33rd Annual
ALA
poster
SESSIONS
abstracts
June 28-29, 2014 • Las Vegas Convention Center
ALAAmericanLibraryAssociation
33rd Annual ALA Poster Sessions
Saturday, June 28th and Sunday, June 29th
American Library Association 2014 Annual Conference
Las Vegas, NV
Table of Contents
2014 Poster Session Committee
Melanie Griffin, Chair, University of South Florida
[email protected]
Candace Benefiel, Review Panel Chair, Texas A&M University
[email protected]
Sarah McHone-Chase, Abstracts Editor, Northern Illinois University
[email protected]
Kathleen Degyansky, White Plains Public Library
[email protected]
Blake Doherty, Brookdale Community College
[email protected]
Jennifer Ventling, Greene County (OH) Public Library
[email protected]
Luke Vilelle, Hollins University
[email protected]
Michael Witt, Purdue University
[email protected]
Poster Session Reviewers:
Jessica Adamick, University of Massachusetts Amherst
Nan Butkovich, Penn State University
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Mollie Dinwiddie, University of Central Missouri
Eleonora Dubicki, Monmouth University
Jody Condit Fagan, James Madison University
Stephanie Graves, Southern Illinois University Carbondale
Melanie Griffin, University of South Florida
Stefanie Hunker, Bowling Green State University
Steve Johns, Des Moines Area Community College
Julie Judkins, University of Michigan Medical School
Wendi Arant Kaspar, Texas A&M University
Robin Kear, University of Pittsburgh
Karen Lawson, Iowa State University
Deborah O. Lee, Mississippi State University
Barbara Lewis, University of South Florida
Grace Liu, University of Windsor
Meris Mandernach, Ohio State University
Sarah McHone-Chase, Northern Illinois University
Pixey Mosley, Texas A&M University
Necia T. Parker-Gibson, University of Arkansas
Carl Pracht, Southeast Missouri State University
Arlene Salazar, Texas State University
Melissa Van Vuuren, James Madison University
Ginger Williams, Wichita State University
Floor Managers:
Howard Carter, Southern Illinois University Carbondale
Yu-Hui Chen, University at Albany, SUNY
Sharon Fason
Robin Kear, University of Pittsburgh
Pixey Mosley, Texas A&M University
David Scott, Ferris State University
Eli Sullivan, Miami University
Jennifer Ventling, Greene County (OH) Public Library
Luke Vilelle, Hollins University
Tiffany Williams, LIS student at North Carolina Central University
ALA Liaison:
Mary Ghikas, Paul Graller, and Alicia Navarro
Abstracts Booklet:
Sarah McHone-Chase, Northern Illinois University
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2015 Annual Poster Session Application Information
2015 Annual Conference, San Francisco, CA: June 25–30, 2015
Applications for presenting poster sessions at the 2014 ALA Annual Conference in Las Vegas,
Nevada, will be accepted on the 2014 Annual Conference website, between November 2014
and January 2015. Exact dates will be announced in the fall.
History:
Poster sessions were introduced to the American Library Association at its 1982 Annual
Conference in Philadelphia. They are an effective forum for the exchange of information and a
means to communicate ideas, research, and programs.
Poster sessions may present any of the following:
 a report of a research study
 an analysis of a practical problem-solving effort
 a description of an innovative library program
Poster sessions cover a broad range of subjects grouped according to such areas as management,
collection development, technology, reference, and library services to special groups.
Poster session participants place materials such as pictures, data, graphs, diagrams, and narrative
text on bulletin boards. During their assigned time periods, participants informally discuss their
presentations with conference attendees. Participants are selected through a double-blind peer
review process.
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Session I (Abstracts begin on Page 15): The Collectors: Posters on Acquisitions,
Cataloging and Classification, Collection Development and Management,
History, Serials, and Special Collections
Saturday, June 28, 2014
10:30-12:00
I-1
Practice Makes Perfect: Updating Borrowing Policies and Practices at a Small
Academic Library (Crystal Boyce, Illinois Wesleyan University)
I-2
The DataONE Toolkit for Librarians (Gail Steinhart, Cornell University; Carly
Strasser, California Digital; Stephanie Wright, University of Washington)
I-3
Deep in the Heart of Texzines (Jeremy Brett, Texas A&M University; Rebecca
Hankins, Texas A&M University)
I-4
Get the Facts! Nonfiction, Informational Reading, and Literature for Youth
(Annette Lamb, Indiana University, IUPUI)
I-5
Rusty Reels & Fragile Floppies: Surveying Audiovisual and Digital Materials in
Special Collections (Valerie Prilop, University of Houston Libraries)
I-6
Pick. Spin. Win: Recycling History with Archival Photographs (Michelle Brannen,
University of Tennessee Libraries; Rabia Gibbs, University of Tennessee-Hodges
Library; Vicki Palmer, University of Tennessee-Hodges Library)
I-7
A Demand-Driven Preferred Approval Plan: One Year Later (Ann Roll, California
State University Fullerton)
I-8
Work Smarter, Not Harder: Training Students and Volunteers to Provide
Professional-Level Metadata for Digital Collections (Amy Hunsaker, University of
Nevada, Las Vegas Libraries)
I-9
Partners in Preservation: Documenting the Nation‘s Oldest City (Thomas Caswell,
University of Florida Libraries)
I-10
From Discovery to Delivery: Successful Systems Integration (Sally Bryant,
Pepperdine University)
I-11
Collaborating to Build a Teacher Resources Collection Using Primary Sources
(Michelle Cates, Palm Beach County School District; April Hines, University of Florida;
Marilyn Ochoa, SUNY-Oswego; Mark Sullivan, University of Florida; Tiffany Baglier,
University of Florida)
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I-12
Free and Good for You! Open Refine: A Valuable Tool for Digital Collections
Managers (Sara Azarpanah, University of Nevada, Las Vegas; Silvia Southwick,
University of Nevada, Las Vegas)
I-13
You Want to Change What?! Diplomacy in Cataloging Procedure Change (Julia
Hess, University of San Diego)
I-14
Taking the Journey Together: Implementing RDA for Digital Libraries (Katharine
Leigh, Ball State University; Richard Leigh, Ball State University)
I-15
MARC 583: The Journey to Recording Conservation Actions (Sara DeWaay,
University of Michigan School of Information)
I-16
Staying Afloat with RDA: Implementation Strategies and Tips for Mid-Sized
Academic Libraries (Jianrong Wang, Richard Stockton College of New Jersey; Cathy
Weng, College of New Jersey)
I-17
Integrating Usability into Collection Development (Nancy Beals, Wayne State
University Library System; Paul Beavers, Wayne State University Library System)
I-18
Implementing Patron-Driven Acquisition (PDA) for eBook Acquisition that Fits
Your Library (Kay Downey, Kent State University; Cristóbal Urbano, Universitat de
Barcelona; Yin Zhang, Kent State University)
I-19
Somewhere There‘s a PLACE for Us: Linking Fedora Digital Collections and Open
Geoportal (Eleta Exline, University of New Hampshire; Michael Routhier, University of
New Hampshire; Thelma Thompson, University of New Hampshire)
I-20
Rejuvenate eBook Acquisitions! (Julie Swann, Northern Arizona University Cline
Library)
Session II (Abstracts begin on Page 24): The Educators: Posters on Distance
Learning, Continuing Education, Library Education, Literacy, and Research
Methodology
Saturday, June 28, 2014
12:30-2:00
II-1
Study Psychology Researchers‘ Citing Behavior for Collection Development
(Jacqueline Bronicki, University of Houston; Irene Ke, University of Houston)
II-2
Beyond the Classroom: Developing Soft Skills through Student Organizations
(Emma Cobb, University of Wisconsin - Milwaukee School of Information Studies;
Jennifer Meixelsperger, University of Wisconsin - Milwaukee School of Information
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Studies; Kadie Seitz, University of Wisconsin - Milwaukee School of Information
Studies)
II-3
Digital Natives‘ Tech Skills: Correlating Student Confidence and Outcomes (Erin
Burns, Penn State Shenango; Michelle Eichelberger, Genesee Community College;
Bonnie Imler, Penn State Altoona)
II-4
Bridging the Skills Gap: Enhancing the Student Employee Experience (Amy
Hunsaker, University of Nevada, Las Vegas Libraries; Amanda Melilli, University of
Nevada, Las Vegas Libraries; Rosan Mitola, University of Nevada, Las Vegas Libraries)
II-5
READ-ing Our Way to Student Training Success (Alyssa Archer, Radford University;
Lisa Vassady, Radford University)
II-6
From Distance Education to Online Learning: Practical Approaches to Information
Literacy Instruction and Collaborative Learning in Online Environment (Michael
Courtney, Indiana University; Sara Wilhoite-Mathews, Ball State University)
II-7
―Race is a social construct and does not exist‖: What Academic Librarians Have to
Say about Racism in the Profession (Jaena Alabi, Auburn University Libraries)
II-8
Get Involved: Powered by Your Library (Carla Lehn, California State Library)
II-9
Financial Know-How and YOU! The Library as a Gateway to Financial Literacy
(Ophelia Chapman, Morehead State University; Jennifer Little, Morehead State
University)
II-10 InfoSkills2Go: Bridging the Information Literacy Gap between High School and
College (Dorothy Hemmo, University of Illinois – Springfield; John Laubersheimer,
University of Illinois – Springfield; Benjamin Nanamaker, Lincoln Library, Springfield,
IL; Susan Pennington, Southeast High School, Springfield, IL)
II-11 Know When to Hold ‗Em, Know When to Scaf-Fold ‗Em: The Case of Sustaining an
Information Literacy Instruction Program at Cascadia Community College (Leslie
Bussert, Cascadia Community College & University of Washington Bothell; Dave
Ellenwood, Cascadia Community College & University of Washington Bothell)
II-12 Viva Virtual Reference: Using Mixed Methods to Understand Chat and Email
Reference Services (David Atkins, University of Tennessee Libraries; P. Judy Li,
University of Tennessee Libraries)
II-13 Landing Your First Academic Library Job: A Cohort Study of Recent Graduates
from the UNC at Chapel Hill‘s School of Information and Library Science
(Alexander Carroll, University of Maryland - College Park; Jason Reed, Kansas State
University)
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II-14 In Their Own Voices: The Study Habits of Distance Education Students (Stefanie
Buck, Oregon State University)
II-15 What America Thinks: Using the General Social Survey as a Reference Tool (Rose
Trupiano, Marquette University Raynor Memorial Libraries)
II-16 Should Libraries Promote Citation Managers to Undergraduates?: Tracking the
Use of RefWorks by Undergraduate Students (Susan Silver, University of South
Florida Library)
II-17 Librarian Design Share: Inspiration for Library Creatives (April Aultman Becker,
Research Medical Library, University of Texas MD Anderson Cancer Center; Veronica
Douglas, St. Mary’s College of Maryland Library)
II-18 Collective Engagement: What Aspiring, New, and Seasoned Professionals Bring to
the Table (Barbara Beaton, MLibrary, University of Michigan; Jennifer Brown,
MLibrary, University of Michigan)
II-19 Design Thinking and LibQUAL+: The Changing Needs and Expectations of Faculty
and Undergraduates in ARL Libraries—Trends 2003–2011 (Amy Yeager,
Association of Research Libraries)
II-20 Making MOOCs Work for Work: A Corporate Library Approach to Professional
Development (Amanda Milbourn, Disney Consumer Products)
Session III (Abstracts begin on Page 35): Outreach: Posters on Interlibrary
Cooperation, Library Services to Special Groups, and Reference and
Information Services
Saturday, June 28, 2014
2:30-4:00
III-1 Block by Block: Computational Thinking for Tweens & Teens (Michelle Hawkins,
Anythink Libraries)
III-2 What‘s the Problem?: Student Centered Learning in Social Sciences Library
Instruction (Doug Hernandez, George Mason University Libraries; Janna Mattson,
George Mason University Libraries; Helen McManus, George Mason University
Libraries; Mary Oberlies, George Mason University Libraries)
III-3 Inclusive Instruction: Information Literacy for Adult Learners (Rebecca Carlson,
Southwest Baptist University Libraries; Bethany Messersmith, Southwest Baptist
University Libraries)
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III-4 Tailor it to Their Needs and They Will Come: Designing Information Literacy
Instruction for Large Class Settings (Mona Anne Niedbala, University of Rhode
Island)
III-5 Curriculum Crunch: How to Develop and Evaluate Curriculum Materials
Collections (Lauren Kelley, California State University Channel Islands; Lettycia
Terrones, California State University Fullerton)
III-6 No Bluffing—The New Nursing Information Literacy Competency Standards Are
on the Table! (Loree Hyde, Oregon Health & Science University; Julie Planchon Wolf,
University of Washington Bothell and Cascadia Community College)
III-7 HackHealth: Engaging Tweens in Seeking and Utilizing Health Information (Dana
Casciotti, National Institutes of Health, National Library of Medicine; Natalie Greene
Taylor, College of Information Studies, University of Maryland; Christie Kodama,
College of Information Studies, University of Maryland; Beth St. Jean, College of
Information Studies, University of Maryland; Mega Subramaniam, College of
Information Studies, University of Maryland)
III-8 Gearing Up for College: Library Support for Outreach and Early Recruitment for
Middle School Students (Nancy Fawley, University of Nevada, Las Vegas; Samantha
Godbey, University of Nevada, Las Vegas; Xan Goodman, University of Nevada, Las
Vegas; Susan Wainscott, University of Nevada, Las Vegas)
III-9 Connecting First-Year Students with Library Web Portal Via Information Literacy
Course (Yu-Hui Chen, University at Albany, SUNY)
III-10 Integrating Information Literacy into the First-Year Experience of International
Students (Chris Langer, California State University, Fresno)
III-11 A Tale of Two Classes: Embedded Librarianship vs. the One-Shot (Jill Hampton,
University of South Carolina Aiken; Kari Weaver, University of South Carolina Aiken)
III-12 ―S.T.E.M.‖-ulating Young Minds: Creating Science-Based Programming @ Your
Library (Tezeno Lynette Roberson, Dallas Public Library)
III-13 Don‘t Let Your Kids Slip and Slide (Staci Shaw, Idaho Commission for Libraries)
III-14 Reach Out in a New Direction: Applying Public Relations Best Practices to
Academic Outreach (Bettina Peacemaker, Virginia Commonwealth University; Sue
Robinson, Virginia Commonwealth University; Marilyn Scott, Virginia Commonwealth
University)
III-15 A Diversity Project: A Poster Series Connecting Core Values to Library Materials
and Expertise (Bettina Peacemaker, Virginia Commonwealth University; Sue Robinson,
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Virginia Commonwealth University; Marilyn Scott, Virginia Commonwealth
University)
III-16 KNOW YOUR NEIGHBORHOOD: Engaging Communities in Local History
(Michele Casto, DC Public Library; Ana Elisa de Campos Salles, DC Public Library;
Kelly Navies, DC Public Library)
III-17 So You Think You Are Information Literate?: Assessing Pre-Service Teachers
Information Literacy Skills (Suzanne Julian, Brigham Young University; Rachel
Wadham, Brigham Young University; Jennifer Wimmer, Brigham Young University)
III-18 Student to Superhero: Freshmen Tell Their Research Stories (Margot Hanson,
California State University Maritime; Michele VanHoeck, California State University
Maritime)
III-19 You Are Teaching, but Are They Learning? An Assessment of Bachelor of Business
Administration Students (Joanna Blair, Seneca College; Gail Strachan, Seneca College)
III-20 Targeting Grad Students: Creating a Web Guide for Thesis Writers in the
Construction Industry Fields (Pauline Melgoza, Texas A&M University; Laura Sare,
Texas A&M University)
Session IV (Abstracts begin on Page 45): Global Solutions, International Projects in
Libraries
Sunday, June 29, 2014
10:30-12:00
IV-1 Middle East and North Africa Disaster Planning in Time of War (Laila Moustafa,
University of Illinois at Urbana Champaign)
IV-2 Assemble Autonomatronic Arduino and Feel Fake Fur: Innovative New Media and
Materials Enhance the Curriculum in Qatar (Richard Lombard, VCU Qatar)
IV-3
Parents‘ Night Out! (Tess Prendergast, Vancouver Public Library)
IV-4 Lights! Camera! Education!: A Library & Nurse Educator Collaborative ―Movie‖
Program for Continuing Competencies (Melissa Raynard, University of Manitoba Libraries)
IV-5 Going Global: Library as a Crucial Player for Internationalizing a University (Toni
Greider, University of Kentucky Libraries; Adrian Ho, University of Kentucky Libraries)
IV-6
M & M: M-Generation and M-Libraries (Shiao-Feng Su, National Chung-Hsing
University, Taiwan, Province of China)
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IV-7
Building the Capacity of Librarians from Nine African Universities (CARTA
Institutions) (Alonge Ayo, University of Ibadan, Nigeria; John Eyers; Dr. Benedict
Oladele; Obasola Oluwaseun, Medical Library College of Medicine, University of
Ibadan, Oyo State Nigeria)
IV-8
Nicaraguan Library Partners with Award-Winning Designers and Rotary
International: Renovating/Redesigning to Serve a Multipurpose Library (Justin
Martinez, Oz Architecture; Jane Mirandette, Hester J. Hodgdon Libraries for All)
IV-9
Public Libraries in a Post-Soviet State: Challenges and Opportunities (Alla
Kushniryk, Mount Saint Vincent University; Stanislav Orlov, Mount Saint Vincent
University)
IV-10 Patron Driven Acquisition—Is it Good for Video? (Alison Bates, La Trobe University;
Colleen Cleary, Queensland University of Technology; Olivia Humphrey, Kanopy)
IV-11 The World Is at Our Doorstep. Are We Inviting Them in? Assessing Library
Services to International Students (Leslie Bussert, University of Washington
Bothell/Cascadia Community College Campus Library; Dani Rowland, University of
Washington Bothell/Cascadia Community College Campus Library)
IV-12 Library Best Practices: Fresh Innovations from Southeast Asia (John Hickok,
California State University Fullerton; Martin Perez, Far Eastern University, Philippines;
Ida Priyanto, Gadjah Mada University, Indonesia; Van Tran, American Center Library,
Vietnam)
IV-13 Women‘s Studies and Human Books: A Valuable Information Literacy Experiment
(Yvonne Becker, University of Alberta, Augustana Campus; Nancy Goebel, University
of Alberta, Augustana Campus)
IV-14 Cooperate, Preserve, Share: Improving Access to Primary Source Materials from
Africa (Araba Dawson-Andoh, Ohio University Libraries; Esmeralda Kale, Northwestern
University)
IV-15 From Research Supporters to Research Partners: Librarians and Islamic Bioethics
(Miriam Shaath, Georgetown University SFS Qatar; Frieda Wiebe, Georgetown
University SFS Qatar)
IV-16 Library as Place: Experiences of Homeless Men in Public Libraries in Vancouver,
Canada (Jean McKendry, Kwantlen Polytechnic University)
IV-17 Finance Your Future—The University Finance Lab as a Venue for Information
Literacy and Student Engagement (Stephanie Perpick, University of Toronto)
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IV-18 Puerto Rico and Colombia: Enhancing the Library to Empower Communities in the
Digital Age (Myrna L. Torres-Perez, UPR Bayamón, Puerto Rico; Santiago VillegasCeballos, La Loma, Columbia)
IV-19 First Steps for Aboriginal Students: The Library‘s Partnership with the Aboriginal
Centre (Sarah Stang, University of British Columbia)
IV-20 youryongestreet: Connecting Communities through Local History (Stacey Nordlund,
Toronto Public Library)
Session V (Abstracts begin on Page 55): Connections: Posters on Cooperation with
Non-Library Institutions and Agencies, Interlibrary Loan, Library Use
Instruction, and Public Awareness
Sunday, June 29, 2014
12:30-2:00
V-1
Taking Our Show on the Road: Salt Lake County Library Services‘ Road Home
Shelter Outreach Project (Susan Hamada, Salt Lake County Library Services; Heather
