is first step, in terms of resources, haven’t seen it written about yet
Q: Multi-literacies? Kathleen Tyner
Q: What about faculty using smartphones? Mixed bag, some embrace, some still don’t want to talk about Google. New generation of faculty will help with this transition. We don’t have to push it, but some will be interested.
Thursday, October 22, 2009
Avoiding Certain Doom: Integrating Information Literacy Through Collaboration
Alison Gregory, Assistant Professor, Snowden Library, Lycoming College
I had the good fortune to be the moderator for this session of the 2009 PaLA Conference on Monday, October 19. This topic was of particular interest to me since I recently became the Information Literacy Coordinator at The University of Scranton. To begin, Alison highlighted several of the articles on the extensive list of recommended readings in her handout that address why librarians should collaborate with faculty and how they should do it.
Before she shared how she collaborated with faculty at Lycoming College, Alison asked attendees to write down an assignment from their institutions that they considered to be “doomed” and then had us share this assignment with a neighbor.
Alison’s first example of collaboration was from an entry level political science course. The professor’s goal was for the students to increase their critical thinking skills. Alison collaborated with this professor to develop a problem-based learning assignment in each of three content areas for a total of six classes that met in the library. The majority of this class time was spent doing research. When students asked a question, Alison often answered them with another question. Rather than providing the students with the name or the call number of a specific book in which information could be found, she would suggest types or categories of resources that might be useful. Instead of a one-shot, “sage on the stage,” Alison said, “It became very Socratic,” and as a result one-third of the course was devoted to library research.
The second collaborative endeavor that Alison shared involved a faculty member in the History Department who had previously “banned” Wikipedia as a source. She worked with this professor on an assignment that required students to contribute to Wikipedia. They selected topics that were either missing or were stubs (a term used by Wikipedia for incomplete articles). Students were required to use primary and secondary sources to write their entries, and the professor had to approve the entries before they could be posted. Students came to the realization that others might cite the information from one of their entries. Their classmates were not “experts” on these topics, yet their entries might be treated as authoritative by someone. As a result of this assignment, the students in this class had a better appreciation of why not to use Wikipedia as source material for a paper.
After sharing her experiences, Alison then suggested ways for those of us in the audience to collaborate with faculty at our institutions:
1. Be reasonably familiar with a variety of pedagogies so that you can knowledgeably discuss them.
2. Let faculty know that your priority lies in improving student skills.
3. Be willing to be a sounding board and be willing to put in your 2 cents, for example, “I heard about an assignment that might meet your goals for this project…”
Then she came back to those “doomed” assignments that we had shared. She gave us the task to think about some potential alternatives, not for the assignment that we had written down, but for our neighbor’s “doomed” assignment. Some of us then shared these alternative ways to improve a specific assignment. This active learning assignment gave us all something concrete that we could take back to our own libraries. I know I did!
Alison Gregory, Assistant Professor, Snowden Library, Lycoming College
I had the good fortune to be the moderator for this session of the 2009 PaLA Conference on Monday, October 19. This topic was of particular interest to me since I recently became the Information Literacy Coordinator at The University of Scranton. To begin, Alison highlighted several of the articles on the extensive list of recommended readings in her handout that address why librarians should collaborate with faculty and how they should do it.
Before she shared how she collaborated with faculty at Lycoming College, Alison asked attendees to write down an assignment from their institutions that they considered to be “doomed” and then had us share this assignment with a neighbor.
Alison’s first example of collaboration was from an entry level political science course. The professor’s goal was for the students to increase their critical thinking skills. Alison collaborated with this professor to develop a problem-based learning assignment in each of three content areas for a total of six classes that met in the library. The majority of this class time was spent doing research. When students asked a question, Alison often answered them with another question. Rather than providing the students with the name or the call number of a specific book in which information could be found, she would suggest types or categories of resources that might be useful. Instead of a one-shot, “sage on the stage,” Alison said, “It became very Socratic,” and as a result one-third of the course was devoted to library research.
The second collaborative endeavor that Alison shared involved a faculty member in the History Department who had previously “banned” Wikipedia as a source. She worked with this professor on an assignment that required students to contribute to Wikipedia. They selected topics that were either missing or were stubs (a term used by Wikipedia for incomplete articles). Students were required to use primary and secondary sources to write their entries, and the professor had to approve the entries before they could be posted. Students came to the realization that others might cite the information from one of their entries. Their classmates were not “experts” on these topics, yet their entries might be treated as authoritative by someone. As a result of this assignment, the students in this class had a better appreciation of why not to use Wikipedia as source material for a paper.
After sharing her experiences, Alison then suggested ways for those of us in the audience to collaborate with faculty at our institutions:
1. Be reasonably familiar with a variety of pedagogies so that you can knowledgeably discuss them.
2. Let faculty know that your priority lies in improving student skills.
3. Be willing to be a sounding board and be willing to put in your 2 cents, for example, “I heard about an assignment that might meet your goals for this project…”
Then she came back to those “doomed” assignments that we had shared. She gave us the task to think about some potential alternatives, not for the assignment that we had written down, but for our neighbor’s “doomed” assignment. Some of us then shared these alternative ways to improve a specific assignment. This active learning assignment gave us all something concrete that we could take back to our own libraries. I know I did!
Wednesday, October 21, 2009
The State of the State Networks 2009
Susan Pannebaker, Director, Office of Commonwealth Libraries
Joe Scorza, Executive Director, HSLC/Access PA
John Barnett, Assistant Director, PALCI
Catherine Wilt, President, and Ann Yurcaba, Director of Regional Services, Lyrasis
I always try to go to this session each year to get a sense of the overall library community statewide. It's basically a 'show and tell' session for the different speakers to review last year's developments and 'coming attractions' (or coming disasters?).
Susan spoke first; unfortunately, she has no good news to tell us. Budget essentially went to $3 million from $11 million. Will know more about the final outcome in the next few weeks. Things will be lost, no doubt. They are establishing priorities. However, some good news. They are starting a state partnership with WebJunction. Will subsidize some of the online courses, which will help with staff development. Can also develop some courses; let them know if there are courses you're interested in.
Joe Scorza was next. Spoke about programs "which may possibly continue; may possibly continue in different forms." They don't know yet what programs are going to go away.
1) 77 libraries are currently using Millennium System, which can automatically update AccessPA database
2) Access PA Digital Repository - ContentDM - 67 collections (approx.) - work with Pittsburg site to harvest data; host the websites. Approval process; currently no cost (may change?) - U. S. Civil War Collection at State Library, for example
3) POWERLibrary - over 40 databases currently; ceased development with WebFeat, looking at an alternative front-end interface for federated searching
4) Ask Here PA Virtual Reference Service - used by Gov Rendell himself; averaging over 500 questions a day; 70+ libraries; users very happy about it; 50% of activity supports school-age children
4) Access PA Online Training - had been using eCollege, but will be switching all training to WebJunction system; will no longer be doing live training, much more cost effective
John Barnett spoke next, from PALCI. They currently have about 75 member libraries, 70 in PA, 3 in NJ, 2 in WV (includes branch campuses). Traditional focus has been on resource-sharing (ILL); EZborrow and RapidILL. Also work with collection development, disaster preparedness, electronic resources. 28 institutions currently participate in RapidILL. 60 institutions now participate in EZBorrow. Number of books borrowed continues to grow. Sept. 2009 was busiest month so far, despite losing 4 schools. Uses Sirsi Dynix but are developing new software (Relais, a Canadian ILL) - May/June 2010 roll-out. Will eliminate 'groups'; but will target other collections, too, like e.g. open archives / open access collections.
RapidILL - developed by Colorado State U libraries; electronic delivery of journal articles predicated on 24-hour turnaround. Over 129 participants in US, Canada, East Asia, members are grouped into 'pods'. Cosmo pod (60 members) allows for 'cross-podination'. There is a PALCI pod, but you can 'qualify' to be members of different pods.
Other resource-sharing efforts - reciprocal ILL photocopying, and faculty borrowing privileges; members of IDS of PA.
Electronic resources:
ACS, Annual Reviews, ACM, eBrary, IEEE, MathSciNet, Opinion Archives, ProQuest, Reference USA, StatUSA; and adding more. Are looking at e-books right now.
CD & Management: CCD Task Force
-Shared print journal archive
-Focuses on print science journal collections by major scientific socieites: APS/ AIP, ACS
A-im is to have complete print runs to 2000; let libraries weed collections older than 10 years
-'Dark' archive for safe-keeping; 'light' archive for ILL
-Should be in place by Fall 2009
Disaster preparedness
-fostering collaborative approach to disaster preparedness
-received $25K LSTA grant to provide consortium-wide disaster preparedness raining and continuing ed; 6 regional training sessions planned; subcontracting with Tom Clareson, Lyrasis, to provide training
-MayDay activities - take 1 day out of year to do one thing for disaster preparedness
-Alliance for Response - goal is to do a state-wide program. In Pittsburgh, they have had discussions on mold-prevention, fire prevention, insurance and risk prevention, etc.
Digitization
-not so much the mechanics, but the 'big picture'
-Digital collection guidelines for PA
-Pennsylvania Digital Library search interface (meta-data harvestor); PALCI supports Lyrasis mass digitization project
MINES for libraries ' Measuring the Impact of Networked Electronic Services'
-ARL protocol for determining electronic resource use, by whom and for what purpose
-provides info on electronic resource use; under development
-ARL has to work with systems people in your library
EBook collections
-also under development
-looking at
LOCKSS network - developing a PALCI network. There are 7 PALCI members currently participate in LOCKSS (Lots of Copies Keep Stuff Safe)
-will be surveying members
Cathy Wilt and Ann Yuracaba of Lyrasis spoke next.
Lyrasis = Solinet, PALINET + NELINET; integrating services.
Ann is 'Legacy Palinet' representative.
What's in it for PALINET members - more services
1900 PALINET members; more than 4000 members overall
New service development:
-Digital services; want to support the other regional orgs. Received a grant to digitize PA libraries, based on open-access
-Enterprise-wide library computing - RFP for open source options. Examples: Drupal, Evergreen
-Collaborative collections - what will model be for delivering materials in future?
-Leadership
-Strategic Plan 2010-2012
-Consortial 'deals' with vendors
-Education: hundreds of classes, on-demand, etc. Expanded offerings: Ebooks (free seminar); Information Literacy, Management 101, Open Source, etc.
-Consulting: Strategic planning, Leadership and management, grant-writing assistance
-Technology - 'Tech Squad'; open source support
-Preservation & Digitization
-'My Lyrasis' account coming soon; also has job bank
Susan Pannebaker, Director, Office of Commonwealth Libraries
Joe Scorza, Executive Director, HSLC/Access PA
John Barnett, Assistant Director, PALCI
Catherine Wilt, President, and Ann Yurcaba, Director of Regional Services, Lyrasis
I always try to go to this session each year to get a sense of the overall library community statewide. It's basically a 'show and tell' session for the different speakers to review last year's developments and 'coming attractions' (or coming disasters?).
Susan spoke first; unfortunately, she has no good news to tell us. Budget essentially went to $3 million from $11 million. Will know more about the final outcome in the next few weeks. Things will be lost, no doubt. They are establishing priorities. However, some good news. They are starting a state partnership with WebJunction. Will subsidize some of the online courses, which will help with staff development. Can also develop some courses; let them know if there are courses you're interested in.
Joe Scorza was next. Spoke about programs "which may possibly continue; may possibly continue in different forms." They don't know yet what programs are going to go away.
1) 77 libraries are currently using Millennium System, which can automatically update AccessPA database
2) Access PA Digital Repository - ContentDM - 67 collections (approx.) - work with Pittsburg site to harvest data; host the websites. Approval process; currently no cost (may change?) - U. S. Civil War Collection at State Library, for example
3) POWERLibrary - over 40 databases currently; ceased development with WebFeat, looking at an alternative front-end interface for federated searching
4) Ask Here PA Virtual Reference Service - used by Gov Rendell himself; averaging over 500 questions a day; 70+ libraries; users very happy about it; 50% of activity supports school-age children
4) Access PA Online Training - had been using eCollege, but will be switching all training to WebJunction system; will no longer be doing live training, much more cost effective
John Barnett spoke next, from PALCI. They currently have about 75 member libraries, 70 in PA, 3 in NJ, 2 in WV (includes branch campuses). Traditional focus has been on resource-sharing (ILL); EZborrow and RapidILL. Also work with collection development, disaster preparedness, electronic resources. 28 institutions currently participate in RapidILL. 60 institutions now participate in EZBorrow. Number of books borrowed continues to grow. Sept. 2009 was busiest month so far, despite losing 4 schools. Uses Sirsi Dynix but are developing new software (Relais, a Canadian ILL) - May/June 2010 roll-out. Will eliminate 'groups'; but will target other collections, too, like e.g. open archives / open access collections.
RapidILL - developed by Colorado State U libraries; electronic delivery of journal articles predicated on 24-hour turnaround. Over 129 participants in US, Canada, East Asia, members are grouped into 'pods'. Cosmo pod (60 members) allows for 'cross-podination'. There is a PALCI pod, but you can 'qualify' to be members of different pods.
Other resource-sharing efforts - reciprocal ILL photocopying, and faculty borrowing privileges; members of IDS of PA.
Electronic resources:
ACS, Annual Reviews, ACM, eBrary, IEEE, MathSciNet, Opinion Archives, ProQuest, Reference USA, StatUSA; and adding more. Are looking at e-books right now.
CD & Management: CCD Task Force
-Shared print journal archive
-Focuses on print science journal collections by major scientific socieites: APS/ AIP, ACS
A-im is to have complete print runs to 2000; let libraries weed collections older than 10 years
-'Dark' archive for safe-keeping; 'light' archive for ILL
-Should be in place by Fall 2009
Disaster preparedness
-fostering collaborative approach to disaster preparedness
-received $25K LSTA grant to provide consortium-wide disaster preparedness raining and continuing ed; 6 regional training sessions planned; subcontracting with Tom Clareson, Lyrasis, to provide training
-MayDay activities - take 1 day out of year to do one thing for disaster preparedness
-Alliance for Response - goal is to do a state-wide program. In Pittsburgh, they have had discussions on mold-prevention, fire prevention, insurance and risk prevention, etc.