Novotny, Salt Lake County Library Services; Stacy Vincent, Salt Lake County Library
Services)
V-2
Something to Talk About: Creating Dialogue and Transforming Viewpoints
through Library and Community Collaboration (David Sesser, Henderson State
University; Lacy Wolfe, Ouachita Baptist University)
V-3
Re:Purpose Your Event: How the RE:BOOK Altered Book Contest became a
Signature Event at the Claremont Colleges Library (Alexandra Chappell, Claremont
Colleges Library; Natalie Tagge, Claremont Colleges Library)
V-4
To Display or Not to Display? The Question of Juvenile Literature Displays in an
Academic Library (Melissa Atkinson, Abilene Christian University)
V-5
Sycamore Things: A Visual Literacy Game (Shelley Arvin, Indiana State University
Cunningham Memorial Library; Heather Rayl, Indiana State University Cunningham
Memorial Library)
V-6
Transforming Biomedical Research and Practice: Promoting Research and
Awareness of Sex and Gender Differences in Health (Mary Edwards, University of
Florida Health Science Center Library; Rolando Garcia-Milian, University of Florida
Health Science Center Library; Hannah Norton, University of Florida Health Science
Center Library; Nancy Schaefer, University of Florida Health Science Center Library;
Michele R. Tennant, University of Florida Health Science Center Library)
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V-7
Sprouting Green Librarians among the Weeds (Mindy Reed, Austin Public Library)
V-8
Who Am I?: Incorporating Identity Play to Boost Teen Engagement (June Ahn,
College of Information Studies, University of Maryland; Mega Subramaniam, College of
Information Studies, University of Maryland; Amanda Waugh, College of Information
Studies, University of Maryland)
V-9
How Do YOU Día?: An Interactive Showcase of Culturally Diverse Children‘s
Library Programs (Debby Gold, Cuyahoga County Public Library, Parma Heights, OH)
V-10 Guitars, Amps, & iPads: Music Libraries as Makerspaces (Kathleen DeLaurenti,
College of William and Mary)
V-11 You Don‘t Have to Fake it (Carla Aviitabile, Marin County Free Library)
V-12 The Librarian Will See You Now: Mandatory Research Conferences for
Composition Students (Kelly Diamond, West Virginia University; Alyssa Wright, West
Virginia University)
V-13 Funky Fundraising—How We Used a Literary Pub Crawl to Raise Money for
Literacy (Erin Cataldi, Johnson County Public Library, IN; Heather Howard, Butler
University)
V-14 To Tweet or Not to Tweet? (Peter Cannon, University of South Florida School of
Information; Rebecca Durney, University of South Florida School of Information;
Kimberly Nordon, University of South Florida School of Information; Roxana Palmer,
University of South Florida School of Information)
V-15 Problem Assignments: An Opportunity for Faculty to Collaborate with Librarians
(Theresa Carlson, Northern Arizona University; Karen McCoy, Northern Arizona
University)
V-16 Dropping a Few Balls: Juggling for Relevancy (Kathy Gaynor, Thompson Rivers
University; Elizabeth Rennie, Thompson Rivers University)
V-17 From the Ground Up: Promoting Sustainability in Academic Libraries (Heather
Hayashi, University of California San Diego; Kim Kane, University of California San
Diego; Jock Oubichon, University of California San Diego; Kim Schwenk, University of
California San Diego)
V-18 Calling All Library Donors!: Using an Undergraduate Research Award to Engage
Potential Donors (Gabriel Duque, University of Michigan; Pamela MacKintosh,
University of Michigan)
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V-19 Library Support of Undergraduate Research Programs: Perceptions, Value, and
Opportunity (Stephanie Davis-Kahl, Illinois Wesleyan University; Merinda Kaye
Hensley, University of Illinois; Sarah Shreeves, University of Illinois)
V-20 From Pages to People: Organizing Human Libraries in Academic Library Settings
(LeRoy LaFleur, University of Rochester; Katie Papas, University of Rochester; Mari
Tsuchiya, University of Rochester)
Session VI (Abstracts begin on Page 66): Infrastructure: Posters on Buildings and
Equipment, Management, and Technology
Sunday, June 30, 2013
2:30-4:00
VI-1
A Class-Sourced Bibliography: Tapping the Web and Social Media Tools to Develop
an Evolving Annotated Bibliography (Christian Lovrich, Fort Hamilton High School,
NY; Robert Nelson, Fort Hamilton High School, NY)
VI-2
The Last Space of Democracy—Libraries and Urban Transformation (Andrew
Frontini, Perkins+Will)
VI-3
From Here to Discovery (Jacob Berg, Trinity Washington University)
VI-4
Preparing for Candidates to Interview Us (Pixey Mosley, Texas A&M University; Jan
Pfannstiel, Texas A&M University Libraries)
VI-5
Library Annual Reports Made Easy (Essraa Nawar, Leatherby Libraries, Chapman
University)
VI-6
Accessibility: Opening Windows to Digital Collections (Teressa Keenan, University of
Montana; Wendy Walker, University of Montana)
VI-7
Engaging Learners through Interface, Interactivity, and Instant Feedback (Jill
Hallam-Miller, Central Penn College; Diane Porterfield, Central Penn College)
VI-8
Design It! Developing a Graphic Design Process for Diversity Resources (Miguel
Ruiz, University of Wisconsin-Madison)
VI-9
Are You Ready? Developing a Disaster Preparedness Plan for Libraries (Nancy
Abashian, Binghamton University Libraries; Jill Dixon, Binghamton University
Libraries)
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VI-10 Teaching Information Literacy through Graphic Novels and Animation (Joanne
Christensen, Weber High School, UT; Michele Edgley, Ogden School District, UT;
Shaun Jackson, Weber State University; JaNae Kinikin, Weber State University)
VI-11 Is the Library Really Open if the Building Is Closed? Student Survey Panel Results
(Melissa Gold, Millersville University)
VI-12 Plug-in Wall (Kasia Leousis, Auburn University; Robert Sproull, Auburn University)
VI-13 Fixing Future Managers: Librarian Recommendations for Improving Library
School Management Education (Susan Schreiner, Pittsburg State University - Axe
Library)
VI-14 Going Analog & Getting Artsy: Transforming the Academic Library through
Creative Programming (Kristin Strohmeyer, Hamilton College)
VI-15 Connecting Arizona Tribal Libraries (Ivonne Ramirez, University of Tennessee
Knoxville)
VI-16 What Is Your ALTernate Reality? (Karen Pardue, Colorado State University – Pueblo)
VI-17 CAREful Change: Supporting Users and Each Other through Times of Significant
Change (Chelle Batchelor, University of Washington Bothell / Cascadia Community
College; Rob Estes, University of Washington Bothell / Cascadia Community College;
Tami Garrard, University of Washington Bothell / Cascadia Community College; Suzan
Parker, University of Washington Bothell / Cascadia Community College)
VI-18 Managing Against Change: Transactional Leadership and the Experienced Library
Leader (Jason Martin, Stetson University)
VI-19 Lead and Inspire: The Effect of Transformational Leadership on Organizational
Outcomes (Jason Martin, Stetson University)
VI-20 Library Outreach through Digital Exhibits (Gwyneth Crowley)
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Session I: The Collectors: Posters on Acquisitions, Cataloging and
Classification, Collection Development and Management, History, Serials, and
Special Collections
Saturday, June 28, 2014
10:30-12:00
I-1
Practice Makes Perfect: Updating Borrowing Policies and Practices at a Small
Academic Library
Crystal Boyce, Illinois Wesleyan University ([email protected])
The Circulation/Reserves Department at the College of William & Mary’s Swem Library had
always kept statistics on visitor counts and item circulation, but a deep review of the library’s
lending practices had never been attempted. The Systems team had long been aware of the
number of redundant, outdated, and incorrect systems level policies. Most of the policy reviews
that had occurred in the recent past had been prompted by student or faculty feedback. Before
this review, like many academic and public libraries, we had not evaluated or changed our
lending practices in at least a decade, so we had a lot of questions to answer. Is a $0.20 overdue
charge an efficient means of ensuring timely return of materials? Are fines effective at all? Does
the ill will created by fines justify the costs associated with billing? How do the scholarship
needs of undergraduates differ from graduates and faculty? The LIS literature is replete with
assessment of collections and teaching but lacking in the circulation arena. We seek to begin a
conversation regarding assessment of the most basic library functions: the circulating of the
collections. We will show that eliminating fines not only saves time and increases patron morale,
but that it does not have a significant negative effect on collections maintenance. Our poster will
compare past and current practices and effects via graphics, charts, and basic definitions. We will
demonstrate how the billing process had become unnecessarily complex and how the new
processes are both more accessible to staff and to users.
I-2
The DataONE Toolkit for Librarians
Gail Steinhart, Cornell University ([email protected])
Carly Strasser, California Digital Library ([email protected])
Stephanie Wright, University of Washington ([email protected])
The DataONE Community Engagement Working Group presents an Outreach Toolkit for
Librarians that provides background information about the National Science Foundation funded
DataONE project (http://www.dataone.org/), offers a rationale for librarian engagement with
research data management, lists DataONE resources on data management and preservation, and
helps build community around the DataONE effort to encourage long-term access to and
preservation of digital research data. DataONE’s cyberinfrastructure efforts are focused on
federating existing data repositories in the earth and environmental sciences and developing tools
to facilitate data integration, analysis, description, and management. This infrastructure
development is complemented by educational and outreach activities which inform the research
community about data stewardship, and promote best practices. With the Librarian Outreach
Toolkit, we introduce librarians to the DataONE project and the resources and tools they can use
15
to fill a relevant and timely need for their communities, framing the use of these resources and
tools in the context of the data life cycle. DataONE resources include instructional materials on
data management, a best practices database, a software tools catalog, a research data
management needs survey and assessment bibliography, and more. Libraries and librarians are
invited to become involved with the DataONE community.
I-3
Deep in the Heart of Texzines
Jeremy Brett, Texas A&M University ([email protected])
Rebecca Hankins, Texas A&M University ([email protected])
Zines are small, informal, non-professional publications. They are creative outlets devoted to
idiosyncratic self-expression, and are often used by members of different minority groups and
subcultures as methods of cultural expression and communication. By their very nature zines are
hard to pin down, but distinguishing common characteristics of zines include a small circulation
(sometimes via subscription but often distributed informally among interested parties) and a
raison d'etre stressing free expression over profit. The zine collection started at the archives is
designed to preserve these alternative voices and provide users a new and deeper understanding
of different cultural experiences. In conjunction with the development of the zine collection, the
POC Zine Project’s RaceRiot! brought their thought-provoking and visually stimulating
multimedia event and panel discussion to the university, a part of a whirlwind tour throughout
the United States. The Project panel includes a rotating roster of speakers who offer, through
their own zines, a chronology and a partial history of the creative and intellectual production of
people of color. The Project has received rave reviews and news write-ups throughout their
travels. This poster will highlight some of the more graphically and thematically interesting zines
in our collection as well as the RaceRiot! speakers who shared their passionate opinions and
views with us via photographs, twitter feeds, and video. This poster will show how zines in
library and archival collections can be used as an effective medium for giving a voice to the joys,
concerns, and beliefs of outsider cultures and communities.
I-4
Get the Facts! Nonfiction, Informational Reading, and Literature for Youth
Annette Lamb, Indiana University (IUPUI) ([email protected])
Boring, lifeless nonfiction books are out! Engaging, visually-rich informational reading is in!
While youth may read informational books for pleasure, nonfiction works can also be used to
explore ideas, gain insights, broaden perspectives, and build knowledge. At this poster session,
you’ll learn to spice up the youth nonfiction section of a school or public library. Informational
reading and nonfiction works play a key role in the new Common Core State Standards (CCSS).
This emphasis is generating new demands for both school and public libraries as well as
opportunities for collection development and collaboration. From graphic biographies and
histories to plant and animal field guides, libraries are full of engaging nonfiction for children
and young adults. By pairing popular fiction with nonfiction books, identifying clusters of
related works, introducing graphic novel-style nonfiction to reluctant readers, and tying engaging
nonfiction works to online tools and eBook resources, librarians can attract new readers and
promote essential twenty-first century skills. This poster session will explore a wide range of
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informational texts. In addition, it will examine a dozen issues related to selecting quality,
complex texts, addressing the needs of reluctant readers, and engaging young people in
stimulating reading experiences. Dozens of books for youth will be featured. The Common Core
State Standards emphasis on informational reading makes this a particularly timely topic for
school and public librarians alike. This poster is based on a successful graduate course in
nonfiction literature for youth taught at IUPUI. To explore the materials, go to
http://eduscapes.com/nonfiction.
I-5
Rusty Reels & Fragile Floppies: Surveying Audiovisual and Digital Materials in
Special Collections
Valerie Prilop, University of Houston Libraries ([email protected])
Many special collections hold audiovisual and digital materials that have come in as stand-alone
collections, or, increasingly, as part of hybrid collections also containing paper-based materials.
By and large, they have been housed and stored in archival conditions appropriate for paper
without being given the specific attention they need. University of Houston Special Collections
has embarked upon a project to survey the stacks to identify these materials and determine what
preservation activities need to be undertaken. Additionally, the information gathered will be used
to create specific policies and procedures for the handling of audiovisual and digital materials at
the time of their acquisition. Finally, information from the project will inform curators as they
develop standardized ways of describing audiovisual and digital materials. The initial phase of
the project resulted in a list of more than 8,000 potential audiovisual and digital items located in
Special Collections. This inventory was created using information found in finding aids and
bibliographic records, along with curator input regarding unprocessed or minimally described
items. Collections and items were then prioritized for physical examination prior to the
development of a plan for immediate action and procedures for long-term ingestion and care of
similar materials.
I-6
Pick. Spin. Win: Recycling History with Archival Photographs
Michelle Brannen, University of Tennessee Libraries ([email protected])
Rabia Gibbs, University of Tennessee-Hodges Library ([email protected])
Vicki Palmer, University of Tennessee-Hodges Library ([email protected])
In spring 2014, the University of Tennessee’s Special Collections department and The Studio,
the library media lab, hosted an art contest asking contestants to ―re-purpose‖ archival
photographs of the university—through collage, mash-up, or reproduction—to create an art piece
reflecting the contest’s ―school spirit‖ theme. The goal was to encourage students to use
university-related special collections materials as well as create an opportunity for instruction on
UT Libraries’ special collections, image copyright, and photo-editing software. Participants were
encouraged to use materials from multiple sources including the onsite archives, UT Libraries’
online digital collections, and the library’s Pinterest page. To provide further assistance, library
instructional sessions were scheduled at regular intervals during the open registration dates. Each
instruction session provided students with:
• An overview of UT Libraries’ current image-based digital collections
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• Instructions on how to use SCOUT, the finding aid database
• Instructions on how to request and use Special Collections materials in the reading room
• An overview of copyright for images and additional copyright resources
• Instruction on Photoshop basics and how to create collages, mash-ups, and reproductions
All participants were surveyed about their experience and each class included a survey allowing
students to provide feedback about the quality of the instruction and its relevance. In addition,
the audience will be able to participate by voting through the library’s Pinterest page. This poster
will provide an outline of the project, show examples of contest submissions, and chart
evaluative information including contest data and survey feedback.
I-7
A Demand-Driven Preferred Approval Plan: One Year Later
Ann Roll, California State University Fullerton ([email protected])
California State University, Fullerton’s Pollak Library is working toward the goal of providing as
much content in electronic format as possible. To address this need along with a shrinking
budget for monographs, the Library recently moved to not only an e-preferred approval plan, but
actually a demand-driven (DDA) preferred approval plan. Pollak Library had a successful DDA
plan in place for some time, in which slipped approval plan titles were automatically added to the
Library catalog and made available for short-term-loan via DDA. With some slight workflow
adjustments, approval plan titles that were sent automatically as books, in addition to slips, are
also being made available for short-term-loan via DDA rather than being purchased
automatically. This poster will demonstrate how the Library’s move to a DDA-preferred
approval plan has affected the collection and budget after one year. Charts and graphs will
visually compare approval receipts and expenses to previous years before the change.
Preliminary results, using only the first quarter of data, were presented in a six-minute Shotgun
Session at the 2013 Charleston Conference.
I-8
Work Smarter, Not Harder: Training Students and Volunteers to Provide
Professional-Level Metadata for Digital Collections
Amy Hunsaker, University of Nevada, Las Vegas Libraries ([email protected])
Academic institutions’ digital collections often face the challenging issue of not having enough
professionals to create metadata for the thousands of digital objects that exist in their collections.
Anybody can scan, but not everyone is cut out for metadata creation. However, universities
abound with intellectual and energetic pre-professionals, i.e., students. Instead of assigning
student workers and volunteers to purely menial tasks, why not tap into their ability to learn and
train them to do more ―professional‖ jobs, such as metadata creation and website maintenance?
With an entire campus filled with students eager to gain experience and willing to study, it is
easy to find capable workers that are able to learn and perform complex tasks. Teaching student
workers to work on a professional level is also aligned with the over-arching goals of
knowledge-sharing and mentorship found in academic environments. Training college students
to perform professional tasks is a win-win situation for academic libraries. The students come
away from the experience with something to put in their resumes, and libraries come away with
affordable, high-quality workmanship. This poster will illustrate how University of Nevada, Las
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Vegas Libraries Digital Collections trains student workers and volunteers to provide consistent,
high-quality metadata creation through the use of detailed indexing guidelines, written
procedures, quality control processes, and work tracking systems. Efficient workflows, crossvalidation methods, and various systems will be displayed through visual images and diagrams,
and detailed handouts describing how to organize regular metadata meetings and quality control
processes will be provided.
I-9
Partners in Preservation: Documenting the Nation‘s Oldest City
Thomas Caswell, University of Florida Libraries ([email protected])
This poster summarizes activities associated with a grant-funded collaborative project which
successfully draws together four different repositories of hidden and fragile archival material
which have been previously inaccessible to researchers worldwide and is now freely available in
an open source database. By partnering both public and private institutions, this initiative
digitally preserves and provides access to thousands of maps, drawings, photographs, and
documents which help in telling St. Augustine’s unique story as the United States’ oldest city.
Among the important archival items to be unearthed are maps, architectural drawings, Spanish
and British colonial documents, photographs, and archaeological records, all of which date from
the sixteenth century to the present. Digital access to primary research materials is probably the
single most important factor in stimulating new and diverse scholarship. These records document
much about the material culture, economy, and social and political organization of the nation’s
oldest city and its indigenous and African hinterlands. This project is innovative in that, for the
first time, global access is being given to several discrete and sometimes heretofore hidden
archives in a user-friendly, interactive digital collection. Many examples of the visually rich
material will be presented in the poster to show how a grant-funded project can draw together
archival collections from public and private sources to digitally preserve and give access to
research material related to our nation’s colonial history. The presenter will also have an iPad on
hand to allow attendees to search and retrieve materials live from the database.
I-10 From Discovery to Delivery: Successful Systems Integration
Sally Bryant, Pepperdine University ([email protected])
Patrons want library collections to be unrestricted in scope. Demands for information resources
are increasing while libraries are facing decreasing budgets and minimal staffing support. ILL
and consortial services can help libraries expand access to collections. Patron-initiated borrowing
systems are a current trend in libraries, but seamlessly integrating them is challenging. Our
poster will analyze problems in patron-initiated consortial borrowing and lending services. We
will introduce our new generation service, which combines more than four complex library
systems and allows them to work together in real-time availability: the OPAC, a consortial
borrowing system, an ILL system, an ILS, and an authentication system. This service has
seamlessly integrated our new discovery tool, WorldCat Local, with our borrowing and lending
systems: local, consortial, and worldwide ILL. Our patron requests have dramatically increased
as requests are now automatically transferred from system to system based on the item’s
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availability, maintaining rapid delivery. This technological advancement provides more services
to our patrons, costs less, and improves the time management of our staff.
I-11 Collaborating to Build a Teacher Resources Collection Using Primary Sources
Michelle Cates, Palm Beach County School District, FL ([email protected])
April Hines, University of Florida ([email protected])
Marilyn Ochoa, SUNY-Oswego ([email protected])
Mark Sullivan, University of Florida ([email protected])
Tiffany Baglier, University of Florida ([email protected])
This poster describes collaboration and outreach efforts to build the Teacher Resources
Collection (http://ufdc.ufl.edu/trc). Intended for K-12 educators, the searchable database offers
access to original curriculum materials, templates for lesson plans and evaluation tools,
professional development tools helping educators find and use primary resources in the
classroom, and ways to contribute to the collection. Recognizing K-12 educator needs for freely
available, quality teaching resources aligned to Common Core State Standards and national
content standards, an education librarian initiated a project to build an open educational resource
that focused on meeting those needs. The University of Florida Digital Collections (UFDC) was
an ideal source to provide needed materials for curriculum resources for many different subjects;
the planned database intended to leverage UFDC’s unique primary source items including rare
children’s books, Civil War letters, photographs of specimens, aerial maps, and early twentieth
century newspapers. Through collaboration of a core project team including higher education
library staff, digital library software programmer, K-12 curriculum developer and media
specialist, needs of and challenges faced by potential users were more easily identified and
addressed. The yearlong project was enhanced through outreach and promotional efforts to
school district administrators, pre-service and in-service teachers, and higher education faculty
and graduate students. By collaborating with these stakeholders, the team determined content to
prioritize; increased the ease of use and usefulness of templates, videos, and tools; developed a
plan to sustain the database; and the increased visibility of locally curated primary sources.
I-12 Free and Good for You! Open Refine: A Valuable Tool for Digital Collections
Managers
Sara Azarpanah, University of Nevada, Las Vegas ([email protected])
Silvia Southwick, University of Nevada, Las Vegas ([email protected])
Although necessary, frequent revisions of digital collections metadata are expensive and time
consuming tasks. It commonly involves allocating staff dedicated to revising metadata. This is
accomplished through various tasks such as consulting Library of Congress Authority files. This
manual process may not always reach the desired results. Open Refine (aka Google Refine), an
open source application (http://openrefine.org/), is a helpful tool to automate some of these tasks,
accelerating metadata clean-up processes and improving consistency. In particular, it is quite
efficient for managing the use of controlled vocabularies. It implements automatic processes that
verify if terms that are being used in the digital collections are consistent with adopted controlled
vocabularies. As a result of this process, the system presents all exact matches as well as possible
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match choices for the terms that had not an exact match with the adopted controlled vocabulary.
While this tool is mostly used within linked data projects, the use of Open Refine can help any
digital collection manager to maintain metadata quality. This poster will show in a schematic
way the potential uses of this tool in the context of digital collections metadata. It will also
indicate benefits of using it to prepare metadata to be transformed into linked data.
I-13 You Want to Change What?! Diplomacy in Cataloging Procedure Change
Julia Hess, University of San Diego ([email protected])
Every library occasionally has to make significant changes to local cataloging procedures, and
often these decisions are unpopular. Staff may resist the alteration to their routine, and patrons
may have trouble finding items they used to be able to locate easily. In spring of 2014, librarians
at the University of San Diego’s Copley Library made significant changes to local media
cataloging procedures. This poster will present some of the steps taken to help catalogers feel
more comfortable implementing the changes along with tools used to introduce the changes to
patrons and give them some advice for locating the items they need. It will also evaluate the
efficacy of these extra steps, describing the reactions of staff and patrons to the cataloging
changes.
I-14 Taking the Journey Together: Implementing RDA for Digital Libraries
Katharine Leigh, Ball State University ([email protected])
Richard Leigh, Ball State University ([email protected])
Resource Description and Access (RDA) affects more than just cataloging units—it also impacts
digital collections, library systems, and end users. This poster will explain how RDA impacted
Ball State University’s Digital Media Repository (DMR). It will also discuss how multiple
library units collaborated to make decisions regarding RDA that fell outside the boundaries of
traditional cataloging departments. The Metadata and Digital Initiatives (MADI) unit digitizes
and provides description for historical artifacts and analog materials using a modified version of
Dublin Core. The Cataloging and Metadata Services (CAMS) unit provides description for a
variety of formats using Anglo-American Cataloging Rules, Second Edition (AACR2) and RDA.
Although the two units create data independently from each other, their resources do ultimately
end up in the same systems. How are MADI and CAMS able to ensure uniform descriptive
practices and standardized access points? The presenters will provide a timeline of the process,
with examples for each step. Evaluation of the success of the project will be shown with
statistics, internal communications, and quotes from stakeholders. The presenters hope to show
the importance of RDA compliance for all library units, and to provide interested parties with a
loose framework for undertaking similar projects on their own.
I-15 MARC 583: The Journey to Recording Conservation Actions
Sara DeWaay, University of Michigan School of Information ([email protected])
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Libraries struggle with ways to record conservation and preservation actions, and share that
information with users. The MARC 583 field allows institutions to connect treatment actions to
catalog records. However, implementation of MARC 583 is a challenging process that requires
research and staff time. Additionally, published material related to MARC 583 is limited, despite
growing interest in its use. This poster describes the process that the University of Michigan
Library recently went through to implement use of MARC 583. Using text and images, the
poster will outline the process and challenges from the project’s beginning through its
implementation. It will include research, cataloging processes, determining a workflow, and
training non-librarian staff. The project was facilitated by a graduate student at the School of
Information and was overseen by the Head of Preservation and Conservation, providing a unique
learning experience for the student. The University of Michigan is not alone in its desire to
record and share preservation actions. The poster will contribute to the limited information
available. Knowing the steps that other institutions went through was helpful to this project;
sharing out this process will give other libraries ideas for their own implementation. This is
especially important as libraries move towards shared print repositories, and weeding decisions
are made based on cross-institution collections. Additionally, making conservation actions public
allows libraries to better serve patrons and communicate internally. By sharing this process, I
hope to contribute to increasing information sharing across users and institutions.
I-16 Staying Afloat with RDA: Implementation Strategies and Tips for Mid-Sized
Academic Libraries
Jianrong Wang, Richard Stockton College of New Jersey ([email protected])
Cathy Weng, College of New Jersey ([email protected])
RDA (Resource Description and Access) is the new international cataloging standard that
provides instructions and guidelines on formulating descriptive data for resource description and
discovery. Developed to replace AACR2 (Anglo-American Cataloging Rules, 2nd edition), RDA
aims to meet the needs of users in the electronic age which the legacy AACR2 has failed to
address. Despite criticism from the cataloging community since it was first developed a decade
ago, RDA is gradually gaining its ground in the world of bibliographic control. Implementing
RDA has many benefits. However, it will also take ample time and effort to transform libraries
from the AACR2 setting to RDA environment. Nonetheless, with RDA’s wide adaptations in
large libraries, it has become clear that implementing RDA is unavoidable. How will a mid-sized
library begin moving from AACR2 to RDA? What are some appropriate approaches and steps?
What should a library watch out for? The libraries of the College of New Jersey and Richard
Stockton College have strategically prepared their catalogers to learn RDA cataloging. Different
approaches and strategies were employed to train and prepare the professionals and
paraprofessionals for RDA, which ensured an easy transition at both institutions. This poster
illustrates practical implementation steps, and describes how the two mid-sized academic
libraries effectively advanced to RDA.
I-17 Integrating Usability into Collection Development
Nancy Beals, Wayne State University Library System ([email protected])
Paul Beavers, Wayne State University Library System ([email protected])
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Rachael Clark, Wayne State University Library System ([email protected])
Collection Development at Wayne State University has always used the traditional means of data
assessment to inform collection and budget decisions. We are now exploring other data sources
and processes that integrate Usability principles with the expectation of better identifying our
users and the types of resources they need for research. Web Analytics, User Personas, and
Surveys are all being considered as sources for assessment data. In addition, insights resulting
from usability testing will enable us to target specific training opportunities for librarians and
library staff that will augment their expertise in assisting patrons.
I-18 Implementing Patron-Driven Acquisition (PDA) for eBook Acquisition that Fits
Your Library
Kay Downey, Kent State University ([email protected])
Cristóbal Urbano, Universitat de Barcelona ([email protected])
Yin Zhang, Kent State University ([email protected])
In recent years, Patron-Driven Acquisition (PDA) has been commonly used in academic libraries
in the United States for acquiring eBooks. Given that the model is still relatively new, libraries
have adopted it without an established guideline for best practices. The implementation of the
eBook PDA model varies from library to library. For example, some libraries have a short-term
loan element prior to a purchase, while other libraries set a threshold of patron usage for
triggering a purchase directly without a short-term loan. Additionally, the parameters that are set
to trigger a loan or purchase may vary from library to library. This poster presentation will first
provide an overview of some common eBook PDA implementation scenarios. It will then
introduce a systematic comparison approach to evaluate these different scenarios. Using a
sample dataset from an academic library that has recently implemented an eBook PDA program,
the poster presentation will illustrate how to use the data to compare and identify the scenario
that works best for the library to achieve a minimum cost based on its eBook usage. Finally, the
poster will highlight important considerations for eBook PDA implementation. This poster will
help libraries gain a better understanding of how PDA works under different scenarios, and
choose the scenario that works best to fulfill their needs. This poster will also contribute to
establishing guidelines for best practices in implementing eBook PDA.
I-19 Somewhere There‘s a PLACE for Us: Linking Fedora Digital Collections and Open
Geoportal
Eleta Exline, University of New Hampshire ([email protected])
Michael Routhier, University of New Hampshire ([email protected])
Thelma Thompson, University of New Hampshire ([email protected])
The University of New Hampshire Library and its partner, the UNH Earth Systems Research
Center, have been awarded a grant in the amount of $474,156 from the Institute for Museum and
Library Services, National Leadership Grants for Libraries Program, to build PLACE, the
Position-based Location Archive Coordinate Explorer. Among project objectives is to provide a
toolkit for other institutions to implement in their geospatial digital collections. The project will
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contribute to two open source communities: Open Geoportal (OGP) and Fedora Commons. This
poster session will provide an overview of the PLACE project timeline and a visual
representation of its expected functionality and preliminary design. A progress report on the first
year of the three-year project will be distributed to attendees and feedback on the outline for the
toolkit will be gathered from potential future PLACE implementers. PLACE will be a geospatial
search interface that will use embedded geospatial coordinates to enable discovery of
information that can be difficult to locate through text based searching. Through PLACE, via a
click or delineation of a search polygon on a web map, users will zoom to a region and will
locate all objects from the UNH Library Digital Collections whose geographic extents intersect.
Initially, PLACE will provide access to geographic collections focused on the New Hampshire
region, but it will be flexible and expandable as collections grow.
I-20 Rejuvenate eBook Acquisitions!
Julie Swann, Northern Arizona University Cline Library ([email protected])
As faculty experience the ease of incorporating eBooks in online courses and students discover
the immediate accessibility of this electronic format, the popularity of eBooks is flourishing at
this institution. The acceptance process has been gradual; the library subscribed to eBook
collections as soon as they because available, and in 2011 wholeheartedly initiated an eBook
Patron Driven Acquisitions (PDA) model, downloading over 40,000 MARC records. Certainly a
contributing factor to eBook acceptance has been the expansion of content available
electronically since now publishers often issue print and electronic versions simultaneously. Still,
three years after inaugurating the PDA, usage flattened, reflecting that the initial profiles were
growing stale. The original profile creation was onerous—battles were fought over subject areas
that were too specific, reflecting old collection development habits. Profiles need to be relevant
but broad, open enough to encompass the unforeseeable needs of students and faculty. Any
profile review would also need to ensure that new university programs and degrees were
adequately represented. Moreover, along with profile analysis for PDA unmediated eBook
acquisitions, mediated eBook ordering processes required attention and care. The process of
purchasing eBooks needed to involve additional staff to respond to the growing number of
faculty requests directed towards course reserves; staff needed documentation, training and, most
significantly, the standardization of processes. This poster will demonstrate the positive impact
of profile and workflow revision through statistics—cost/usage comparisons, samples of profile
usage activity, and examples of documentation related to the standardization of processes.
Session II: The Educators: Posters on Distance Learning, Continuing
Education, Library Education, Literacy, and Research Methodology
Saturday, June 28, 2014
12:30-2:00
II-1 Study Psychology Researchers‘ Citing Behavior for Collection Development
Jacqueline Bronicki, University of Houston ([email protected])
Irene Ke, University of Houston ([email protected])
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In today’s higher education environment, academic librarians not only need to develop a relevant
collection but also need to demonstrate how the collection has contributed to the institution’s
success. Citation analysis can help us to do both. Nonetheless citation analyses can be a timeconsuming undertaking. How can we take full advantage of this type of work without draining
our time and energy? What can we draw from citation analysis to help us articulate the value of
our collections? The librarians at the University of Houston Libraries will share their experience
of using SCOPUS to run citation analysis. Their study examines how psychology researchers use
information sources for their publication and how the library collections have contributed to the
university’s scholarly output. The librarian analyzes the references cited in articles published by
psychology researchers at the University of Houston over the past 10 years. The study was
further enhanced by comparative analysis with usage statistics. Through the presentation, the
presenters will share their data collection and analysis procedures and study results. They will
also discuss the value of using SPSS to run multivariate analyses. The audience will learn the
advantages and disadvantages of using SCOPUS as a citation analysis tool and be able to
consider whether the tool meets their particular assessment needs. The presenters will also offer
their observations on how comparative statistical analyses can benefit collection assessment and
enrich findings.
II-2 Beyond the Classroom: Developing Soft Skills through Student Organizations
Emma Cobb, University of Wisconsin - Milwaukee School of Information Studies
([email protected])
Jennifer Meixelsperger, University of Wisconsin - Milwaukee School of Information Studies
([email protected])
Kadie Seitz, University of Wisconsin - Milwaukee School of Information Studies
([email protected])
Are LIS graduates being adequately prepared to work in the information workplace? Is an MLIS
enough to ensure the success of the growing numbers of students leaving universities with
Master’s degrees and venturing into the workforce? While students are absorbing valuable
knowledge, library school curricula do not necessarily place an emphasis on the essential soft
skills graduate students need to thrive in their post-graduate careers. By analyzing current
literature and identifying the most prized soft skills for information professionals, we argue that
such skills can be acquired through involvement with student organizations. By being an active
member of a graduate student organization, future LIS professionals can gain and hone effective
soft skills, such as communication, initiative, curiosity, and understanding, while adopting
responsibilities that will all ultimately translate to success in the professional workplace,
particularly in their first positions following graduation. While students make up the membership
and the leadership of the organizations, increased support from school administrations and the
ALA regarding the importance of soft skills is desirable and possible. This poster presentation,
compiled by current graduate student organization leaders, aims to communicate ways in which
student organizations can foster soft skills among graduate students, and how increased
administrative support can help achieve this goal.