Digitization
-not so much the mechanics, but the 'big picture'
-Digital collection guidelines for PA
-Pennsylvania Digital Library search interface (meta-data harvestor); PALCI supports Lyrasis mass digitization project
MINES for libraries ' Measuring the Impact of Networked Electronic Services'
-ARL protocol for determining electronic resource use, by whom and for what purpose
-provides info on electronic resource use; under development
-ARL has to work with systems people in your library
EBook collections
-also under development
-looking at
LOCKSS network - developing a PALCI network. There are 7 PALCI members currently participate in LOCKSS (Lots of Copies Keep Stuff Safe)
-will be surveying members
Cathy Wilt and Ann Yuracaba of Lyrasis spoke next.
Lyrasis = Solinet, PALINET + NELINET; integrating services.
Ann is 'Legacy Palinet' representative.
What's in it for PALINET members - more services
1900 PALINET members; more than 4000 members overall
New service development:
-Digital services; want to support the other regional orgs. Received a grant to digitize PA libraries, based on open-access
-Enterprise-wide library computing - RFP for open source options. Examples: Drupal, Evergreen
-Collaborative collections - what will model be for delivering materials in future?
-Leadership
-Strategic Plan 2010-2012
-Consortial 'deals' with vendors
-Education: hundreds of classes, on-demand, etc. Expanded offerings: Ebooks (free seminar); Information Literacy, Management 101, Open Source, etc.
-Consulting: Strategic planning, Leadership and management, grant-writing assistance
-Technology - 'Tech Squad'; open source support
-Preservation & Digitization
-'My Lyrasis' account coming soon; also has job bank
Tuesday, October 20, 2009
Adventures in Site-seeing: Implementing Web Usability Tests for Your Library Web Site
Rob Behary, Duquesne University
Rob gave an excellent presentation; unfortunately, Sydney Walden, his co-presenter was unable to attend due to personal reasons, but he gave her full credit for her help in preparing the session.
I was very interested to hear what he had to say, as we are in the process of redesigning our web page using LibGuides.
Assumptions they started with:
-No budget for testing
-No software, no staff budget
-Library web sites still matter
-Any improvements are worth the time
Duquesne is a conservative culture, want to manage university's 'image' closely. The library's goal was to make their web page more user focused. Their LibQUAL study showed that users found their webpage deficient.
Good article: Jeng, J. Usability Assessment of Academic Digital Libraries Libri 2005
Elements of their study
-learnability
-satisfaction
-efficiency
-effectiveness
-error correction
-ease of use
-visual appearance
In their next LibQUAL study they added some library specific questions, to get more information about their web site. They had some support in place, multimedia graduate program and strong faculty partners, had some software and hardware available for testing. Students approached them about testing their web site
Used Morae - TechSmith software (expensive $2,000 for license, but their IT dept. had already)- used for experimental testing. It has a high learning curve. Tracks mouse clicks and mouse movements, time between mouse clicks, and time on a task, also works with a video camera to track user responses.
Needed additional data - did brief survey to library staff; did a card sort/free association; 'what would you put at the top level?', etc.
Advice:
- Before starting come up with elements, what you're going to be testing
- Do an environmental scan, what resources are available to you - student or faculty partners?
- Don't get frustrated by user expectations
Minimal expertise needed:
- Ability to conduct and analyze primary research
- Ability to conduct interviews
- Ability to do a basic modal analysis
Ideal
- Understand how to design a study
- Some experience with inferential statistics
Consider your resources -- ideally need at least 2 people; both taking notes, helpful to get 2 perspectives (one to handle interruptions)
Minimal requirements for technology:
-Workstations
-Isolated room, preferably soundproofed (can also use video camera)
-Survey software
If you need to build your skills, ACRL offers an e-learning course: Intro to Website Usability Course (developed in 2007). Can also audit university courses on research design (Ed or social sciences).
If you need to obtain software, can use Morae for a 30 day trial. There are less expensive/free options. Possibly forego the software?
How We Did Our Testing
- Referred to article "Why you only need to test with 5 users" Jakob Nielsen
- Needed mix of faculty/staff/students, undergrad and grad
- It didn't really matter what tasks they gave their users, they all seemed to make the same comments about font, color, etc.
Morae analyzed total time, time to complete, number of times back button used, umber of mouse clicks, success rate, number of errors, negative feedback (facial expressions and negative comments)
Some students and faculty analyzed the library's site, and the librarians made a point of attending their sessions where they presented their research/
Extremely useful web site for creating detailed statistics on text comments: TextSTAT - they used it to analyze their LibQUAL comments; it even shows key word in context
Also surveyed users, including library staff: "Please answer the following from very important to not important, and then from very easy to not easy"
-Accessing the library webpage
-Asking the library a question online
-Finding a book
etc.
They used 30 users for their card sort: they had them choose categories, and organize other items under the categories they suggested.
Constraints
-University template was developed to recruit students; library web site is more an application than a public relations tool or fundraising tool (although it does have that function, too)
-Limitations on coding/scripting
-Duquesne uses Luminis Content Management System - allows them to share pages with each other, sustainability advantage
Has Usability Helped?
-University redesign, everyone is switching to the CMS, library was 'early adopter'
-New appreciation for library as such, are performing leadership role on campus
Where are we now?
-Some subject pages redesigned; Rome wasn't built in a day, however
-New design in progress
Rob Behary, Duquesne University
Rob gave an excellent presentation; unfortunately, Sydney Walden, his co-presenter was unable to attend due to personal reasons, but he gave her full credit for her help in preparing the session.
I was very interested to hear what he had to say, as we are in the process of redesigning our web page using LibGuides.
Assumptions they started with:
-No budget for testing
-No software, no staff budget
-Library web sites still matter
-Any improvements are worth the time
Duquesne is a conservative culture, want to manage university's 'image' closely. The library's goal was to make their web page more user focused. Their LibQUAL study showed that users found their webpage deficient.
Good article: Jeng, J. Usability Assessment of Academic Digital Libraries Libri 2005
Elements of their study
-learnability
-satisfaction
-efficiency
-effectiveness
-error correction
-ease of use
-visual appearance
In their next LibQUAL study they added some library specific questions, to get more information about their web site. They had some support in place, multimedia graduate program and strong faculty partners, had some software and hardware available for testing. Students approached them about testing their web site
Used Morae - TechSmith software (expensive $2,000 for license, but their IT dept. had already)- used for experimental testing. It has a high learning curve. Tracks mouse clicks and mouse movements, time between mouse clicks, and time on a task, also works with a video camera to track user responses.
Needed additional data - did brief survey to library staff; did a card sort/free association; 'what would you put at the top level?', etc.
Advice:
- Before starting come up with elements, what you're going to be testing
- Do an environmental scan, what resources are available to you - student or faculty partners?
- Don't get frustrated by user expectations
Minimal expertise needed:
- Ability to conduct and analyze primary research
- Ability to conduct interviews
- Ability to do a basic modal analysis
Ideal
- Understand how to design a study
- Some experience with inferential statistics
Consider your resources -- ideally need at least 2 people; both taking notes, helpful to get 2 perspectives (one to handle interruptions)
Minimal requirements for technology:
-Workstations
-Isolated room, preferably soundproofed (can also use video camera)
-Survey software
If you need to build your skills, ACRL offers an e-learning course: Intro to Website Usability Course (developed in 2007). Can also audit university courses on research design (Ed or social sciences).
If you need to obtain software, can use Morae for a 30 day trial. There are less expensive/free options. Possibly forego the software?
How We Did Our Testing
- Referred to article "Why you only need to test with 5 users" Jakob Nielsen
- Needed mix of faculty/staff/students, undergrad and grad
- It didn't really matter what tasks they gave their users, they all seemed to make the same comments about font, color, etc.
Morae analyzed total time, time to complete, number of times back button used, umber of mouse clicks, success rate, number of errors, negative feedback (facial expressions and negative comments)
Some students and faculty analyzed the library's site, and the librarians made a point of attending their sessions where they presented their research/
Extremely useful web site for creating detailed statistics on text comments: TextSTAT - they used it to analyze their LibQUAL comments; it even shows key word in context
Also surveyed users, including library staff: "Please answer the following from very important to not important, and then from very easy to not easy"
-Accessing the library webpage
-Asking the library a question online
-Finding a book
etc.
They used 30 users for their card sort: they had them choose categories, and organize other items under the categories they suggested.
Constraints
-University template was developed to recruit students; library web site is more an application than a public relations tool or fundraising tool (although it does have that function, too)
-Limitations on coding/scripting
-Duquesne uses Luminis Content Management System - allows them to share pages with each other, sustainability advantage
Has Usability Helped?
-University redesign, everyone is switching to the CMS, library was 'early adopter'
-New appreciation for library as such, are performing leadership role on campus
Where are we now?
-Some subject pages redesigned; Rome wasn't built in a day, however
-New design in progress
Monday, October 19, 2009
Copyright Challenges in a Web 2.0 World and Virtual World
Stephen Marvin, West Chester University
Importance of copyright -
-educator issues: photocopies, websites, distance learning
-research interests: publishing, repositories, storage
-library and research issues: ILL, reserves, access and learning
-are you the author? faculty are!
-unpublished / published
-orphan works
Benefits of copyright
Rights to the author
Is your work considered 'work for hire'?
Librarians are naturals to be 'go to' expert on copyright on their campuses.
Fair Use Exemptions - must have all 4 - PANE acronym:
P - Purpose - education vs. corporate
A - Amount - 'reasonable'
N - Nature - fictional, unpublished, nonfiction
E - Effect - impact on profitability
Courts look at other factors:
-creativity
-originality
-fixation (a fixed, tangible medium)
-AND effect on market
Ken Crews wants librarians to 'push' the envelope on copyright
Expand fair use! Think in terms of blogs, Flickr, YouTube, etc.
Classical fair use - 'appropriation' art
Personal fair use - home recording of t.v. shows
Personal productive use - combines the categories of classical and personal uses into a new category of home users
Criticism, parody, sarcasm - Moral Rights are not recognized in this country but are in other countries, particularly European ones
Examples of some cases where 'transformative' use is being questioned
Shepard Fairey - Los Angeles street artist, who used someone else's original photo to create a poster of President Obama labelled 'hope' - AP is prosecuting him
Joy Garnett and Susan Meiselas (look for Harper article)
Steven Vander Ark vs. J. K. Rowling (fined the minimum however; Johnathan Band wrote article, "How Fair Use Prevailed in the Harry Potter Case")
DMCA lets you submit a DMCA counter-notification (if you get a 'takedown' notice)
Do you need institutional guidelines? Yes, but don't make them too 'prescriptive'.
Librarians should be teaching students about copyright. Why? Plagiarism involves infringing others' copyright.
Problems
-Problems with social networking: giving double messages 'Copyright' vs. sharing links..
-Books and Google - Books Rights Registry
-Email management systems - many have a problem with people posting emails asking for full-text articles via this medium; ILL
-Instructional media - can you convert VHS > DVD - only if use within the library
-Images - should not be permanent
There are some librarians who blog about copyright, such as Bobby Newman - "how to attribute a creative commons license..." blog post (look up)
He encouraged us to consider using more social network tools to have users interact with our resources, like Flickr for digital archive images. Encourage our users to 'mash' our data: how to do mashups; check out http://www.programmableweb.com/mashups
Stephen Marvin, West Chester University
Importance of copyright -
-educator issues: photocopies, websites, distance learning
-research interests: publishing, repositories, storage
-library and research issues: ILL, reserves, access and learning
-are you the author? faculty are!
-unpublished / published
-orphan works
Benefits of copyright
Rights to the author
Is your work considered 'work for hire'?
Librarians are naturals to be 'go to' expert on copyright on their campuses.
Fair Use Exemptions - must have all 4 - PANE acronym:
P - Purpose - education vs. corporate
A - Amount - 'reasonable'
N - Nature - fictional, unpublished, nonfiction
E - Effect - impact on profitability
Courts look at other factors:
-creativity
-originality
-fixation (a fixed, tangible medium)
-AND effect on market
Ken Crews wants librarians to 'push' the envelope on copyright
Expand fair use! Think in terms of blogs, Flickr, YouTube, etc.
Classical fair use - 'appropriation' art
Personal fair use - home recording of t.v. shows
Personal productive use - combines the categories of classical and personal uses into a new category of home users
Criticism, parody, sarcasm - Moral Rights are not recognized in this country but are in other countries, particularly European ones
Examples of some cases where 'transformative' use is being questioned
Shepard Fairey - Los Angeles street artist, who used someone else's original photo to create a poster of President Obama labelled 'hope' - AP is prosecuting him
Joy Garnett and Susan Meiselas (look for Harper article)
Steven Vander Ark vs. J. K. Rowling (fined the minimum however; Johnathan Band wrote article, "How Fair Use Prevailed in the Harry Potter Case")
DMCA lets you submit a DMCA counter-notification (if you get a 'takedown' notice)
Do you need institutional guidelines? Yes, but don't make them too 'prescriptive'.
Librarians should be teaching students about copyright. Why? Plagiarism involves infringing others' copyright.
Problems
-Problems with social networking: giving double messages 'Copyright' vs. sharing links..
-Books and Google - Books Rights Registry
-Email management systems - many have a problem with people posting emails asking for full-text articles via this medium; ILL
-Instructional media - can you convert VHS > DVD - only if use within the library
-Images - should not be permanent
There are some librarians who blog about copyright, such as Bobby Newman - "how to attribute a creative commons license..." blog post (look up)
He encouraged us to consider using more social network tools to have users interact with our resources, like Flickr for digital archive images. Encourage our users to 'mash' our data: how to do mashups; check out http://www.programmableweb.com/mashups
Whole Lotta Online Tools in a Short Amounta Time (or '40 Online Tools in 60 Minutes')
Tina Hertel, Help Desk/Web Support Librarian at Lehigh University
OK, this isn't what Tina's session was officially called, but it's what she had on her presentation and I thought it was a great 'alt' title! All the links that Tina reviewed are available on a website available at: http://bit.ly/HT3S1. This session has become a 'PaLA Annual Classic', over 100 (at least) attended, and there was literally standing room only.
A few of my notes (I missed the first part due to a phone call)
Tina Hertel, Help Desk/Web Support Librarian at Lehigh University
OK, this isn't what Tina's session was officially called, but it's what she had on her presentation and I thought it was a great 'alt' title! All the links that Tina reviewed are available on a website available at: http://bit.ly/HT3S1. This session has become a 'PaLA Annual Classic', over 100 (at least) attended, and there was literally standing room only.