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II-3 Digital Natives‘ Tech Skills: Correlating Student Confidence and Outcomes
Erin Burns, Penn State Shenango ([email protected])
Michelle Eichelberger, Genesee Community College ([email protected])
Bonnie Imler, Penn State Altoona ([email protected])
―If traditional-aged college freshmen are digital natives, why don’t they know how to send an
email attachment?‖ College faculty often assume that incoming freshmen have a basic
understanding of how to use Microsoft Office products and email, but this is not always the case,
even for students who have never known a world without computers. During September 2013,
the presenters used screen capture technology to study the technology skills of incoming college
freshman, capturing their ability to complete tasks associated with PDFs, email, file
management, and Microsoft Word, Excel, and PowerPoint. Along with the technology tasks,
each student was asked to identify their comfort level with each software product prior to
completing the section, and after the section, they were presented with a list of emoticons in
order to evaluate their post-test feelings. The researchers evaluated each screen capture recording
to determine the student success rates and compared these rates to student pre-test confidence
levels and post-test emotional assessment. This poster will present the study’s initial findings in
graphs and comparison charts, outline recommendations resulting from the research, and identify
further research opportunities. Examples of the screen-capture windows, confidence scales, and
emoticons will be on display and the presenters will have a tablet on hand to demonstrate the
technical tasks assigned in this study.
II-4 Bridging the Skills Gap: Enhancing the Student Employee Experience
Amy Hunsaker, University of Nevada, Las Vegas Libraries ([email protected])
Amanda Melilli, University of Nevada, Las Vegas Libraries ([email protected])
Rosan Mitola, University of Nevada, Las Vegas Libraries ([email protected])
The University Libraries at the University of Nevada, Las Vegas (UNLV) have developed and
implemented a program designed to prepare student employees for the real world challenges they
will face during their academic careers as well as after graduation. Through participation in a
series of co-curricular workshops, library student employees acquire skills that aid them in
accomplishing academic, personal, and professional goals while student supervisors are able to
engage in the development of their employees in a culture of mentorship. Since implementation
in 2011, documented feedback from student participants indicate the added value this workshop
program has brought to the students’ academic, professional, and personal lives. Student
supervisors are able to participate in the continued development of these skill sets through the
daily mentoring of students and by tailoring the work experience to allow students the chance to
practice and cultivate what they have learned. This program can be adapted by any library
wishing to enhance the academic, professional, and personal development of student employees.
The poster presentation will include dynamic charts with data submitted by student participants
regarding satisfaction and value added to the following areas: student assistant position,
academic course work, future career goals, and personal life. The poster will also include a visual
workflow displaying the implementation process of the program in order to encourage
participants to adopt and customize this concept at their own library. Sample curriculum
handouts including course descriptions and student feedback will be provided.
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II-5 READ-ing Our Way to Student Training Success
Alyssa Archer, Radford University ([email protected])
Lisa Vassady, Radford University ([email protected])
The Reference Department at Radford University’s McConnell Library has been developing an
optimal training program in the referral system for Student Assistants (SAs) over a number of
years. One challenge has been to effectively instruct SAs as to how to balance the strong
customer service attitude the department has encouraged with the importance of referring users
to librarians when the question dictates. A second challenge has been how to norm student
assistants’ data entry records for reference transactions in our LibAnalytics database, in order to
provide accurate, standardized statistical data consistent with that provided by the professional
staff. The poster presentation will show how the trainers chose to successfully incorporate a
modified version of the READ scale developed by Bella Karr Gerlich into the training and
assessment of the student training program. READ is an acronym for Reference Effort
Assessment Data. The original version created by Gerlich is a six-point system that assesses
reference questions based on the effort, knowledge, and skills needed to answer them. This
poster includes sample materials from our SAs in-person team training that incorporates
engaging, fun, and collaborative active-learning lessons pertaining to the READ scale;
evaluation materials that include the results of quizzes measuring immediate retention of
training; and data collected assessing the SAs’ grasp of the scale through coding their
transactions in LibAnswers over a month-long period.
II-6 From Distance Education to Online Learning: Practical Approaches to Information
Literacy Instruction and Collaborative Learning in Online Environment
Michael Courtney, Indiana University ([email protected])
Sara Wilhoite-Mathews, Ball State University ([email protected])
The increasingly ubiquitous nature of online learning, both as a mechanism for course content
delivery as well as a means for complementing or enhancing the traditional in-person classroom
lecture, has necessarily changed pedagogical approaches. Educators are attempting to reimagine
the old ―sit and absorb‖ model of distance education that often hinders the interpersonal
connections commonly experienced in traditional in-person courses. Current models of online
learning can be viewed as a hybridization of the traditional classroom with the technological
advancements of distance education delivery. From a pedagogical sense, then, how can online
learning effectively foster student-centered, active learning, creative environments that
encourage collaboration and discussion? In this poster session, online learning librarians from
Indiana University and Ball State University will discuss methods of instruction for online
learners, using learning management systems and tools as well as online learning objects, as
mechanisms for creating a platform for student investment and ownership in the learning
process. From online forums and blogs to the creation of research guides and beyond,
participants will be introduced to theoretical and practical approaches to improving online
information literacy instruction. The poster will focus on how these methods and approaches can
enhance teaching, training, and peer collaboration within the library workplace.
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II-7 ―Race is a social construct and does not exist‖: What Academic Librarians Have to
Say about Racism in the Profession
Jaena Alabi, Auburn University Libraries ([email protected])
Racial microaggressions have been defined as ―brief and commonplace daily verbal, behavioral,
and environmental indignities, whether intentional or unintentional, that communicate hostile,
derogatory, or negative racial slights and insults toward people of color.‖ Previous research has
shown that experiencing racial microaggressions can lead to negative emotional responses and
decreased productivity, as well as psychological withdrawal and/or physical departure from an
institution. An online survey based on the Racial and Ethnic Microaggression Scale was created
and sent to select Association of College and Research Libraries listservs in the spring of 2012.
Preliminary analysis of this survey, which was presented at the 2012 American Library
Association Annual Conference, focused on a quantitative analysis of the results and found that
while some academic librarians of color are experiencing racial microaggressions, white
colleagues are unlikely to be aware of such exchanges. Building on this previous analysis, this
poster will qualitatively analyze the 130 comments received on the survey. Themes identified in
this analysis will illustrate potential differences in how non-minority and minority academic
librarians view racism within the profession. The research presented in this poster is intended to
open a dialogue among librarians of all races/ethnicities about the role of unintentional racism
within the profession.
II-8 Get Involved: Powered by Your Library
Carla Lehn, California State Library ([email protected])
Get Involved: Powered By Your Library is expanding the visibility and contributions of skilled
volunteers in California public libraries. Millions of Californians, beginning with Baby Boomers,
but including Gen X and Millenials, are seeking new ways to use their skills and experience to
make a difference. Libraries are positioned to engage these volunteers to extend library services
and capacity, and to add to the ranks of library advocates and supporters. We will share tips and
techniques for libraries to engage this precious resource which will get attendees thinking about
volunteers in a new way. Instead of using them only in traditional library volunteer positions, we
will expand attendees’ thinking about how they could use a volunteer who wants to share their
skills as a graphic designer, event planner, computer expert, trainer, and more! The project is
documenting that volunteers are not only sharing their skills, but are also naturally developing
into strong library supporters. Surveys report that:
• 83% are volunteering for a library for the first time
• 70% have told friends about what the library has to offer
• 40% have introduced friends to volunteer opportunities at the library
II-9 Financial Know-How and YOU! The Library as a Gateway to Financial Literacy
Ophelia Chapman, Morehead State University ([email protected])
Jennifer Little, Morehead State University ([email protected])
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This poster will provide attendees with the programming framework that our library created to
launch a campus-wide financial literacy awareness campaign. Collaborating with First Year
Programs, the College of Business, the community Credit Union, and the University’s Marketing
Services, a program of online and in-person financial literacy information sessions was launched.
College students are the primary focus; however, the campaign reaches out to faculty, staff, and
community users. Visitors to our poster session will also learn about the best mobile apps that
can be used as financial management and decision-making tools. To ensure our place in the
information vacuum created by removing the General Education Personal Finance course, the
Library proves it is the ―go to‖ source for financial literacy resources. This is all part of the
Library’s plan to ensure that the Library Makes a Difference. This is the first of several
information literacy campaigns planned.
II-10 InfoSkills2Go: Bridging the Information Literacy Gap between High School and
College
Dorothy Hemmo, University of Illinois – Springfield ([email protected])
John Laubersheimer, University of Illinois – Springfield ([email protected])
Benjamin Nanamaker, Lincoln Library, Springfield, IL
([email protected])
Susan Pennington, Southeast High School, Springfield, IL ([email protected])
This collaborative project, created through a grant from the ILEAD USA (Innovative Librarians
Explore, Apply and Discover) program, targets information literacy skills for college-bound high
school students in a fun and engaging way. InfoSkills2Go is a web-accessible series of tutorials,
games, and assessments for students to learn and practice information literacy skills and
concepts. Students earn badges in four categories (academic integrity, information seeking,
information organization, and information evaluation) by interacting with content and
completing assessments. A group of 9th grade students will be asked to use the site as part of a
two-day lesson on library research. Students will complete a pre-test and post-test using TRAILS
(Tool for Real-time Assessment of Information Literacy Skills) before and after the lesson. The
scores from the pre- and post-tests will be evaluated for evidence of improved understanding of
information literacy concepts and skills. The poster for this project will include screenshots of
the website’s content, including badges, information on the site’s technological infrastructure,
and graphic depiction of assessment data. Laptops or iPads will be available to demonstrate the
website. This project was presented as a poster at the 2013 Illinois Library Association Annual
Conference prior to the administration of the pre- and post-test. The assessment data is a new
component for this poster submission.
II-11 Know When to Hold ‗Em, Know When to Scaf-Fold ‗Em: The Case of Sustaining an
Information Literacy Instruction Program at Cascadia Community College
Leslie Bussert, Cascadia Community College & University of Washington Bothell
([email protected])
Dave Ellenwood, Cascadia Community College & University of Washington Bothell
([email protected])
Walter Hudsick, Cascadia Community College ([email protected])
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Beth Sanderson, University of Washington Bothell & Cascadia Community College
([email protected])
Cascadia Community College librarians and faculty have collaborated over time to create a
quality information literacy (IL) instruction program. This model has proven to be a sustainable
and scalable solution to rapid campus transformation and growth in terms of student population
and number of courses and programs offered. Cascadia’s IL instruction is scaffolded and
embedded within specific targeted core courses to maximize reach and relevancy to students.
This gives them a common library experience with little duplication as they move through their
classes while also allowing librarians to maintain a manageable instruction workload. This poster
will chart the scaffolded learning outcomes for two targeted core classes (a college
success/preparedness course and a research writing course) and will provide additional timemanagement strategies librarians employ for instructional offerings. This poster will also display
evidence from recent college wide outcomes assessment work for accreditation that allowed
librarians and faculty to implement changes to core course outcomes and prerequisites in order to
support this scaffolded IL curriculum model, which furthered the efficiency of this IL program.
Presented by a Cascadia English Faculty, who is also the lead for the College Success program
and former Dean of Student Success, the Library’s Head of Teaching & Learning, and the
Library’s two instruction coordinators for the College 101 and English 102 courses, this poster
will also represent how these individuals play varying roles and participate on a range of
committees in order to organize and sustain the Library’s instruction program.
II-12 Viva Virtual Reference: Using Mixed Methods to Understand Chat and Email
Reference Services
David Atkins, University of Tennessee Libraries ([email protected])
P. Judy Li, University of Tennessee Libraries ([email protected])
Understanding what happens within a library’s virtual reference services need not be a crapshoot.
Chat and email systems provide a lot of data and opportunities. Still, how does one get into the
game? The authors used a mix of qualitative and quantitative methods to understand the
changing characteristics and trends in their virtual reference services from 2009 to the present.
This poster illustrates how the authors analyzed hundreds of emails and thousands of chat
transactions using ATLAS.ti qualitative analysis software and complimentary quantitative
methods. The project provided feedback to the University of Tennessee Libraries regarding the
nature of virtual reference services and developed capacities to perform future library service
studies.
The authors will engage attendees using pictures, data, charts, and demonstrations illustrating
1.
why mixed methods techniques work for analyzing virtual reference services;
2.
the solutions to the technical and privacy issues the authors encountered;
3.
what the authors learned about their virtual services; and
4.
tips and suggestions for librarians interested in similar service studies.
II-13 Landing Your First Academic Library Job: A Cohort Study of Recent Graduates
from the UNC at Chapel Hill‘s School of Information and Library Science
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Alexander Carroll, University of Maryland - College Park ([email protected])
Jason Reed, Kansas State University ([email protected])
Previous studies have examined the challenges in job placement for graduates from LIS master’s
programs seeking employment within academic libraries, as well as the skills and qualities
sought after by LIS employers. However, less attention has been paid to the common
approaches, characteristics, and experiences of LIS graduates who successfully find employment
within academic libraries. This poster will present the preliminary findings of a qualitative study
of recent graduates from the University of North Carolina at Chapel Hill’s School of Information
and Library Science (UNC SILS). This cohort study identified recent UNC SILS graduates
working within academic libraries, and aimed to capture a holistic account of the experiences of
these individuals during their graduate careers and initial job search by conducting in-depth,
qualitative interviews. Topics addressed within these interviews included: acquiring relevant
library experience outside of the classroom, finding job postings, creating application materials
that will capture a search committee’s attention, preparing for on-campus interviews, and
negotiating a job offer. The preliminary results of this study will help LIS students and recent
graduates improve their candidacy for professional librarian positions in academic libraries by
drawing on the collective experiences of a diverse group of graduates from UNC SILS. This
poster session will be especially useful for current and future LIS students, new professionals,
hiring officials, and LIS educators who mentor LIS students.
II-14 In Their Own Voices: The Study Habits of Distance Education Students
Stefanie Buck, Oregon State University ([email protected])
Observing distance education students in their regular study environment is challenging. There
are numerous studies that have surveyed distance education students about their attitudes and use
of the library but online surveys cannot allow us to ―observe‖ the student in their actual research
environment. Another option is a photo-elicitation study to gain a real insight into where and
how distance learners work and learn and what obstacles they face. This study is an exploration
of students’ study and research behaviors in an online learning environment. In this study, ten
distance education undergraduate from Oregon State University took photographs and
screenshots based on a set of criteria of their research environment over the course of one
quarter. At regular intervals during the quarter they participated in interviews to talk about the
images and their experiences managing their research from a distance. This study sheds some
light on student activities and methods that help or hinder their learning process and may lead to
better understanding of how the library can support distance learners. The data reveals where,
when, and how students engage in their research and studies, what barriers they encounter, and
what helps them succeed. This study also provides some insight into conducting a photoelicitation study with distance learners. Students were asked to evaluate the study process.
II-15 What America Thinks: Using the General Social Survey as a Reference Tool
Rose Trupiano, Marquette University Raynor Memorial Libraries
([email protected])
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Not able to find a poll addressing how Americans think about issues? Need to compare
American societal attitudes and behavior through the recent decades? The General Social Survey
(GSS) may be the reference tool you need. Since 1972, the GSS has been conducted by the
National Opinion Research Center measuring American thought, activities and trends.
Thousands of scholarly journal and newspaper/magazine articles have been published analyzing
GSS data. The GSS is freely available online and with University of Berkeley’s free SDA
software, you can run variable cross-tabulations to answer potential reference questions such as
―Do males and females differ on societal views?‖; ―Are college graduates more satisfied with
their jobs than high school graduates?‖; ―Are Republicans generally happier than Democrats?‖
and many more. This poster session will instruct Reference staff (both public and academic) how
to utilize this authoritative, highly cited resource as a tool in seeking hard-to-find survey data or
polls. Included is how to search the GSS website for survey questions, how to read the aggregate
response data, how to identify individual variables and test for relationships online as well as test
for statistical significance. Charts and other visuals will provide examples and explanations. For
over a decade, the above content has been taught in university graduate communication courses
via library information literacy sessions with the goal of introducing students to the research
potential of data sets. The research potential of data sets applies to reference work as well.
II-16 Should Libraries Promote Citation Managers to Undergraduates?: Tracking the
Use of RefWorks by Undergraduate Students
Susan Silver, University of South Florida Library ([email protected])
Use of citation managers have become an integral part of the research process. The USF Tampa
Library purchased a site license for RefWorks in 2002. In addition, the library offers training and
technical support for RefWorks. For the first few years that RefWorks was available at USF, the
program was used almost exclusively by faculty and graduate students. In an effort to expand use
of RefWorks, the librarians partnered with faculty members from the English Department,
Education Department, and the Honors College to integrate RefWorks into library instruction for
undergraduate students enrolled in specific courses. Usage patterns of over 2700 undergraduate
student were tracked over a two-year time period. It was hypothesized that students who were
introduced to RefWorks at the beginning of their college career were likely to use it on a regular
basis. Analysis of the data using several measures (number of logins, last login date, and number
of citations) demonstrated that the majority of students who underwent RefWorks training did
not become regular Reworks users, despite the marketing and training efforts. These results
should inform others who are contemplating a similar program.
II-17 Librarian Design Share: Inspiration for Library Creatives
April Aultman Becker, Research Medical Library, University of Texas MD Anderson Cancer
Center ([email protected])
Veronica Douglas, St. Mary’s College of Maryland Library ([email protected])
Much of the work librarians do involves creating visual materials such as signage, flyers,
displays, instructional pieces, or websites that convey helpful information while looking good.
Very few librarians have any kind of formal design training and often rely on personal aesthetic
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preferences and the opinions and ideas of colleagues. Librarian Design Share
(http://librariandesignshare.org) was created by two librarians in 2012 to facilitate connections
between design-minded librarians by giving them an online space to share, comment on, and
adapt library-related visual materials created by librarians, library staff, and library students. This
Wordpress-powered open access repository of creativity currently boasts 136 Wordpress
followers, 153 Twitter followers, and about 3,000 average views each month, proving that
librarians have a strong interest in design and marketing and benefit from this exchange space.
This poster presentation will feature a selection of Librarian Design Share’s most popular
designs and offer design strategies, tools, and best-practices based on these creative works.
Visitors to this poster presentation will learn how to adapt or create their own impactful libraryrelated designs and discover how they can benefit from sharing work and become a part of the
Librarian Design Share community. In addition to a poster filled with library-related design
inspiration, we will include a live demo of our site via laptop and give visitors design strategy
cards and mini-mood boards for creative inspiration.