A few of my notes (I missed the first part due to a phone call)
- Hakia uses semantic ranking rather than popularity ranking, as does Google. They also label all results and 'relevant' results (picked by librarians).
- ChaCha - mobile searching (can also text questions)
- Virtual Reference Shelf - reference sources by formats like almanacs from Library of Congress
- GovTrack.us - create your own 'track'
- Wolfram Alpha - provides info about a topic rather than websites
- Forvo - tells you how to pronounce words in over 200 languages
- Diigo - 'Delicious on steroids' -- allows you to put sticky notes on and highlight; can set it up in Diigo so that your Delicious account will be automatically updated
- Netvibes - personal reading page which you can also make public (similar to iGoogle and PageFlakes, which do not let you make your page public)
- Awesome Highlighter - easiest to use of three similar tools - highlights a section of a web page
- Zamzar - free online file conversion; works with MS Works
- bit.ly - makes smaller URLs than TinyURL (good for Twitter users) AND tracks usage, including others linking into the URL
- YouSendIt - lets you send large files for free
- Communication tools - Skype
- Meebo - Web-based manages Twitter, AIM, or other chats and other accounts
- TinyChat - can create a chat room without an account; permanent
- Collaboration - Basecamp - has word processing, calendars, etc.
- Wiggio - for working as a group; also have video chat
- eLearning - through Eluminate - online video conferencing; can meet with 3 people for 'free'; free 'public' version that is open to anyone; or can purchase a paid sub
- Slideshare - lets you upload and share presentations (PPT); can also handle audio
- Prezi - zooming presentation editor; can create a path
- Jing - free and paid version; from Camtasia; can use for one-on-one help
- Online Mapping Tools - alternative to outlining (or whiteboarding, brainstorming), graphically based
- Polling Everywhere - Text Message Polling
- Poll Daddy - similar to Survey Gizmo
- Doodle - easy scheduling online
- Picnik - can do photo editing
- Back Up URL - make a cache
- How do I keep track of new tools?Techcrunch, Lifehacker, KillerStartups (evaluates new web sites, 15 each day)
Putting the Wow into Your Library Using Nonverbal and Merchandising Principles
Larry Nesbit, Mansfield Univ (retired)
Joyce Seno, Larson Design Group
Judy Brown, Brodart Co.
I was interested in this session as we're thinking about reconfiguring some space in our library but have no budget, and I thought I could get some 'free' tips. Although the session was mostly directed at public libraries, there were lots of nuggets that academic libraries could use too.
The three speakers followed a format of each addressing the same 'talking point' from their perspective, usually with Nesbit first, and then Seno and Brown following. Larry is a Library Building Consultant and helps libraries develop a program for renovation within their budget. Once he's consulted with the client, he'll turn the project over to Joyce, the architect, who then designs a graphical plan (including HVAC and electrical). And finally Judy works with library to make decisions on furniture, etc.
They first addressed how much library buildings have changed so much in last 6 years, primarily in that libraries are now being designed from the user's perspective not the librarians'. Libraries are (no surprise here) looking at retailers, especially bookstores, to pick up some cues for improving their space.
2 important factors to keep in mind: Everyone wants a cafe! Why? Because commercial bookstores have them! Also, computers are omnipresent.
Nonverbal communication is very important in design and varies by culture. 75% of how we communicate is nonverbal. Nesbit used an example from Wegman's - they use ceramic tile to slow down carts in their produce section because they want shoppers to take their time. Use of flooring, smells and textures are important to the user experience.
Library as the 3rd space
1st space: Home
2nd space: Work
3rd space: Community space
Requirements for 3rd space is that it be safe and comfortable, provide social opportunities, and provide a place where people can accomplish something worthwhile
The retail view looks at space from a user's viewpoint, and looks at different zones.
Civic zones:
-Outside the building, be aware of surroundings, look at retail stores
-Entrances are very important; take stuff off windows and doors, it creates clutter and confusion
-Put displays and maybe a bench in your vestibule
-When you walk into a Borders, what do you see? Books. When you walk in a library, what do you see? The Circulation Desk. Don't make your users have to hunt for your 'stuff'
-When you create displays, don't put too much on display, which causes confusion
-Leave enough space so people are 'butt-brushing' - women especially hate this
Information commons idea is the marriage of computers with service
Villanova (which used Larson) used individual and group work stations, flooring/carpeting to direct the traffic flow, and decluttered. The individual and group areas are both important; want to let users create a sense of territory and privacy.
Brodart has designed some flexible Information Commons furniture - "grid wall" to separate spaces.
Seating is important, "seating says you care". Use empty space or extra space for placing seating. Seating is the #1 request of users. Keep seating next to windows or use lamps if cannot.
Keep in mind the use of endpanels in your stacks. The stacks are the "Forgotten Zone" -- we want users to get into the stacks and use more. Carve out searing in stacks areas. Pull out some books for display, if possible. Use lower shelving too. Have 'lookup stations' with computers at ends of stacks, for ease of use.
Administrative Zone -- how to get a flow through technical services. May need to reconfigure this area too.
Larry recommended reading Paco Underhill's book, Why We Buy: The Science of Shopping; it's a classic! I didn't manage to snag his bibliography, so I guess I'll have to email him for a copy.
Larry Nesbit, Mansfield Univ (retired)
Joyce Seno, Larson Design Group
Judy Brown, Brodart Co.
I was interested in this session as we're thinking about reconfiguring some space in our library but have no budget, and I thought I could get some 'free' tips. Although the session was mostly directed at public libraries, there were lots of nuggets that academic libraries could use too.
The three speakers followed a format of each addressing the same 'talking point' from their perspective, usually with Nesbit first, and then Seno and Brown following. Larry is a Library Building Consultant and helps libraries develop a program for renovation within their budget. Once he's consulted with the client, he'll turn the project over to Joyce, the architect, who then designs a graphical plan (including HVAC and electrical). And finally Judy works with library to make decisions on furniture, etc.
They first addressed how much library buildings have changed so much in last 6 years, primarily in that libraries are now being designed from the user's perspective not the librarians'. Libraries are (no surprise here) looking at retailers, especially bookstores, to pick up some cues for improving their space.
2 important factors to keep in mind: Everyone wants a cafe! Why? Because commercial bookstores have them! Also, computers are omnipresent.
Nonverbal communication is very important in design and varies by culture. 75% of how we communicate is nonverbal. Nesbit used an example from Wegman's - they use ceramic tile to slow down carts in their produce section because they want shoppers to take their time. Use of flooring, smells and textures are important to the user experience.
Library as the 3rd space
1st space: Home
2nd space: Work
3rd space: Community space
Requirements for 3rd space is that it be safe and comfortable, provide social opportunities, and provide a place where people can accomplish something worthwhile
The retail view looks at space from a user's viewpoint, and looks at different zones.
Civic zones:
-Outside the building, be aware of surroundings, look at retail stores
-Entrances are very important; take stuff off windows and doors, it creates clutter and confusion
-Put displays and maybe a bench in your vestibule
-When you walk into a Borders, what do you see? Books. When you walk in a library, what do you see? The Circulation Desk. Don't make your users have to hunt for your 'stuff'
-When you create displays, don't put too much on display, which causes confusion
-Leave enough space so people are 'butt-brushing' - women especially hate this
Information commons idea is the marriage of computers with service
Villanova (which used Larson) used individual and group work stations, flooring/carpeting to direct the traffic flow, and decluttered. The individual and group areas are both important; want to let users create a sense of territory and privacy.
Brodart has designed some flexible Information Commons furniture - "grid wall" to separate spaces.
Seating is important, "seating says you care". Use empty space or extra space for placing seating. Seating is the #1 request of users. Keep seating next to windows or use lamps if cannot.
Keep in mind the use of endpanels in your stacks. The stacks are the "Forgotten Zone" -- we want users to get into the stacks and use more. Carve out searing in stacks areas. Pull out some books for display, if possible. Use lower shelving too. Have 'lookup stations' with computers at ends of stacks, for ease of use.
Administrative Zone -- how to get a flow through technical services. May need to reconfigure this area too.
Larry recommended reading Paco Underhill's book, Why We Buy: The Science of Shopping; it's a classic! I didn't manage to snag his bibliography, so I guess I'll have to email him for a copy.
Sunday, October 18, 2009
Around the Campus in 8 Days: Learn How Librarian House Calls Can Create a Buzz About Your Library
Renate Sachse, Catalog and Circulation Librarian, and Andy Gulati, Systems Librarian, Franklin & Marshall College
This was a very engaging presentation about how F & M librarians take 2 weeks each semester to visit academic departments on campus. Ten librarians make 'house calls' with their liaison depts. F & M is a very walkable campus, and the library has a good-sized collection with lots of study space. Librarians do not have tenure at F & M, and they thought that 'house calls' would provide a perfect excuse to visit faculty and staff, and dept. coordinators.
How does it work? Each semester, for 2 weeks after fall and spring breaks, librarians travel in pairs, and tour for no more than 2 hours per slot, and no more than 2 slots per day. Traveling in pairs is optimal -- 3 was too many, and 1 doesn't work too well, as the librarian-faculty relations is not really an 'equal' one.
Advertising is primarily done through 2 emails; first email 6 days before program, setting up program, telling them what to expect, give them talking points (ill, requesting books, etc, new resources). In the email, they do ask for appointments, but there has not been much demand for that. They select a 2 hour period when people are likely to be in their offices. They also send second email at beginning of 2nd week of visiting, highlighting some of the ‘good questions' they've gotten, which seems to spark interest.
They travel with literature (a nice brochure about the Library which is also used at Parents’ weekend plus a brochure with all the librarians’ pictures and their liaison areas) and pens. In the past they've also given a coupon for free coffee for ‘significant interactions’.
They only knock on open doors, introduce self and their purpose– ‘we’re here to see if you have any research questions…’ If there is no response, they will fall back on ‘talking points’ until they have a question 1) highlighted databases 2) their dept. budget 3) where students can go for help
Highlights over the years:
-Andy writes up a report with abbreviated questions, and for whole year to see what they've done and what to do next year
-2003 - 33 contacts first year (15% of faculty)
-2004 - # of house calls jumped ~50%
-2005 - start of successful outreach program to international students, faculty are pleased with the new patron-initiated (EZborrow) -
-Their outreach program was an outgrowth of their house calls.
They are careful to respect faculty members' confidentiality.
2006 - started promoting digitized programs, quiet study areas, 'Ask Andy' (over 1,000 questions a year, including texting, up to 2 am) and librarian research appointments.
2007 - faculty members' ongoing concern for students' knowledge of research processes; marketing of good will.
2008 - citation concerns; increase in student/faculty collaborations.
2009 - sciences demand online journal access and SciFinder Scholar; LibQUAL survey currently.
Average number about 50 - 60 per semester (out of 200+). There is enough turnover among faculty, so that about 30% of their contacts is with new faculty.
Observations:
-Their focus is on quality vs. quantity. They know they are not going to you get 100% involvement. The process can't be a numbers game, it's about building relationships
-You have to be sensitive to office space dynamics and human nature - you are entering their space and should be sensitive to that; the interpersonal interaction is everything
-They have been considering inclusion of computing services, but are not sure how to do that
-They are building their mission statements and goals
-This service can be adapted to university library settings (with college focus); special libraries; public libraries (legislators? constituents?)
Future?
-Possibly including members of library staff or computing services (if have good interpersonal skills), pros and cons
-Understanding budgets and finding ways the library can best support the College mission
(time of opportunity?)
-Get the most out of what you have, despite library budget cuts; faculty are not often aware (let them know something about library budget)
-Q & A Period - Renate and Andy answered our questions
-Do try to get librarians to go to other depts. outside their areas
-Liaisons tend stick to own areas, but good to get them to branch out
-Do visit admissions, and other offices; but visiting some depts. wasn't so productive, so they do tend to focus on academic depts. However, they've had productive meetings with Advancement/Development offices, International Students, Admissions, Career Services, Writing Center
Renate Sachse, Catalog and Circulation Librarian, and Andy Gulati, Systems Librarian, Franklin & Marshall College
This was a very engaging presentation about how F & M librarians take 2 weeks each semester to visit academic departments on campus. Ten librarians make 'house calls' with their liaison depts. F & M is a very walkable campus, and the library has a good-sized collection with lots of study space. Librarians do not have tenure at F & M, and they thought that 'house calls' would provide a perfect excuse to visit faculty and staff, and dept. coordinators.
How does it work? Each semester, for 2 weeks after fall and spring breaks, librarians travel in pairs, and tour for no more than 2 hours per slot, and no more than 2 slots per day. Traveling in pairs is optimal -- 3 was too many, and 1 doesn't work too well, as the librarian-faculty relations is not really an 'equal' one.
Advertising is primarily done through 2 emails; first email 6 days before program, setting up program, telling them what to expect, give them talking points (ill, requesting books, etc, new resources). In the email, they do ask for appointments, but there has not been much demand for that. They select a 2 hour period when people are likely to be in their offices. They also send second email at beginning of 2nd week of visiting, highlighting some of the ‘good questions' they've gotten, which seems to spark interest.
They travel with literature (a nice brochure about the Library which is also used at Parents’ weekend plus a brochure with all the librarians’ pictures and their liaison areas) and pens. In the past they've also given a coupon for free coffee for ‘significant interactions’.
They only knock on open doors, introduce self and their purpose– ‘we’re here to see if you have any research questions…’ If there is no response, they will fall back on ‘talking points’ until they have a question 1) highlighted databases 2) their dept. budget 3) where students can go for help
Highlights over the years:
-Andy writes up a report with abbreviated questions, and for whole year to see what they've done and what to do next year
-2003 - 33 contacts first year (15% of faculty)
-2004 - # of house calls jumped ~50%
-2005 - start of successful outreach program to international students, faculty are pleased with the new patron-initiated (EZborrow) -
-Their outreach program was an outgrowth of their house calls.
They are careful to respect faculty members' confidentiality.
2006 - started promoting digitized programs, quiet study areas, 'Ask Andy' (over 1,000 questions a year, including texting, up to 2 am) and librarian research appointments.
2007 - faculty members' ongoing concern for students' knowledge of research processes; marketing of good will.