II-18 Collective Engagement: What Aspiring, New, and Seasoned Professionals Bring to
the Table
Barbara Beaton, MLibrary, University of Michigan ([email protected])
Jennifer Brown, MLibrary, University of Michigan ([email protected])
Library school curriculum demands particular attention to theories that serve as the foundation of
our profession, but innovative ideas and engagement cannot merely grow inside the vacuum of a
classroom. The seeds planted there must flourish and evolve elsewhere, prompting further
engagement to holistically develop one’s professional identity. Our poster session will highlight
the unique advantages inherent to the long-standing partnership between the University of
Michigan’s School of Information and the University Library system, communicating the
importance of shared learning environments that challenge information professionals at every
level. From monthly professional development meetings that promote collective engagement and
idea creation, to devising essential leadership opportunities for students in and outside of
traditional library spaces (notably exemplified by our University Library Associates program),
we endeavor to strengthen the ties between current professionals and future library innovators.
This also provides students with immersive, real-world experiences that can only emerge from
working alongside librarians in the trenches. This brand of cooperative engagement is pivotal to
continuing professional growth on both fronts, and such efforts routinely contribute to a larger
sense of self. We move beyond considering our own professional aims to instead assess what we,
as current and future information professionals, might contribute to the ever-changing
information culture that defines our field. Such work challenges, inspires, and promotes the use
of fresh perspectives to redefine our scholarly landscape. By highlighting this integral
partnership, we hope to communicate the importance of collective engagement and information
sharing that defines MLibrary.
II-19 Design Thinking and LibQUAL+: The Changing Needs and Expectations of Faculty
and Undergraduates in ARL Libraries—Trends 2003–2011
Amy Yeager, Association of Research Libraries ([email protected])
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This poster summarizes changes in the needs and expectations of faculty and undergraduate
students using Association of Research Libraries (ARL) member libraries from 2003 through
2011, drawing on data from the LibQUAL+ survey. LibQUAL+ is a metric that captures key
dimensions of library service quality. Since it was introduced in 2000, data have been collected
from over 1.7 million respondents at over 1,200 libraries. In recent years libraries have seen the
emergence of participatory design that brings together thought leaders from architecture,
business, design, environmental studies, anthropology, engineering, information technology, and
many other areas. In this context, LibQUAL+’s primary role may be to monitor libraries’ user
base and ensure that libraries continue to meet their users’ needs and expectations, while people
design new buildings, new methods of teaching, new ways of understanding the world, and new
ways of deploying resources. Based on many thousands of responses, it is clear that the libraryuse needs and expectations of undergraduate students and faculty are changing, sometimes in
very different ways. In six charts and associated text, this poster describes trends among these
groups on three questions representing the three dimensions of library service quality: ―Giving
users individual attention‖ (Affect of Service dimension), ―Community space for group learning
and group study‖ (Library as Place dimension), and ―Print and/or electronic journal collections I
require for my work‖ (Information Control dimension).
II-20 Making MOOCs Work for Work: A Corporate Library Approach to Professional
Development
Amanda Milbourn, Disney Consumer Products ([email protected])
The term Massive Open Online Courses (MOOCs) refers to a format of distance learning that
embraces principles of open-access and collaboration on an online platform. In recent years, the
popularity and availability of MOOCs has risen exponentially. Coursera, the largest MOOC
platform, now boasts over 6 million students, 500 courses, and 100 partnering institutions.
MOOCs have received great media attention, gaining both praise for their potential to
revolutionize education, and criticism for their overly optimistic claims. Regardless of this
debate, many MOOC platforms include courses on topics that are relevant to the workforce such
as innovation, sustainable product design, and business strategy, all taught by leading experts in
their respective fields. The Creative Resource Center (CRC), Disney Consumer Products’ (DCP)
corporate library, is considering how to utilize MOOCs as a learning resource for employees. In
a pilot program, the library will curate a collection of MOOCs relevant to DCP employees, and
serve as a meeting space for participating employees. The library will also provide additional
reference materials, helping employees connect MOOC learning to their role within the
company. This poster will include visual representations of the digital resource page the CRC
will maintain to share information about upcoming MOOCs as well as marketing materials from
the pilot program. Employee evaluations from the pilot will also be included. This topic is
applicable beyond the context of corporate libraries, because it encourages librarians to learn
more about MOOCs and consider how to use them as information resources within their
communities.
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Session III: Outreach: Posters on Interlibrary Cooperation, Library Services
to Special Groups, and Reference and Information Services
Saturday, June 28, 2014
2:30-4:00
III-1 Block by Block: Computational Thinking for Tweens & Teens
Michelle Hawkins, Anythink Libraries ([email protected])
Computational Thinking (CT) is a twenty-first century skill that is becoming an increasingly
important part of technological literacy. Learning CT skills prepares students for careers in
technology by teaching them to think in ways that facilitate interacting and creating with
technology. Thinking algorithmically, systematically, and scientifically while maintaining an
attitude of openness to challenges is at the heart of CT. The poster will present information on
creating programming for students in grades 5-12 through a process developed by a teen librarian
working in a public library located on a school campus. Starting with an explanation of the
concept rooted in published research, the poster will focus on staff training methods and program
planning using specific tools such as Cubelets (modular robotic cubes similar to building blocks)
and Scratch (basic programming platform). The presentation will include both qualitative and
quantitative feedback plus statistics from both staff trainings and patron programming. This
poster will include pictures of the tools and programs discussed, plus statistics and sample
materials. An iPad will also be available for displaying video demonstration.
III-2 What‘s the Problem?: Student Centered Learning in Social Sciences Library
Instruction
Doug Hernandez, George Mason University Libraries ([email protected])
Janna Mattson, George Mason University Libraries ([email protected])
Helen McManus, George Mason University Libraries ([email protected])
Mary Oberlies, George Mason University Librarian ([email protected])
This poster will present the results of a study testing the effectiveness of Problem Based
Instruction (PBI) in library workshops for social science undergraduate, graduate, and
professional students at a large, diverse, state university. In PBI, instructors supply a scenario
(the problem) which requires students to think critically, conduct research, and apply their new
and prior knowledge to that problem. The problem is not an application of concepts conveyed in
a lecture; rather, it is the event through which learning occurs. PBI is a student-centered, active
learning approach to education that facilitates learning through self-discovery. This study builds
on the growing interest in innovative instruction models within academic libraries. It takes social
science classes as a test case because the subject areas (government, international relations, and
criminology) lend themselves to the creation of immediately relatable problem scenarios for
instruction. Students bring to the classroom ideas and experiences about the social and political
world, and PBI allows students to build on, explore, and question that background. The poster
will first outline the educational theory behind PBI. It will then describe and assess the
implementation of PBI in for library instruction in public policy, conflict resolution, and
criminology classes. Preliminary data show high levels of student engagement, evidence that
35
learning objectives were met, and strong faculty support. Further data will be gathered using both
formal and authentic assessment tools during spring 2014. Poster graphics will include sample
problems, images created by students to document the learning process, and figures summarizing
assessment data.
III-3 Inclusive Instruction: Information Literacy for Adult Learners
Rebecca Carlson, Southwest Baptist University Libraries ([email protected])
Bethany Messersmith, Southwest Baptist University Libraries ([email protected])
The Mercy College of Nursing and Health Sciences Library at Southwest Baptist University
serves an age-diverse group of students and has developed instruction strategies and tools
uniquely designed to reach these adult learners. The students range in age from 18-65 with an
average age of 30. Only one third of these students are in the traditional undergraduate age range
of 18-24, despite the fact that all but 5% of our students are undergraduates. This age diversity
means that these students have full lives and responsibilities outside of the university. Most
students work as well as attend school full time, some have young children, and others are
caregivers for family members. Many students are returning to college after years in the
workforce and may not be familiar with academic technology and terminology. This student
diversity means the library has spent the last couple years focusing on improving student success
through inclusive information literacy instruction. This poster presents the instructional strategies
and activities successfully used here to help age-diverse students meet information literacy
objectives. Infographics and images are used to visually represent this instruction. Results from a
2013 student survey as well as instruction session-specific assessments show that students
believe the library instruction is meeting their information needs. These strategies for teaching
inclusively will be helpful to libraries who want to improve their information literacy and
technology instruction for their diverse patrons.
III-4 Tailor it to Their Needs and They Will Come: Designing Information Literacy
Instruction for Large Class Settings
Mona Anne Niedbala, University of Rhode Island ([email protected])
This poster presentation illustrates unique practical solutions for designing effective information
literacy instruction for large groups of university students. The two models of instructional
design described are grounded on reflective pedagogical praxis developed around the Backward
Design of Instruction, Scaffolding of Learning, and Knowledge Building theories. The poster is
designed to assist librarians who partner with faculty to collaboratively design information
literacy instruction for face-to-face, blended, or online environments. The presentation includes
examples of teaching materials, student learning supports, and activities, and illustrates the use of
software programs such as ScreenR and SnagIt for creating online tutorials to engage students in
conducting academic research and creating lesson plans. The use of Sakai course management
system and a course wiki to differentiate instruction and address different learning styles are also
described. The presentation concludes with student assessment of information literacy instruction
data, identified weaknesses, and solutions for future improvement of instructional design,
planning, and teaching. Besides photographs, illustrations, statistical graphs, and narrative text
36
included in the poster, the audience will have online access to the Library Resource Modules
created by the librarian in partnership with the teaching faculty on Sakai and on the course wiki
to view examples of instructional materials, differentiated tutorials, the use of the BigBlueButton
for online support, and student handouts and activities. The audience will also have the
opportunity to learn how to use ScreenR and SnagIt for tutorial creation.
III-5 Curriculum Crunch: How to Develop and Evaluate Curriculum Materials
Collections
Lauren Kelley, California State University Channel Islands ([email protected])
Lettycia Terrones, California State University Fullerton ([email protected])
Take a visual tour of this poster to learn how new librarians at California State University
Channel Islands (CSUCI) and California State University Fullerton (CSUF) organized the
development and assessment of their respective curriculum collection (CMC) to support K-12
teacher preparation programs. Photographs of the collections, interactive online resource guides
(toolkits), and assessment tools will compare and contrast both collections. The interactive online
toolkits will illustrate the unique features of each collection and provide examples for applying
vetted collection development principles and creativity. Concrete examples of outreach, inquiry,
and collection building are the essential elements shown in the online resource toolkits. The
toolkits outline collection scopes determined by evaluation and comparison between existing
collections at CSUCI and CSUF. A list of suggested maintenance, assessment, and acquisition
goals will be offered. In addition, a variety of online resources addressing collection precedents
(e.g. Common Core State Standards implementation and state-adopted textbooks) will be
explored. Also outlined are effective strategies for networking with librarians and subject faculty
to strengthen understanding about the collections and establish professional connections. These
outreach approaches will demonstrate how sustained conversations with those who use the
collections are encouraged. Creation of online resource guides for respective CMCs will emerge
as a primary product of this outreach effort. Creative community building outreach efforts also
include donating surplus materials to local schools, teacher co-ops, and homeschoolers. The
poster will demonstrate effective strategies for managing CMCs and will allow participants to
interact with the online resource guides.
III-6 No Bluffing—The New Nursing Information Literacy Competency Standards Are
on the Table!
Loree Hyde, Oregon Health & Science University ([email protected])
Julie Planchon Wolf, University of Washington Bothell and Cascadia Community College
([email protected])
Having found ourselves in the role of nursing librarians without medical backgrounds, the ACRL
Health Sciences Interest Group: Nursing Information Literacy Standards Sub-group is sharing
with other librarians documents about nursing and information literacy (IL) so that in the future,
others would not have to do this work in isolation. This group has created materials to support
new and experienced librarians working with nursing programs, faculty, nursing students, and
practicing nurses by translating the ACRL Information Literacy Competency Standards for
37
Higher Education (ACRL-ILCSHE) into nursing specific terms. Preparation for the writing of
the document was based on two years of research on the information literacy needs of nurses and
nursing students. This process included an extensive review of library and nursing literature,
study of nursing standards used for accreditation; examining documents respected by nursing
professionals and academics, consultation with nursing faculty and library colleagues, as well as
gathering data from nursing students tasked with applying and reflecting upon the ACRLILSCHE in their coursework. The recently published ―Information Literacy Competency
Standards for Nursing,‖ are located online at http://www.ala.org/acrl/standards/nursing.
Presented by a two authors of the competency document, this poster will represent the data from
the nursing students, the process of creating the standards, and illustrate how the outcomes of the
standards are being linked to teaching tips. The group wants to crowd-source widely from the
ACRL and MLA communities to achieve a wide-ranging selection of teaching tips.
III-7 HackHealth: Engaging Tweens in Seeking and Utilizing Health Information
Dana Casciotti, National Institutes of Health, National Library of Medicine
([email protected])
Natalie Greene Taylor, College of Information Studies, University of Maryland
([email protected])
Christie Kodama, College of Information Studies, University of Maryland ([email protected])
Beth St. Jean, College of Information Studies, University of Maryland ([email protected])
Mega Subramaniam, College of Information Studies, University of Maryland
([email protected])
The American Medical Association reported in 2007 that ―literacy is a stronger predictor of an
individual’s health status than income, employment status, education level, and racial or ethnic
group.‖ Aiming to help improve the health literacy of disadvantaged tweens and reduce health
disparities, researchers at the University of Maryland collaborated with three Title 1 middle
school librarians to co-design HackHealth, a program funded by the National Library of
Medicine. Participating tweens improve their health literacy skills by looking for and evaluating
online health-related information so they can use this knowledge to make smart and healthy life
choices. In addition to learning about a specific health topic of their own choosing, students learn
about different aspects of digital literacy, such as identifying keywords, refining search terms,
analyzing/interpreting search engine results, and evaluating the relevance and credibility of
websites. Students create final projects of their research using a medium of their choice to
present their findings to their families and each other. At the end of the program at each school,
feedback about the program is gathered through follow-up interviews with the students as well as
focus groups with the students and their parents. Additionally, a pre-program survey and postprogram survey are administered in each school to gauge changes in the students’ perceptions
regarding their interest in health, their health literacy, and their health-related self-efficacy.
Photographs, student and parent quotes, and sample final projects will be used to showcase the
impact HackHealth has had on participating students’ health and digital literacies.
III-8 Gearing Up for College: Library Support for Outreach and Early Recruitment for
Middle School Students
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Nancy Fawley, University of Nevada, Las Vegas ([email protected])
Samantha Godbey, University of Nevada, Las Vegas ([email protected])
Xan Goodman, University of Nevada, Las Vegas ([email protected])
Susan Wainscott, University of Nevada, Las Vegas ([email protected])
This poster presents the challenges and successes of the University Libraries’ contribution to an
outreach program for low-income middle school children who excel in science, technology,
engineering, and mathematics (STEM) fields. In collaboration with the University of Nevada,
Las Vegas (UNLV), the Nevada State GEAR UP (Gaining Early Awareness and Readiness for
Undergraduate Programs) program provides educational support and guidance to students and
their families to increase students’ likelihood of college enrollment and success, while also
serving as an early recruitment tool for first-generation college students. In preparation for
campus visits, the librarians were challenged to develop an activity that was relevant to middle
school students while introducing the services and support an academic library can provide for
college students. Librarians developed an active-learning, inquiry-based program that addressed
the unique qualities of these young students, whose visit to the university was their first
introduction to the independence and academic rigor of college. Reversing the traditional librarytour model, librarians provided blank maps of the library, encouraging students to be
ethnographers and observe the activities on specific floors of the library. The poster will share
details about the planning and implementation of the activity, with the sometimes surprising
observations from student participants overlaid on a map of the library, and copies of the activity
worksheet available via QR code and paper handouts. Attendees will acquire a deeper
understanding of what young students value in an academic library, as well as tangible materials
they can use in their own outreach and instruction.
III-9 Connecting First-Year Students with Library Web Portal Via Information Literacy
Course
Yu-Hui Chen, University at Albany, SUNY ([email protected])
Transitioning from high school to college can be overwhelming for freshmen. The same is true
for first-year students using academic research library Web portals for their studies. Researchers
have indicated that user training can facilitate acceptance and use of new information systems.
This study was conducted to determine if an information literacy (IL) integrated Gen Ed course
could help first-year students with using the University Libraries’ (UL) Web portal for their
course work. The author developed a survey instrument to measure students’ self-efficacy in the
UL Web portal, their perceptions of the portal regarding perceived ease of use and perceived
usefulness, as well as their satisfaction with and use of the portal. Questions on the participants’
impression of the IL-integrated Gen Ed course were also included. Pre- and post-course surveys
were administered to a mix of 376 undergraduates enrolled in a three-credit IL-infused Gen Ed
course during fall 2011. One hundred and thirty-two first-year students in the class completed
both surveys. One-on-one interviews were conducted afterwards. Results from the surveys
indicated that participants’ self-efficacy and use of the UL Web portal increased over time.
There were also significantly positive changes in their perceptions of and satisfaction with the
portal. These findings were further reflected in participants’ favorable evaluation of the course
and confirmed by the interview outcomes. The research results will be illustrated through graphs.
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The author will discuss course contents and the research process with attendees.
III-10 Integrating Information Literacy into the First-Year Experience of International
Students
Chris Langer, California State University, Fresno ([email protected])
Academic libraries play an important role in international students’ academic success, yet this
student group is often unfamiliar with the services and resources that are available to them.
Furthermore, due to a variety of factors, international students may be reluctant to reach out for
help. This poster presents a multifaceted pilot project of a library orientation, information
literacy workshops, and personal librarian program targeted specifically at the international
student population of Fresno State during the spring 2014 semester. First-year international
students were invited to attend an orientation, giving them an introduction to the staff, facilities,
resources, and services in the library. Subsequent workshops will be offered to further build
international students information literacy skills and knowledge. Finally, all first-year
international students will be assigned a personal librarian whom they can contact for assistance.
Assessment will include a follow up survey after the orientation, pre- and post-tests for each
workshop, and statistical analysis of international students contact with their personal librarian.
This poster proposal would be useful for academic librarians who are considering outreach to
their own international student populations, and will outline potential opportunities and
challenges. Previous to this pilot project, the Henry Madden Library at Fresno State had no
coordinated outreach to international students. Therefore, librarians at academic institutions with
no outreach program for international students could benefit from seeing how this program was
built from the ground up.
III-11 A Tale of Two Classes: Embedded Librarianship vs. the One-Shot
Jill Hampton, University of South Carolina Aiken ([email protected])
Kari Weaver, University of South Carolina Aiken ([email protected])
This poster will present collaborative, empirical research evaluating the impact of an embedded
librarian vs. a librarian teaching a one-shot information literacy instruction session in two
sections of a literature and composition course taught by the same faculty member of record.