2008 - citation concerns; increase in student/faculty collaborations.
2009 - sciences demand online journal access and SciFinder Scholar; LibQUAL survey currently.
Average number about 50 - 60 per semester (out of 200+). There is enough turnover among faculty, so that about 30% of their contacts is with new faculty.
Observations:
-Their focus is on quality vs. quantity. They know they are not going to you get 100% involvement. The process can't be a numbers game, it's about building relationships
-You have to be sensitive to office space dynamics and human nature - you are entering their space and should be sensitive to that; the interpersonal interaction is everything
-They have been considering inclusion of computing services, but are not sure how to do that
-They are building their mission statements and goals
-This service can be adapted to university library settings (with college focus); special libraries; public libraries (legislators? constituents?)
Future?
-Possibly including members of library staff or computing services (if have good interpersonal skills), pros and cons
-Understanding budgets and finding ways the library can best support the College mission
(time of opportunity?)
-Get the most out of what you have, despite library budget cuts; faculty are not often aware (let them know something about library budget)
-Q & A Period - Renate and Andy answered our questions
-Do try to get librarians to go to other depts. outside their areas
-Liaisons tend stick to own areas, but good to get them to branch out
-Do visit admissions, and other offices; but visiting some depts. wasn't so productive, so they do tend to focus on academic depts. However, they've had productive meetings with Advancement/Development offices, International Students, Admissions, Career Services, Writing Center
What Net Generation Students Really Want From the Library: Determining Help-Seeking Preferences of Undergraduates
Lizah Ismail, Assistant Professor/Coordinator of Public Services, Marywood University
Lizah began by showing a ideo from YouTube called "Digital World: Kids Today", which made the message that the 'Net generation' are social networkers, builders of a digital culture, multi-taskers.
Many librarians are trying to take up the challenge, and meeting students 'on their own turf' - in dorms (Nims, 1998). Marywood librarians tried that, but it was not really successful, as students preferred to do homework in library, not in dorm.
She read studies that showed that (some) students preferred 'face-to-face interactions' (Oblinger & Oblinger, 2005; Johnson, 2004), and had only a moderate preference for technology.
Myths debunked in CIBER 2008 study
1) all young people are interested in social networking
2) young people are more competent with computers
3) it is important to be where users are in a social network environment
Important point: Before doing outreach, know your users. "User studies.. are a necessary component of any student-centered academic library" - Foster & Gibbons (2007)
Char Booth (2009) - on ACRL page also talks about importance of user studies
Marywood University Library history of 'Reference Services' to millennials:
-Began chat reference 2006-2007 - not many takers, but may have been due to short staffing
-Ask Here Roadshow - Spring 2008 - in residence halls - wireless laptop in residence halls, but not many takers; they did in other buildings too, but results were not very encouraging
-Library Forum in Moodle (Fall 2008 - present) - Moodle is their CMS, embedded into 2 courses, Ismail follows course syllabus and posts links and tips; more moderate success
Completed a survey in 2009, and question remains of 'where to go from here?' Methodology of survey:
They used Survey Monkey for easy online access; they had an instutitional annual pro account, good for analysis and downloadable formats for data.
Collaborated with their MIS dept as they wanted to contact only undergrads. So MIS created a listserv of current undgrads, and survey was sent to listserv via email. They posted it 4 times in 3 weeks (IRB approved)
Asked the following demographic info:
1) full-time/part-time?
2) incoming, returning, transfer?
3) age group: 18-22, 23-29, 30-39, 40 & over
4) if they had attended a library instruction session or not
Help-seeking behavior and preferences (used Likert scales)
1) library website visit frequency
2) how often had they asked a librarian for help
3) where did they prefer to get research help
4) resarch help preference
5) confident without librarian help?
Survey
-low response - 245 ~10%, 88% of respondents were Net Generation
-limitations: not generalizable
-possible trend, basis for further studies
Most students were confident without librarian help (3.44 mean)
When they looked at 18-22 age group, new and returning students, they found even more discouraging results. Of other locations besides library, most preferred student center. Most surpising, however, was that most preferred email for help rather than chat/im/texting or CMS or Facebook/MySpace. Appear to prefer to use social networking tools for socializing.
Further studies:
Aim: to obtain statistically significant results. Possibly use focus groups, another survey, collaborations with student activities/IT.
Char Booth 2009 study found that older respondents were more receptive to library technologies than younger ones!
Lizah Ismail, Assistant Professor/Coordinator of Public Services, Marywood University
Lizah began by showing a ideo from YouTube called "Digital World: Kids Today", which made the message that the 'Net generation' are social networkers, builders of a digital culture, multi-taskers.
Many librarians are trying to take up the challenge, and meeting students 'on their own turf' - in dorms (Nims, 1998). Marywood librarians tried that, but it was not really successful, as students preferred to do homework in library, not in dorm.
She read studies that showed that (some) students preferred 'face-to-face interactions' (Oblinger & Oblinger, 2005; Johnson, 2004), and had only a moderate preference for technology.
Myths debunked in CIBER 2008 study
1) all young people are interested in social networking
2) young people are more competent with computers
3) it is important to be where users are in a social network environment
Important point: Before doing outreach, know your users. "User studies.. are a necessary component of any student-centered academic library" - Foster & Gibbons (2007)
Char Booth (2009) - on ACRL page also talks about importance of user studies
Marywood University Library history of 'Reference Services' to millennials:
-Began chat reference 2006-2007 - not many takers, but may have been due to short staffing
-Ask Here Roadshow - Spring 2008 - in residence halls - wireless laptop in residence halls, but not many takers; they did in other buildings too, but results were not very encouraging
-Library Forum in Moodle (Fall 2008 - present) - Moodle is their CMS, embedded into 2 courses, Ismail follows course syllabus and posts links and tips; more moderate success
Completed a survey in 2009, and question remains of 'where to go from here?' Methodology of survey:
They used Survey Monkey for easy online access; they had an instutitional annual pro account, good for analysis and downloadable formats for data.
Collaborated with their MIS dept as they wanted to contact only undergrads. So MIS created a listserv of current undgrads, and survey was sent to listserv via email. They posted it 4 times in 3 weeks (IRB approved)
Asked the following demographic info:
1) full-time/part-time?
2) incoming, returning, transfer?
3) age group: 18-22, 23-29, 30-39, 40 & over
4) if they had attended a library instruction session or not
Help-seeking behavior and preferences (used Likert scales)
1) library website visit frequency
2) how often had they asked a librarian for help
3) where did they prefer to get research help
4) resarch help preference
5) confident without librarian help?
Survey
-low response - 245 ~10%, 88% of respondents were Net Generation
-limitations: not generalizable
-possible trend, basis for further studies
Most students were confident without librarian help (3.44 mean)
When they looked at 18-22 age group, new and returning students, they found even more discouraging results. Of other locations besides library, most preferred student center. Most surpising, however, was that most preferred email for help rather than chat/im/texting or CMS or Facebook/MySpace. Appear to prefer to use social networking tools for socializing.
Further studies:
Aim: to obtain statistically significant results. Possibly use focus groups, another survey, collaborations with student activities/IT.
Char Booth 2009 study found that older respondents were more receptive to library technologies than younger ones!
Open Source and Pennsylvania Public Libraries
I met up with a fellow PASSHE librarian, Jane Hutton, and we both headed to the Open Source session, figuring we would learn something of interest to academic libraries.
First up was Ann Lee, Free Library of Philadelphia
Wish list for catalog, currently unable to do:
Customer tagging
FRBR (1 record for all different formats, editions of a title)
IMLS grant for Kings County, Maryland (?) will be creating a knowledge base for libraries considering open source
FLP, during recent budget crisis, used a 'staff forum' to keep everyone up to date and scotch any false rumors
Also used a staff wiki, for 53 different agencies within FLP, for Programming Directory
Borrowed code frokm NYPL for popup window that everyone visiting their page saw
They use Cold Fusion and Javascript and really like open source. Some favority sites:
http://www.riaforge.org/index.cfm?event=page.category&id=1
Authority for open source Cold Fusion projects
http://galleon.riaforge.org
Site for staff forum application we are using
http://www.cflib.org
Repository of Cold Fusion functions
Betsey Allen, Schlow Centre Region Library
-provided her handout, they are located in central PA, main library is in State College
-all libraries in district have different catalogs, worked with Liblime to create DPAC (their opac), DCAT (cataloging) and DILL (interlibrary loan)
-Use Open Office and Google Apps and Drupal for library web page, and Dim Dim for conferencing
ILS systems in district:
Horizon (Sirsi, end of life)
AmLibs (now owned by OCLC)
TLC
Millennium (though HSLSC)
Exploring Koha and Evergreen - test versions
Planning:
-district plan was needed, got library directors together and brainstormed and decided they wanted an open source, common ILS (and not too costly)
-merging systems of 2 libraries has shown a real benefit to end users
Outstanding questions:
-functionality requirements
-consortium granularity vs. high-level demands
-acquisitions - vendor integration, SIP
-autonomy vs. standard rules
-time-frame
State has been interested in working on a statewide open source project, and the district wants to make sure they are in step with the project
John Brice, Crawford County Library System - 9 libraries, Meadville Public Library
-using open source (Koha)
-operating system doesn't really matter, browser is more important as that's the way the user accesses the info
-programming is an easily taught skill (in community colleges)
-has a full-time programmer, but are not paying any license fees
Koha
-started in New Zealand, built with open source programs and tools, Uses MySQL, Apache, written with Perl, full international MARC support, Z39.50 compliant
-installed all over the world, strong support on foreign library market
-uses FRBR to begin with
- 17 countries worldwide, go to http://koha.org/support/pay-for-support
-Invest money to get exact system you want - they always buy the absolute best hardrives they can
-Their programmer developed their own interface for staff side of Koha
-They use LibraryThing for their pictures, which are free
-His presentation is at http://www.meadvillelibrary.org/os
Had to leave early so was unable to catch the rest of the session...
I met up with a fellow PASSHE librarian, Jane Hutton, and we both headed to the Open Source session, figuring we would learn something of interest to academic libraries.
First up was Ann Lee, Free Library of Philadelphia
Wish list for catalog, currently unable to do:
Customer tagging
FRBR (1 record for all different formats, editions of a title)
IMLS grant for Kings County, Maryland (?) will be creating a knowledge base for libraries considering open source
FLP, during recent budget crisis, used a 'staff forum' to keep everyone up to date and scotch any false rumors
Also used a staff wiki, for 53 different agencies within FLP, for Programming Directory
Borrowed code frokm NYPL for popup window that everyone visiting their page saw
They use Cold Fusion and Javascript and really like open source. Some favority sites:
http://www.riaforge.org/index.cfm?event=page.category&id=1
Authority for open source Cold Fusion projects
http://galleon.riaforge.org
Site for staff forum application we are using
http://www.cflib.org
Repository of Cold Fusion functions
Betsey Allen, Schlow Centre Region Library
-provided her handout, they are located in central PA, main library is in State College
-all libraries in district have different catalogs, worked with Liblime to create DPAC (their opac), DCAT (cataloging) and DILL (interlibrary loan)
-Use Open Office and Google Apps and Drupal for library web page, and Dim Dim for conferencing
ILS systems in district:
Horizon (Sirsi, end of life)
AmLibs (now owned by OCLC)
TLC
Millennium (though HSLSC)
Exploring Koha and Evergreen - test versions
Planning:
-district plan was needed, got library directors together and brainstormed and decided they wanted an open source, common ILS (and not too costly)
-merging systems of 2 libraries has shown a real benefit to end users
Outstanding questions:
-functionality requirements
-consortium granularity vs. high-level demands
-acquisitions - vendor integration, SIP
-autonomy vs. standard rules
-time-frame
State has been interested in working on a statewide open source project, and the district wants to make sure they are in step with the project
John Brice, Crawford County Library System - 9 libraries, Meadville Public Library
-using open source (Koha)
-operating system doesn't really matter, browser is more important as that's the way the user accesses the info
-programming is an easily taught skill (in community colleges)
-has a full-time programmer, but are not paying any license fees
Koha
-started in New Zealand, built with open source programs and tools, Uses MySQL, Apache, written with Perl, full international MARC support, Z39.50 compliant
-installed all over the world, strong support on foreign library market
-uses FRBR to begin with
- 17 countries worldwide, go to http://koha.org/support/pay-for-support
-Invest money to get exact system you want - they always buy the absolute best hardrives they can
-Their programmer developed their own interface for staff side of Koha
-They use LibraryThing for their pictures, which are free
-His presentation is at http://www.meadvillelibrary.org/os
Had to leave early so was unable to catch the rest of the session...
Friday, October 16, 2009
We have a Facebook page! Check our newest posts here ( lower right).
Here's the direct URL:
http://www.facebook.com/pages/PaLA-College-Research-Division-CRD/153686726915
If you're in Facebook, search for "pala crd".
Here's the direct URL:
http://www.facebook.com/pages/PaLA-College-Research-Division-CRD/153686726915
If you're in Facebook, search for "pala crd".
Monday, June 08, 2009
Pennsylvania Library Bulletin Now Indexed in EBSCO's Library, Information Science & Technology Abstracts Database!
The Pennsylvania Library Association is proud to announce that the PaLA Bulletin is now indexed in LISTA, the Library, Information Science & Technology Abstracts (LISTA) database. LISTA, the oldest continuously produced database covering the field of information science, is provided as a free resource from EBSCO via this link and via many public and academic libraries (note that the 'abstracts only' are available through LISTA; EBSCO also offers a full-text version for subscription).
As of today, the first two issues for 2009 (volume 64, issues 1 and 2) and the last issue for 2008 (volume 63, issue 10) are searchable. Issues dating back to 2007 will gradually be added over time.
The Pennsylvania Library Association is proud to announce that the PaLA Bulletin is now indexed in LISTA, the Library, Information Science & Technology Abstracts (LISTA) database. LISTA, the oldest continuously produced database covering the field of information science, is provided as a free resource from EBSCO via this link and via many public and academic libraries (note that the 'abstracts only' are available through LISTA; EBSCO also offers a full-text version for subscription).
As of today, the first two issues for 2009 (volume 64, issues 1 and 2) and the last issue for 2008 (volume 63, issue 10) are searchable. Issues dating back to 2007 will gradually be added over time.
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