Content, including student presentations, papers, a citation analysis, student grades, and student
perceptions will be evaluated to determine the impact of embedding a librarian in direct
comparison to the traditional one-shot model of library instruction. The research offers a fresh
perspective on the debate over the impact of these two pedagogical strategies widely used in
library instruction by investigating a direct comparison of two otherwise ―identical‖ classes
performing the same core tasks. The majority of the existing literature investigates the impact of
embedded librarianship or improving the one-shot model outcomes. The few pieces of literature
that examine both focus primarily on student outcomes for specific assignments instead of
improved performance in the course as a whole. The poster presentation will contain charts and
graphs in addition to some samples of the differences in student work and varied perceptions
between the two course sections.
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III-12 ―S.T.E.M.‖-ulating Young Minds: Creating Science-Based Programming @ Your
Library
Tezeno Lynette Roberson, Dallas Public Library ([email protected])
How can a library bring a creative and innovative science, technology, engineering, and math
(S.T.E.M.) program to young library patrons ages 9-13 that stimulates an interest in science and
fosters a lifelong love of learning? This poster session provides information on how a library
manager discovered the answer to that question by partnering with a local science organization to
create a successful Science Discovery Camp, and tips on how others can do the same. The
program, created with the help of the local graduate chapter of the Institute of Electrical and
Electronics Engineers, allowed professional engineers to actively engage young minds in
scientific experiments by employing current technology and pop culture in ways that made
science fun and relevant. Now in the third year of a successful partnership, the Science
Discovery Camp also led to the creation of a non-profit science education organization which
continues to bring innovative science programming to local schools and libraries. The program’s
success was determined by attendance statistics, positive verbal and written feedback from
parents and participants, and the receipt of grant funding to support the program’s continuance
and expansion over a two year period. The poster session presentation will include a PowerPoint
slideshow incorporating photos of children participating in science experiments and science
challenges, sample flyers, attendance statistics, testimonials, and video.
III-13 Don‘t Let Your Kids Slip and Slide
Staci Shaw, Idaho Commission for Libraries ([email protected])
Summer learning loss contributes significantly to the achievement gap between middle- and lowincome children. Children who continue to read over the summer maintain reading skills; those
who do not can lose up to three months of reading proficiency and begin school in the fall at a
disadvantage. Low-income children have limited access to books and other print material over
the summer, and they are less likely to attend a summer reading program at their public library.
Two factors can make a difference: Increased access to books, and increased time spent reading.
This poster session will highlight ways in which the Idaho Commission for Libraries (ICfL) is
working with public libraries, school libraries, service agencies, and community organizations to
find and serve those hard-to-reach children. Highlights, data, results, photos, and video clips
from the ―Boys and Girls Club Pilot,‖ ―Lit in the Park,‖ ―Books to Go,‖ and the current
―Summer Slide Pilot Program (SSPP)‖ demonstrate how libraries of all sizes can take summer
reading ―to the streets.‖ These projects showcase best practices in outreach and partnerships, and
were evaluated by Boise State University Literacy Professor Dr. Roger Stewart; data collection
included surveys, number of minutes read, number of books distributed or circulated, and
interviews. For the current SSPP pilot, focus groups will be conducted and spring-fall test scores
will be compared to determine whether reading skills were maintained. ICfL produced an online
guidebook that is available at no cost, and bookmarks with this web address will be available.
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III-14 Reach Out in a New Direction: Applying Public Relations Best Practices to
Academic Outreach
Bettina Peacemaker, Virginia Commonwealth University ([email protected])
Sue Robinson, Virginia Commonwealth University ([email protected])
Marilyn Scott, Virginia Commonwealth University ([email protected])
Public relations are not just for Fortune 500 companies or high-profile celebrities. The Public
Relations Society of America defines public relations as ―a strategic communication process that
builds mutually beneficial relationships between organizations and their publics.‖ Thinking
about outreach in these expansive terms goes beyond simple promotional activities, media
relations, or marketing tactics, and the message should resonate with librarians. Building
―mutually beneficial relationships‖ is at the very core of public services, and serving multiple
publics should also be a familiar concept as libraries strive to reach a multitude of audiences.
This poster presentation will explore key public relations best practices to enhance outreach with
illustrative examples from a successful campaign at Virginia Commonwealth University (VCU).
Trying a new approach for VCU Libraries, the Director of Communication and Public Relations
and public services librarians collaborated to create an integrated campaign focused on
understanding VCU’s diverse audiences and how to reach them using a consistent message with
appealing imagery and concise writing. These efforts culminated in a scalable and sustainable
approach for all our publics—from the masses that walk into the building to academic
departments—even individual students. The poster will feature images and sample material from
the series and also discuss strategies used to assess the impact of the campaign.
III-15 A Diversity Project: A Poster Series Connecting Core Values to Library Materials
and Expertise
Bettina Peacemaker, Virginia Commonwealth University ([email protected])
Sue Robinson, Virginia Commonwealth University ([email protected])
Marilyn Scott, Virginia Commonwealth University ([email protected])
Virginia Commonwealth University (VCU) is one of Virginia’s most diverse public universities,
and this diversity is celebrated as a core value of VCU’s strategic plan. As such, the VCU
community strives to foster inclusion and understanding of difference. VCU Libraries has long
provided public forums exploring diversity including an annual Black History Lecture, Muslims
in America program, and LGBT and Women’s history exhibitions—just to name a few. In
December 2012, two research librarians—from humanities and social and behavioral sciences—
proposed a poster for Black History Month. Eschewing the usual ―mark the month‖ approach,
the libraries launched a series of posters for a broader examination of diversity across disciplines.
Each of the 24x36-inch posters considers a theme and a field of study with striking images,
quotations, resources, research guides, and most important, a connection to a librarian with
subject expertise. The posters were displayed throughout the semester. Preliminary findings
suggest themes resonated with audiences across campus with evidence of increased use of
featured resources and an overwhelmingly positive response. Posters now hang in many hightraffic areas outside the library, and based on feedback, the series was expanded to include
additional themes and librarians in 2014. This poster will feature imagery from the series and
detail the distribution, response, and impact of the initial series, as well as discuss the results
42
from additional distribution and assessment strategies undertaken for the second year. This
project is affordable and replicable, and VCU Libraries will share its design files through
Creative Commons.
III-16 KNOW YOUR NEIGHBORHOOD: Engaging Communities in Local History
Michele Casto, DC Public Library ([email protected])
Ana Elisa de Campos Salles, DC Public Library ([email protected])
Kelly Navies, DC Public Library ([email protected])
In the spring of 2013 DC Public Library (DCPL) launched a pilot program series called Know
Your Neighborhood, a collaboration between staff from the Mount Pleasant Neighborhood
Library and Washingtoniana (the library’s local history department within Special Collections).
The goal of the series was to engage the public in the rich history of the neighborhoods served by
the branch, as well as to promote awareness of the wealth of local history resources available in
Washingtoniana; in this way the series served as both a robust programming effort for the branch
and an effective outreach opportunity for Special Collections. At DCPL the Special Collections
department is committed to making local history resources visible and accessible. The series
consisted of lectures by local historians, neighborhood walking tours, film screenings, and
hands-on workshops conducted by Washingtoniana Staff on topics such as how to research a
house history or preserving family treasures. The series programs were met with high attendance
and rave reviews; some lectures were standing-room only. The successful series at the Mount
Pleasant Neighborhood Library served as a model for subsequent series at other branch libraries,
including Anacostia Neighborhood Library (summer 2013) and Northeast Neighborhood Library
(spring 2014). The success of the program was evidenced by positive press coverage and robust
program attendance. The poster will include series fliers, photographs, an interactive tablet with
video clips from some of the lectures, program attendance data, and text from press coverage.
Please visit dclibrary.org/knowyourneighborhood for more detail about the individual programs.
III-17 So You Think You Are Information Literate?: Assessing Pre-Service Teachers
Information Literacy Skills
Suzanne Julian, Brigham Young University ([email protected])
Rachel Wadham, Brigham Young University ([email protected])
Jennifer Wimmer, Brigham Young University ([email protected])
Information literacy is critical especially for students in professional programs such as those that
prepare classroom teachers. Here tying information literacy instruction to professional
preparation is vital. This study set out to determine how this connection can be accomplished.
Few information literacy studies have connected the assessment of skills to program
improvements. This study sought to fill that gap by first assessing student’s skill levels and then
using this data to direct changes in instruction and pedagogy within the David O. McKay School
of Education and Harold B. Lee Library. This cross disciplinary study, conducted by experts in
librarianship and education, used the iSkills assessment, an outcomes-based assessment that
measures students’ ability to think critically in a digital environment through a range of realworld tasks (ets.org/iskills). The data gathered from this test and from subsequent focus groups
43
yielded important information about current students’ abilities that will allow Brigham Young
University’s School of Education to determine what learning outcomes can be improved to help
increase information literacy. The study showed statistically significant deficits in information
literacy, most of which included skills associated with higher-order thinking and creativity. The
conclusions of the study will be presented in charts and graphs, and quotes gleaned from focus
groups will further highlight the findings. The presentation will also include a bulleted outline of
the researchers’ conclusions that address how these findings will be applied in instruction to
better align teaching techniques and learning outcomes.
III-18 Student to Superhero: Freshmen Tell Their Research Stories
Margot Hanson, California State University Maritime ([email protected])
Michele VanHoeck, California State University Maritime ([email protected])
Instruction librarians often recommend assignments such as reflective essays and research diaries
to promote metacognition about the research process. Hypothetically, these exercises encourage
students to make sense of new knowledge and incorporate it into their frame of reference. But
how to get students interested in these types of assignments? And how to assess metacognition?
In previous semesters, the presenters assigned a final reflective essay in a freshman information
literacy course. Despite the promise of reflective assignments, these essays did not exhibit high
levels of student engagement or metacognition about research or discovery. Rather, they have
often seemed rote and uninspired. In an effort to engage students with the practice of
metacognition, the presenters replaced the reflective essay with a new assignment: a graphical
narrative using comics software called Comic Life. Creating comics requires both visual
storytelling and brief written narration. Both these forms of communication hone synthesizing
skills, due to the limits of space imposed by the comic strip format. This assignment also asks
students to think creatively when selecting images and crafting a storyline to engage their
readers. Ultimately, students become active content creators, rather than just being passive
consumers of course material. This poster will include examples of student comics, as well as the
metacognition rubric developed to assess them. A graph will show assessment data comparing
metacognition exhibited in research comics and reflective essays.
III-19 You Are Teaching, but Are They Learning? An Assessment of Bachelor of Business
Administration Students
Joanna Blair, Seneca College ([email protected])
Gail Strachan, Seneca College ([email protected])
Seneca Libraries wanted to know if our Bachelor of Business Administration students were
learning information literacy skills from our information literacy instruction. We developed an
assessment tool to be used to measure the information literacy skill development in our degree
students over their four-year period of study. We created a bank of assessment questions,
validated the questions, and created an assessment survey tool. After obtaining Ethics Review
Board approval, the assessment survey was administered to over 200 first semester business
administration students. The results from fall 2012 are step one in our four-year study. The
impact of the assessment will be to reflect on our teaching strategies and methods in order to
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meet the mandate of Seneca College’s Academic Plan goal of having every Seneca graduate
demonstrate competency in information literacy. The assessment results, along with our
curriculum mapping initiative will guide the future and improvement of Seneca Libraries’
information literacy program. The objectives, methods, and results of this study will be presented
in an eye-catching poster format with graphic representation of our first survey results.
III-20 Targeting Grad Students: Creating a Web Guide for Thesis Writers in the
Construction Industry Fields
Pauline Melgoza, Texas A&M University ([email protected])
Laura Sare, Texas A&M University ([email protected])
Many graduate students from Texas A&M University’s departments of Architecture, Civil
Engineering, and Construction Sciences have a need for construction industry data. In these
departments there is a sizeable body of international students who are unfamiliar with how to
access construction industry information and data, especially U.S. data. This poster will highlight
the creation of a Libguide that aids graduate students focusing on the construction industry in
accessing the data needed to write their theses. The guide focuses on providing government,
trade association, and organization data and most importantly organizes it in a manner that
facilitates discovery. It was promoted to teaching faculty in these areas so they could provide
their graduate students with a starting point for research, as well as introduce them to subject
librarians who can assist the students in further research. The guide went live in the spring
semester of 2014 and was promoted by the Texas A&M University Libraries marketing team and
multiple subject librarians. At the end of the semester the guide will be assessed by reviewing
usage statistics and patron feedback. This poster will visually demonstrate the decision and
methodology used to create a specific web guide for a graduate student major focus as well as
use graphs and charts to show usage results and patron feedback. Providing this information will
encourage other libraries to provide similar guides to support graduate students at their
institutions.
Session IV: Global Solutions, International Projects in Libraries
Sunday, June 29, 2014
10:30-12:00
IV-1 Middle East and North Africa Disaster Planning in Time of War
Laila Moustafa, University of Illinois at Urbana Champaign ([email protected])
In the Middle East and North Africa, disaster management planning is not limited to natural
calamities, but must also consider man-made disasters such as armed conflict and terrorism.
These disasters can threaten the history, culture, and identity of not only contemporary Middle
Eastern cultures but many other nations that have existed or have occupied this region. Damage
to archives and libraries during wartime can have a grave impact on our understanding of human
history. The only way to prepare for unforeseen threats, such as armed conflicts, is to plan for
long-term preservation and disaster management in a way that can handle both natural and man45
made disasters. After twenty years of civil war in Bosnia, the looting and burning of libraries and
archives in Iraq in 2003 and more recently in Egypt, one must ask: Do Middle East Libraries and
Archives have disaster management and recovery plans? If so, what are the plans? Were they
applied when needed during a time of armed conflict? If not, why not? This poster will present a
survey of the existing literature and analysis of three cases in which libraries and archives were
threatened by armed conflict or internal turmoil. The next step taken after this poster is to help in
building a Disaster Management Plan to aid in preserving the history of mankind in the Middle
East.
IV-2 Assemble Autonomatronic Arduino and Feel Fake Fur: Innovative New Media and
Materials Enhance the Curriculum in Qatar
Richard Lombard, VCU Qatar ([email protected])
The VCUQatar Libraries in Doha, Qatar, include both an Innovative Media Studio and a
Materials Library. This poster will describe the roles of these special collections in supporting
the art and design education of BFA and MFA students, as well as faculty, through the use of
materials, media, and physical computing. The addition of these two facilities extends
information instruction beyond the book through hands-on experiential learning and production.
Incorporating innovative materials and electronics, this poster will describe and demonstrate how
these facilities bridge critical thinking and critical making. The successful implementation of
these facilities within existing curriculum has been evaluated based on user surveys, and
statistics have demonstrated an increased use of facilities and curricular integration. This poster
will practice its own preaching, by combining 3-D knitted textiles, micro veneers,
electroluminescent polymers, and other innovative materials with conductive inks, Arduino
boards, and a variety of actuators to demonstrate the infinite possibilities of both the driving
concepts and the curricular integration of the two facilities. Viewers will be invited to participate
in the process of creation and discovery, mirroring the experience of the community in Qatar and
viscerally demonstrating the effectiveness of the approach.
IV-3 Parents‘ Night Out!
Tess Prendergast, Vancouver Public Library ([email protected])
Since June 2013, children’s librarians at the Vancouver Public Library have offered free
programs called Parents’ Night Out. Parents of young children are invited to the library to both
socialize with each other and participate in informal learning about early literacy, including how
to make a flannel story to take home. This program has proven to be a good way to gather
parents together in a supportive space and allow them the time to make friends and to learn
something new. Informal discussions about the importance of hands-on learning and repetition
often take place after story time between librarians and parents while the children play with
flannel stories. One day, after a parent commented that she would love to ―learn how to do this at
home,‖ the idea for Parent’s Night Out emerged. These evening programs are just for adults and,
in addition to hot tea and healthy snacks, parent participants are led through some new, easy, and
fun ways to share literacy with their children and are provided with materials and guidance on
how to cut and decorate a flannel story. Feedback has been extremely positive and parents say
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they value the time and space to make something special for their children. Easy to duplicate and
adapt to any community, the Parents’ Night Out program model represents a fresh way to
encourage and support parents to make social connections and facilitate their children’s early
learning at home. This poster will include detailed program guides, photographs, and
testimonials from participants.
IV-4 Lights! Camera! Education!: A Library & Nurse Educator Collaborative ―Movie‖
Program for Continuing Competencies
Melissa Raynard, University of Manitoba Libraries ([email protected])
The College of Registered Nurses of Manitoba and the College of Licensed Practical Nurses of
Manitoba implemented a continuing competence program as a requirement for registration
renewal. In 2007 the Concordia Hospital Library (CHL), part of the University of Manitoba
Libraries, collaborated with the Concordia Hospital Medical/Surgical Educators, to develop and
deliver the program ―Movie Days‖ in order to help nurses complete these requirements. Each
month an Educator selects a ½ hour educational movie from the CHL. During this month Library
staff show the movie four times over three days each month: once in the Library, once on three
different units. Each showing includes popcorn and a list of movie related articles that can be
requested from the library. A certificate of attendance is given and can be submitted with
continuing competency documentation. Promotion is through posters, hospital-wide emails,
twitter, the webpage, and post-movie day emails. Feedback is sought continuously to improve
the program and the attendance. Feedback triggered changes include movie themes (e.g. elder
care to general patient care), times (e.g. lunch to afternoon), and location (e.g. lecture rooms to
the units). One measure of success is that other Winnipeg community hospitals have requested
this program from their own library.
IV-5 Going Global: Library as a Crucial Player for Internationalizing a University
Toni Greider, University of Kentucky Libraries ([email protected])
Adrian Ho, University of Kentucky Libraries ([email protected])
To support the University of Kentucky’s (UK) strategic plan, UK Libraries created a Director of
International Programs (DIP) position in 2010 to plan and manage its international initiatives. In
consultation of the UK administration, the DIP identified areas in which the library could make
major contributions toward internationalization. The DIP has made significant progress in the
areas by participating in the College of Arts and Sciences’ Passport to the World Program. Each
year the College celebrates the cultural heritage of a country/region. The DIP and liaison
librarians collaborate with faculty from different departments to annotate and showcase relevant
materials from the library’s special collections in physical and online exhibits. We also host
lectures and movie screenings in which faculty introduce audiences to specific cultural features
and practices. Assessment of the events is reported to the Provost’s Office annually. Thanks to
positive feedback and faculty recommendations, the library’s involvement in the Passport to the
World Program went from peripheral in 2010 to being a major organizer with the appointment of
the DIP as a member of the Program’s steering committee in 2013. Meanwhile, the annual
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library budget for hosting international events jumped from a pittance to $8,000.
IV-6 M & M: M-Generation and M-Libraries
Shiao-Feng Su, National Chung-Hsing University, Taiwan, Province of China
([email protected])
The infrastructure of academic library mobile service in Taiwan is ready: the smartphone
ownership rate and cell internet use of adults ages 20-29 reach 79.9% and 88.7% in 2013,
respectively, comparable to those of the U.S. (80% and 85%, respectively), and all university
campuses are wireless accessible and free. Through mobile services, libraries can support their
users wherever they might be. The research, a two-year project funded by The National Science
Council (NSC), explores the librarians’ and users’ attitudes toward academic library mobile
service. The researchers first surveyed all academic library mobile websites to identify types of
services offered, such as text references, mobile multimedia, and mobile OPAC, etc. Open hours,
mobile OPAC, and personalized information search are the most prevalent types of services
offered but not necessarily most desirable ones perceived by students. Through W3C mobileOK,
the researcher conducted a mobile friendly benchmark test on 27 library mobile websites; only
one fourth obtained 60 points or above, and half scored 30 or lower. The researchers conducted
face-to-face in-depth interviews with eleven library directors and the librarians in charge of
mobile services, revealing substantial differences in attitudes. The researchers administrated a
nationwide questionnaire survey in 2013 sampling four hundred students to examine their
attitudes toward and evaluation of the mobile services provided by their affiliated academic
libraries. Thirty users participated in the think aloud experiment; their insights outlined another
landscape.
IV-7 Building the Capacity of Librarians from Nine African Universities (CARTA
Institutions)
Alonge Ayo, University of Ibadan, Nigeria ([email protected])
John Eyers ([email protected])
Dr. Benedict Oladele ([email protected])
Obasola Oluwaseun, Medical Library College of Medicine, University of Ibadan, Oyo State
Nigeria ([email protected])
The changing roles of librarians, and the attendant new skills required to play these roles, is a
major challenge for librarians, especially in Africa. These librarians have an important part to
play in supporting research, learning, and developing the knowledge economies of African
countries. Therefore, the Consortium for Advanced Research Training in Africa (CARTA) is
poised to catalyze development in Africa by blazing the trail to promote advanced research and
training in the continent. To realize this vision, librarians have been identified as crucial; hence,
it is essential to empower them. Towards building the capacity of librarians from CARTA
institutions, an online survey was conducted to assess their knowledge and skill gaps. The
outcome of the survey informed the content of the training session for the librarians in Kenya,
which featured modules on collaboration through library consortium, advocacy for library
funding, budgeting, proactive librarianship, and application of social media in academic libraries.
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The impact of the training was assessed using an instrument with eight questions. Findings from
the study revealed participants acquired knowledge on the topics treated. It also exposed their
training needs, aroused librarians’ interest to collaborate, and revealed challenges encountered in
sharing knowledge gained. In addition, the need for more training on emerging technology and
information literacy was revealed. It is anticipated that the training would improve the advocacy
skills and consequently the relevance of these librarians in their institutions. Lessons learnt from
the capacity building program would be useful in developing similar programs across the
continent.
IV-8 Nicaraguan Library Partners with Award-Winning Designers and Rotary
International: Renovating/Redesigning to Serve a Multipurpose Library
Justin Martinez, Oz Architecture ([email protected])
Jane Mirandette, Hester J. Hodgdon Libraries for All ([email protected])
The San Juan del Sur Biblioteca, Nicaragua’s first lending library, has been housed in the same
building for most of its successful 12-year history. Over the years, more and more functions have
begun to operate out of this limited space. With assistance from its parent non-profit
organization, the Hester J. Hodgdon Libraries for All Program, professional library designer
Justin Martinez of Oz Architecture, and the Gillette, Wyoming, Rotary Club, the library took on
an unfinished, deteriorated building three times the size of its previous building’s space. Our
poster will explore the collaboration with a renowned library designer, his efforts to bring a
dream-team of designers and supporters together in Nicaragua, the crowd-source fundraising
they undertook, Rotary International’s participation, and the library’s transformation into its new
space. This poster presents an impactful and replicable program. Handouts will be available,
including the resources employed in this effort.
IV-9 Public Libraries in a Post-Soviet State: Challenges and Opportunities
Alla Kushniryk, Mount Saint Vincent University ([email protected])
Stanislav Orlov, Mount Saint Vincent University ([email protected])
Public librarians worldwide are perceived as the leaders of the community. In post-communist
states, however, their importance was undermined by economic decline. The goals of this study
were to examine the current situation with public libraries, to understand how the librarians and
other stakeholders visualize a modern public library and its role in the community, and to
identify the ways to modernize public libraries in a post-soviet state in Eastern Europe. The data
was gathered through 21 focus group discussions and interviews with 78 public librarians, library
directors, local public administrators, library school professors, and library patrons in urban and
rural areas of the country. It was found that the current situation in that country is challenging,
with only 25% of the public libraries being computerized. Over 90% of the public libraries are
located in rural areas, often needing repair and lacking adequate furniture, heating, and even
electricity. However, the general opinion is that the modern library needs to be the center of the
community that is drawing the population by providing traditional and innovative services in a
comfortable space. The researchers suggest that the change in the public library system,
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especially in rural and small libraries, shall be spearheaded by public librarians themselves
through innovation, advocacy, and marketing of their services.
IV-10 Patron Driven Acquisition—Is it Good for Video?
Alison Bates, La Trobe University ([email protected])
Colleen Cleary, Queensland University of Technology ([email protected])
Olivia Humphrey, Kanopy ([email protected])
The session explores the potential for ―Patron Driven Acquisition‖ (PDA) as a model for the
acquisition of online video. Today, PDA has become a standard model of acquisition in the
eBook market, more effectively aligning spending with use and increased return on investment
(ROI). PDA is an unexplored model for acquisition of video, for which library collection
development is complicated by higher storage and delivery costs, labor overheads for content
selection and acquisition, and a dynamic film industry in which media and the technology that
supports it is changing daily. Queensland University of Technology (QUT), La Trobe University
in Australia, and the University of Massachusetts launched a research project in collaboration
with Kanopy to explore the opportunity for PDA of video. The study relied on three data
sources: (1) national surveys to compare the video purchasing and use practices of colleges, (2)
on-campus pilot projects of PDA models to assess user engagement and behavior, and (3) testing
of various user applications and features to support the model. The study incorporates usage
statistics and survey data and builds upon a peer-reviewed research paper presented at the VALA
2014 conference in Melbourne, Australia. This session will be conducted by the researchers and
will graphically present the results from the study. It will map out a future for video PDA, and
how libraries can more cost-effectively acquire and maximize the discoverability of online video.
The presenters will also solicit input and welcome questions from audience members.
IV-11 The World Is at Our Doorstep. Are We Inviting Them in? Assessing Library
Services to International Students
Leslie Bussert, University of Washington Bothell/Cascadia Community College Campus Library
([email protected])
Dani Rowland, University of Washington Bothell/Cascadia Community College Campus Library
([email protected])
A rapidly-growing international student population on campus has necessitated assessing library
spaces, services, and overall accessibility with this unique group in mind. The library’s
Assessment Team is seeking to determine how international students experience and use library
spaces and services, how they seek information, and what barriers they experience to the access
and use of library resources, including staff and librarians. Simultaneously, librarians and other
library staff are exploring our own assumptions about this population, working to identify what
we do or do not know about international students on campus. This poster will illustrate one
library’s process for engaging in these questions with international students through semistructured focus groups, student photo diaries, and individual interviews conducted in winter and
spring 2014. See preliminary results and information gathered from the students, as well as
process-oriented observations, such as lessons learned about the types of assessment techniques
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chosen. Presenters will address the impact of the findings on the library’s services, teaching, and
pedagogical practices, and the need for staff and librarian training and support. Additionally,
broader applications of the findings will be considered—across the campus, and for other
academic libraries also grappling with how best to serve growing populations of international
students with specialized services and support.
IV-12 Library Best Practices: Fresh Innovations from Southeast Asia
John Hickok, California State University Fullerton ([email protected])
Martin Perez, Far Eastern University (Philippines) ([email protected])
Ida Priyanto, Gadjah Mada University (Indonesia) ([email protected])
Van Tran, American Center Library (Vietnam) ([email protected])
This poster will highlight inspiring examples of library ―Best Practices‖ from around Southeast
Asia. Assembled by a team of librarians from the Philippines, Indonesia, Vietnam, Cambodia,
Thailand, and Malaysia, this poster will feature successful efforts on employing new technology,
outreaching to rural communities, revamping old habits with new innovations, harnessing
consortiums to maximize resource-sharing, improving literacy through proactive book
promotion, and much more. So as to appeal to as wide an audience as possible, featured
examples will include public, school, and academic libraries. Aesthetically, this poster will
display a map of Southeast Asia in the middle, with text and photo-collage summaries of
successful efforts for each country circling around the rest of the poster. Participants will find
this poster both inspiring and relevant, as it will address universal challenges of all libraries
(limited budgets, reaching communities, keeping up with trends, etc.) regardless of location.
IV-13 Women‘s Studies and Human Books: A Valuable Information Literacy Experiment
Yvonne Becker, University of Alberta (Augustana Campus) ([email protected])
Nancy Goebel, University of Alberta (Augustana Campus) ([email protected])
In information literacy instruction we challenge students to consider questions such as ―What is
Information?‖ In the context of undergraduate research most students would reply that books,
articles and ―the Internet‖ constitute information. This program discusses the extension of an
innovative library program into information literacy instruction in a women’s studies course. The
result is a collaborative human library assignment between a librarian and a women’s studies
professor. Students attended the Augustana human library where they ―signed out‖ a human
book whose topic/issue was related to sex, gender, or sexuality. They heard the personal stories
of married lesbians, a transgender person, a gay man in a conservative community, an intersex
person, and others. The students then reflected on that experience and how the ―information‖ was
presented. Next in the assignment, students were to find scholarly resources on the same
topic/issue and create an annotated bibliography on those resources. The final step was to reflect
on both types of information sources (human book and scholarly resources) regarding the type of
information that was provided and how it was presented. The students reported a great
appreciation for the opportunity to learn about the topic/issue in such a personal manner from the
human book in combination with learning about the topic/issue through the scholarly resources.
They consistently commented that their understanding of the scholarly resources was stronger
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because of the introduction to the topic/issue via the personal narrative. Students loved the
assignment!
IV-14 Cooperate, Preserve, Share: Improving Access to Primary Source Materials from
Africa
Araba Dawson-Andoh, Ohio University Libraries ([email protected])
Esmeralda Kale, Northwestern University ([email protected])
In the age of globalization, providing access to international materials is crucial to academic
libraries. However, it can be challenging, especially with primary sources from Africa, and often
calls for innovation. One innovation is cooperative preservation by the Cooperative Africana
Materials Project (CAMP), administered by the Center for Research Libraries. CAMP member
libraries pool their funds to acquire and fund conservation and preservation of rare African
primary sources that are not widely held in libraries. CAMP works with libraries, archives, and
scholars both in the United States and in Africa to identify valuable African collections.
Preservation methods used are microfilming and/or digitization. CAMP institutions and affiliated
African libraries receive free access to these preserved collections. By pooling resources to fund
preservation, these otherwise inaccessible rare collections become available to scholars and
researchers throughout the world. This poster presentation will highlight CAMP African primary
source collections. Using images and photos it will visually describe the rich collections
including manuscripts, newspapers, government documents, speeches by African leaders, and
personal papers such as the Tubman papers from Liberia. Tablets will be used to demonstrate
searching. The purpose of this presentation is to showcase the project and collections to
librarians who may not be aware of such primary source collections. It will explain to librarians
with limited Africana collections the value of cooperation to enable access to important
resources. In addition to providing access to valuable primary source materials, these projects
also serve as models of international cooperation between libraries in the United States and
Africa.
IV-15 From Research Supporters to Research Partners: Librarians and Islamic Bioethics
Miriam Shaath, Georgetown University SFS Qatar ([email protected])
Frieda Wiebe, Georgetown University SFS Qatar ([email protected])
This poster highlights the goals, methods, challenges, results, impact, and future of two
collaborative research projects: establishing an international information resource on Islamic
Medical and Scientific Ethics, and developing the world’s first Encyclopedia of Islamic
Bioethics. Funded by grants from the Qatar National Research Fund and undertaken by
Georgetown University’s Bioethics Research Library in Washington, DC and its School of
Foreign Service Library in Qatar, in conjunction with Islamic Studies scholars, these projects
illustrate a transition of the librarian’s role from research supporter to research partner. The
initial three-year project resulted in a comprehensive collection of Arabic language materials on
Islamic Bioethics, an online database of indexed resources in Arabic and English, a thesaurus of
Islamic bioethics terms, several peer-reviewed journal articles, and an international conference
and workshop. Now in its second year, the current project continues to enhance and expand the
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collection and the database, while also creating and compiling content and structure for the
encyclopedia. Another international conference and workshop will take place in March 2014.
These efforts are focused on serving clinicians, educators, and scholars in the Middle East and
the world by making materials accessible and advancing informed dialogue on bioethical topics
of growing importance. This poster will provide brief bullet points on the goals, methods,
challenges, and plans of these projects, along with illustrations of the resulting collection,
database, conferences, and websites.
IV-16 Library as Place: Experiences of Homeless Men in Public Libraries in Vancouver,
Canada
Jean McKendry, Kwantlen Polytechnic University ([email protected])
Some homeless men are very frequent public library users, but are rarely asked by librarians for
their opinions about libraries as place. Semi-structured individual interviews of 23 homeless men
investigated how they used libraries and explored their understanding of the library as a place in
downtown Vancouver, BC. Homelessness is a high risk lifestyle and four participants who
purposely avoided street danger in the Downtown Eastside found a safer niche within the Central
Library, while 15 participants purposely chose to physically distance themselves from the stigma
of homelessness and mostly kept to themselves while they were at the Central Library, which
was often daily, from opening until closing. Some of the most frequent users created a new social
identity for themselves as library users, which is far more socially acceptable than the
stigmatized social identity of homelessness. Being a frequent library user gave some participants
a routine and stability and the anonymity of being an ordinary library user at the Central Library
gave participants an opportunity to be treated respectfully by other library users. Seventeen
participants believed that using public libraries had greatly improved their lives and used
libraries as transition spaces to improve their circumstances.
IV-17 Finance Your Future—The University Finance Lab as a Venue for Information
Literacy and Student Engagement
Stephanie Perpick, University of Toronto ([email protected])
The University of Toronto Scarborough Library and the Department of Management have
collaborated to create the UTSC Library Finance & Trading Lab, a state-of-the-art, industrygrade facility. Using sophisticated financial software and traditional library resources, students at
UTSC have hands-on opportunities to blend theory with practice. Students participate in
portfolio management competitions and trading simulations, while attending instructional
sessions on information literacy, research skill development and career readiness. The success of
the Lab comes in part from the close relationship between the Library, the Department, and the
student investment societies. Regular meetings and projects keep the programs offered in the Lab
relevant, both by being embedded in the curriculum and by being on-point with what students
want. Student and faculty feedback is collected on an on-going basis to evaluate the effectiveness
of the Lab’s programs. Data is collected and shows an ever-increasing use of the software. Some
of the Lab’s programs include financial and information literacy workshops tied to assignments,
competition preparation workshops (portfolio management, trading simulation, and stock
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pitches), a finance speaker series, and a cooperative education work term preparation course
focusing on research. The Lab is staffed by a full-time Finance Librarian, a full-time Finance
Lab Technician, and five student lab assistants. The vision of the Finance Lab is ―to transform
students into leaders.‖ This poster session will describe the process of creating a university
Finance Lab, best practices based on experience and literature, and suggestions on ways to
passionately engage with the library, faculty, and student body.
IV-18 Puerto Rico and Colombia: Enhancing the Library to Empower Communities in the
Digital Age
Myrna L. Torres-Perez, UPR Bayamón, Puerto Rico ([email protected])
Santiago Villegas-Ceballos, La Loma, Columbia ([email protected])
―Enhancing the Library to Empower Communities in the Digital Age‖ is an interactive
experience where the collaborative work of the researchers and the conference attendees will
expand the frontiers of social transformations that can be performed from the library with the
application of principles of digital culture. From the basis that public libraries operate through an
implicit social contract agreed upon by individuals within a society, and having studied the
socioeconomic context surrounding libraries in Bayamón (Puerto Rico) and La Loma (Medellín,
Colombia), the researchers want to share the successful cases of digital culture taking place in
public libraries and the impact of these in communities around them. Firstly, through interactive
infographics (printed and as web content accessible on-site) the attendees will discover the
context surrounding public libraries in San Juan and Medellin. Secondly, research will be
presented on the aforementioned successful cases in these public libraries, and how they help the
communities to grow in knowledge access and sharing. The research methodology is qualitative
and follows the structure of the case study using interviews and the analysis of documents that
libraries provide as evidence of success. Finally, after a quick look at other applications of the
principles of the digital world to the analog environment in information units, attendees will
participate in a ―Design Thinking‖ dynamic to create new prototypes of digital culture
applications in Public Libraries.
IV-19 First Steps for Aboriginal Students: The Library‘s Partnership with the Aboriginal
Centre
Sarah Stang, University of British Columbia ([email protected])
The Aboriginal Access Program at the University of British Columbia’s Okanagan campus
provides Aboriginal students who do not meet the entrance requirements with a supported
university entry program. If the students successfully complete this structured first year they
move to regular student status. There is an embedded librarian component to this program, where
the librarian provides library services in our campus Aboriginal Centre and teaches a series of
instruction sessions specifically for these students. What makes this program and these sessions
unique is that the approach is to use a holistic Aboriginal framework using relationship building,
sharing food and experiences, and storytelling to build student confidence in themselves and
their place at the University. The instruction sessions cover basic library research, citation
management, research tools, online safety and identity management, and information skills for
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everyday life. This poster will visually show the path through the program that the students
navigate over one academic year. Each stop on the path will include the workshop or library
activity for that step, with the learning outcomes and delivery method. At the end of the path will
be a description of our evaluation process and the measurements of our outcomes to date. Also
included will be photos of our Aboriginal Centre and students. We currently evaluate the
program three ways: surveys after each session, student interviews, and student retention. The
final portion of the poster will summarize our findings and include an example of a data
collection survey.
IV-20 youryongestreet: Connecting Communities through Local History
Stacey Nordlund, Toronto Public Library ([email protected])
youryongestreet (http://youryongestreet.omeka.net/) is an interactive online exhibit of people,
places, and events along the world’s longest street. The exhibit has been developed by Toronto
Public Library (TPL) to serve as TPL’s first crowdsourcing project. This pilot project aims to
engage users to share, expand, and enrich digital content; to engage Torontonians in the history
of their city; to showcase TPL’s special collections; and to create a virtual collaboration space. It
brings together stories, documents, maps, photographs, oral histories, and videos to create a
living history. Stories, images, and other media have been contributed to the website by members
of the public, who are invited to share their personal insights, experiences, and memories. The
youryongestreet poster session provides an overview of the project, from concept to
requirements, design, implementation, launch, and engagement; evaluates the pilot program’s
success; and discusses challenges faced in developing the project. Data will include usage
statistics and other metrics. The poster will include a number of visual components, including
graphs/charts to highlight the key data and screenshots of the youryongestreet website, which
was built and hosted using the open-source platform, Omeka.net. In addition, an iPad will be
made available during the session for visitors who wish to take a virtual tour of the
youryongestreet website.
Session V: Connections: Posters on Cooperation with Non-Library
Institutions and Agencies, Interlibrary Loan, Library Use Instruction, and
Public Awareness
Sunday, June 29, 2014
12:30-2:00
V-1 Taking Our Show on the Road: Salt Lake County Library Services‘ Road Home
Shelter Outreach Project
Susan Hamada, Salt Lake County Library Services ([email protected])
Heather Novotny, Salt Lake County Library Services ([email protected])
Stacy Vincent, Salt Lake County Library Services ([email protected])
Homeless families with preschoolers can benefit tremendously from early literacy storytimes, but
commonly face barriers to attending early literacy programming at the library. These barriers
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include lack of transportation and lack of knowledge about library services for preschoolers.
Additionally, libraries face barriers to expanding library services to homeless families such as
lack of awareness of local shelters, lack of relationships with community groups serving
homeless families, and limited staff time and outreach budgets. Beginning in January 2013,
librarians with Salt Lake County Library Services overcame these barriers and decided to take
their show on the road. Learn how Salt Lake County Library Services created a sustainable
model for delivering outreach storytimes to families living in shelter. Topics covered include:
establishing initial contact with shelter staff, building and maintaining partnerships with shelter
staff and other organizations with which they work, building internal consensus and vision,
effective scheduling of staff time, and evaluating and adapting the program on an ongoing basis.
This poster includes photographs of outreach storytimes, feedback from participants, and survey
results. Handouts with tip sheets detailing best practices, sample program plans, and sample
marketing materials will be provided.
V-2 Something to Talk About: Creating Dialogue and Transforming Viewpoints
through Library and Community Collaboration
David Sesser, Henderson State University ([email protected])
Lacy Wolfe, Ouachita Baptist University ([email protected])
The purpose of this project is to bridge racial and cultural divides within a small southern
community through academic, public, and school library collaboration. Utilizing grant funding
and framework from the ―Created Equal: American Civil Rights Struggle‖ awarded by the
National Endowment for the Humanities (NEH) and the Gilder Lehman Institute of American
History, this project brings together diverse components of the community to discuss ongoing
racial issues. Arkadelphia, population 10,000, located in southwestern Arkansas, has struggled
with racial tensions surrounding the naming of a major thoroughfare in honor of Dr. Martin
Luther King, Jr. The Arkadelphia City Government established a Racial and Cultural Diversity
Committee (RCDC) to address this and other racially related issues. In an effort to serve as a
public forum, Henderson State University partnered with Ouachita Baptist University,
Arkadelphia Public Library, Arkadelphia High School, and the RCDC to hold four public events
to discuss these issues in conjunction with the NEH, providing films chronicling the Civil Rights
struggle for African Americans. A wide cross section of the community, including college
students, retirees, and participants in the local struggle for Civil Rights attended and participated
in these programs. After the final public event, a formal presentation was given to the RCDC and
the general public about the four events. The discussions and comment forms provided both
innovative ideas for future growth and reconciliation and measurable outcomes. Examples of
these ideas will presented in statistical form, photographs, sample materials, and multimedia
displays.
V-3 Re:Purpose Your Event: How the RE:BOOK Altered Book Contest became a
Signature Event at the Claremont Colleges Library
Alexandra Chappell, Claremont Colleges Library ([email protected])
Natalie Tagge, Claremont Colleges Library ([email protected])
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Since 2011, The Claremont Colleges Library (CCL) has held RE:BOOK, a National Library
Week contest that invites students to submit art projects made from worn-out books and other
forms of cast-off paper. Initially there was concern from library administrators that this
provocative event would prove overly controversial. In reality, the event has been highly
successful, establishing CCL as a curator of student work and inspiring beautifully creative
projects from six of the seven Claremont Colleges. As RE:BOOK enters its third year, it now has
full support from library administration, allowing it to expand with the goals of further raising
the profile of the event, involving the community beyond the role of contest participants, and
establishing it as a model for other library outreach events. Collaborations with two campus art
galleries, a student environmental group, and an established faculty lecture series have already
been secured. The visual nature of a poster provides the perfect means to feature photographs of
RE:BOOK entries and events, our challenges, our marketing, and a timeline. We will also
showcase several RE:BOOK projects. The poster will provide enough information that a library
can recreate this outreach event. While all institutions are unique, this poster will inspire and
challenge all types of libraries and librarians to think about how to engage their communities
around the issues of creativity, sustainability, weeding, and the future of the print book.
V-4 To Display or Not to Display? The Question of Juvenile Literature Displays in an
Academic Library
Melissa Atkinson, Abilene Christian University ([email protected])
Displays are supposed to attract attention and motivate users to check out a title, or at the very
least, pick it up and glance through it. However, are all the planning, setting up, and maintenance
of displays worth it? Do they really generate the excitement, attention, and usage we anticipate?
Six years of usage data of an academic library’s juvenile literature displays have been
accumulated to determine if the displays encouraged use of juvenile literature books (fiction and
non-fiction). Data comprised of check-outs and in-house usage is obtained before a book goes on
display and then after the display is taken down. Displays are typically planned and set up for a
period of a month up to a period of a semester (depending on available student worker hours)
and usually center on one or two themes. Books are marked with display stickers so they are
easily identified and shelved properly. While the initial purpose of gathering usage data was to
determine if these displays encouraged use of the books, the data can also be used to determine
the best time for a display, the best possible number of books, and the most popular themes.
Results including graphs highlighting usage, photos of displays, a summary of conclusions, and
recommendations for improvement will be presented.
V-5 Sycamore Things: A Visual Literacy Game
Shelley Arvin, Indiana State University Cunningham Memorial Library
([email protected])
Heather Rayl, Indiana State University Cunningham Memorial Library
([email protected])
It is a marriage made for libraries: The Association of College and Research Libraries’
Information Literacy Standards combined with technology games and activities that teach
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students the skills they need to succeed in school and the workforce. Learn how Indiana State
University’s Cunningham Memorial Library designed an eight-week program to teach students
information literacy skills in a visual age. These activities, based the concept of the popular 23
Things Program but focusing specifically on visual literacy skills, can easily be adopted, re-used,
and re-mixed for academic, public, and school libraries. Each week, the students get a new
mission to complete using an iPad Mini on loan from the library. The program also has built-in
assessment with pre- and post-survey distributions to all participants. The poster will feature the
activities each week, the outcomes of the assessments, and challenges encountered during the
project. This project was generously funded by an Institute of Museum and Library Services
Library Services and Technology Act Grant.
V-6 Transforming Biomedical Research and Practice: Promoting Research and
Awareness of Sex and Gender Differences in Health
Mary Edwards, University of Florida Health Science Center Library ([email protected])
Rolando Garcia-Milian, University of Florida Health Science Center Library
([email protected])
Hannah Norton, University of Florida Health Science Center Library ([email protected])
Nancy Schaefer, University of Florida Health Science Center Library ([email protected])
Michele R. Tennant, University of Florida Health Science Center Library ([email protected])
The University of Florida Health Science Center Library, with support from the NIH Office of
Research on Women’s Health and the National Library of Medicine, is in the midst of a two-year
outreach project to promote research in sex and gender differences in health and help develop a
diverse clinical workforce able to recognize these differences and apply this knowledge in
clinical care. The first year of the project focused on facilitating collaboration, educating students
and faculty about information resources in this discipline, and expanding access to those
resources. To facilitate collaboration, the library hosted two ―Collaborating with Strangers‖
workshops in which researchers participated in speed meetings with colleagues interested in sex
and gender differences in health from different disciplines across campus. Librarians introduced
both clinical and basic science students to this field, expecting that such an introduction may lead
some to focus on sex differences research and others to be aware of its importance in research
and patient care. Additional efforts included collection building and open access publishing
funding. The second year of the project is continuing these initial outreach efforts but will also
include a one-day workshop on Sex and Gender Differences and Women’s Health and build new
collaborations with high school science teachers and their students. An external evaluator will
help evaluate the project via a variety of techniques, including resource usage data, surveys, and
interviews. The poster will present an overview of the project, including event photographs,
visuals of promotional materials, and charts or graphs of available data.
V-7 Sprouting Green Librarians among the Weeds
Mindy Reed, Austin Public Library ([email protected])
Austin Public Library (APL) opened its used bookstore, Recycled Reads, in 2009. Now in its
fifth year of operation, the bookstore sells books taken out of library circulation and acts as a
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donation and recycling center for the Austin community. This year, the librarians of Recycled
Reads are working on a project funded by an IMLS Sparks! Ignition Grant for Libraries. By the
end of 2014, freely accessible online training videos will be made available to encourage and
guide other libraries to resell, reuse, and recycle books and other media. Partnering with
Goodwill Industries of Central Texas (GICT) and various City of Austin Offices, APL aims to
start the conversation with libraries across the country to cohesively develop collection
development, collection management, and weeding policies to ensure that deaccessioned books
and other media are disposed of in an environmentally responsible manner. The Poster Session is
an ideal venue for conversation with other LIS professionals. Upcycled book art will act as an ice
breaker, usually eliciting one of two reactions: ―Amazing! How did you do that with a book?‖ or
―Why on Earth would you do that to a book?‖ In answering these questions—explaining that all
books are not created equal (read: outdated travel guides or outmoded medical texts), the
presenter will explain the concept of Recycled Reads, pointing to data such as the 750 tons of
material that have been diverted from landfills in five years of operation. Pictures of APL’s green
programming endeavors will also be highlighted.
V-8 Who Am I?: Incorporating Identity Play to Boost Teen Engagement
June Ahn, College of Information Studies, University of Maryland ([email protected])
Mega Subramaniam, College of Information Studies, University of Maryland
([email protected])
Amanda Waugh, College of Information Studies, University of Maryland
([email protected])
Teens are notorious for their changeability; punk one day, preppy the next. While this can be a
frustration to parents, educators, and peers alike, can this behavior also be leveraged? This poster
will report on an ongoing research study Sci-Dentity (scidentity.umd.edu) with a focus on how
explicit incorporation of identity play can foster greater engagement with learning. Sci-Dentity is
an afterschool program run in concert with participating middle school librarians that works with
students to imagine the intersection of science, technology, engineering, and math (STEM) as it
relates to their lives and futures. Researchers and librarians use storytelling, game creation, and
multimedia to prompt students to imagine their future in STEM pathways. Key to this program is
the use of a social network site that allows students to self-represent through avatars, usernames,
status updates, and commentary and share their stories in various formats. This poster will share
examples of identity play by participants in Sci-Dentity and incorporate specific ideas for
practitioners to leverage teens’ developmental need to experiment with their identity in their own
programs. Examples of identity play include developing avatars, writing user profiles, and
creating alter egos or imagining their future selves in textual, video, and other media. This
information will be presented through text, graphs, and artifacts of student work to illustrate
different options for librarians to use the techniques refined in the Sci-Dentity project.
V-9 How Do YOU Día?: An Interactive Showcase of Culturally Diverse Children‘s
Library Programs
Debby Gold, Cuyahoga County Public Library, Parma Heights, OH
([email protected])
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Eighteen years ago, Latina author Pat Mora envisioned El día de los niños/El día de los libros
(Día) as a cultural celebration that honors children and reading, promotes bilingual and
multilingual literacy, highlights multicultural and international children’s literature, and fosters
global understanding among children and their families. Public and school libraries around the
nation have adopted the celebration and each year REFORMA (The National Association to
Promote Library and Information Services to Latinos and the Spanish-Speaking) presents the
Mora Award for exemplary Día programs. For several years the Association for Library Service
to Children (ALSC) in partnership with Dollar General has also awarded mini-grants to help
libraries initiate Día programming or to start a Día Family Book Club. From an all-out
Díapalooza to daily celebrations of Día, this interactive poster session provides examples of
innovative library programs that celebrate Día and promote cultural competence throughout the
year. Successful ideas from past winners of the Mora Award and ALSC mini-grants are shared
along with suggestions on how to build culturally sensitive children’s collections. Printed Día
materials from ALSC will be available as well as information about other Día resources.
Conference attendees are encouraged to share their Día success stories via our iDÍA jar. Ideas
from the jar will later be posted on the Día blog, Facebook page, or Pinterest page after the
conference.
V-10 Guitars, Amps, & iPads: Music Libraries as Makerspaces
Kathleen DeLaurenti, College of William and Mary ([email protected])
Makerspaces are a dynamic way for libraries to provide creative spaces for their communities.
Building on the idea of makerspaces in libraries, the Music Library at the College of William and
Mary (W&M) has been transforming from a room full of musical scores and compact discs into a
vibrant space to support and develop interdisciplinary arts projects. Starting with a series of
focus groups in 2011, students have guided these transformations in the space and services. Most
recently, the Arts Librarian, in collaboration with two Music Library Student Assistants, have
acquired a stable of iPad music accessories to add a mobile aspect to the existing digital media
work stations. Access to these new technologies directly impacts students and faculty, and has
allowed them to re-think their methods and approach to technology in both digital and acoustic
performance. This poster will discuss how this program was planned, implemented, and
launched in order to provide access to mobile recording studios, apps for managing and
accessing music on iPads, and instruction for the W&M community to get the most out of these
resources. Surveys from day-to-day collection users and the technology ―petting zoo‖ launch
event—along with usage statistics—will demonstrate the impact of this program on campus. A
plan for future outreach and workshop programs will also be presented.
V-11 You Don‘t Have to Fake it
Carla Aviitabile, Marin County Free Library ([email protected])
Makerspaces stocked with great materials and equipment—such as Robotics, 3-D printers, and
laser cutters—are amazing. But not every library has the money, time, or space to offer such
cutting-edge tools or programming to their community. The last two summers the Novato
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Library, a branch of the Marin County Free Library, has participated in Maker Camp. Each
Friday, the library provided up to 25 6th-12th graders with materials and assistance to make one or
more projects. Despite the best intentions of the Maker Camp, it was often necessary to find
projects that would fit in the library budget yet be engaging for all of the participants. The poster
session will be a presentation of the most popular, youth tested, budget-friendly ―Maker‖ type
projects developed by the library over the last two years. Popularity is based on attendance (the
library now regularly gets 20+ at Maker programs). Participants often want to know ―when are
we going to make giant bubbles again?‖ while parents comment that ―my child really enjoyed
making…‖ and ―when are you going to have more programs like this?‖ This poster session will
include documentation of successful projects, samples, and, if space allows, demonstration. The
discussion would include how to facilitate these types of programs, where to get materials and
web resources.
V-12 The Librarian Will See You Now: Mandatory Research Conferences for
Composition Students
Kelly Diamond, West Virginia University ([email protected])
Alyssa Wright, West Virginia University ([email protected])
This poster will show outcomes of West Virginia University Libraries’ use of required one-onone research consultations in English 103, an English composition course for advanced students.
Developed in 2005 by a team of English faculty and research librarians, this course has had a
research librarian embedded in each section for the past eight years. Librarians teach three
information literacy sessions and evaluate students’ research notebooks. Notebooks ask students
to describe and reflect on research for each of their three research paper assignments. In past
semesters, the librarian would provide written feedback to the instructor and the student via a
course Blackboard page. In an attempt to boost student engagement with the research process
and to model more realistic librarian assistance, in the fall of 2012, the online graded feedback
was replaced with two mandatory student-librarian conferences. Conferences focus on students’
individual research needs and help students use sources while they are still in the drafting stage
of writing. Instead of grades, librarians use a rubric to evaluate students’ performance on drafts,
research, and conference participation. Students were surveyed in regards to perceived
conference helpfulness and likelihood of contacting the librarian after the course completion.
The data show an increase in student satisfaction after mandatory conferences were
implemented. This poster will display detailed statistical analysis of data collected from multiple
student and instructor surveys completed each semester the course was offered. Assignment
prompts, conference evaluation rubrics, and sample student work will be available for poster
attendees to review and to discuss.
V-13 Funky Fundraising—How We Used a Literary Pub Crawl to Raise Money for
Literacy
Erin Cataldi, Johnson County Public Library, IN ([email protected])
Heather Howard, Butler University ([email protected])
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This poster will show how a literary pub crawl was put together from the ground up by a new
librarian and by an LIS student, and used as a fundraiser for Indy Reads, a local Indianapolis
organization that works with the Indianapolis Public Library to teach adult literacy in central
Indiana. It will highlight dos and don’ts learned through the process of putting the crawl
together. The pub crawl had a literary theme, with attendees participating in a costume contest,
author Dan Wakefield speaking at the beginning of the crawl, participating bars creating literary
themed drinks, and a raffle with prizes donated from local and national businesses. A partnership
was formed with both the Kurt Vonnegut Memorial Library and Indiana Humanities to add
additional events to the crawl. Marketing for the crawl was so effective that the 125 tickets made
available sold out a week before the crawl, and of those, approximately 100 people attended the
crawl. Emails, Facebook messages, and Tweets were received by people wanting to attend
through the day of the crawl. Plans for this year include holding the crawl in a different part of
the city in order to accommodate greater ticket sales. The pub crawl ended up raises over $1,800
after money from ticket sales, raffle tickets, and direction donations were collected and expenses
subtracted. The poster will include graphics from marketing materials including flyers, posters,
and the website, as well as photos taken during the pub crawl.
V-14 To Tweet or Not to Tweet?
Peter Cannon, University of South Florida School of Information ([email protected])
Rebecca Durney, University of South Florida School of Information
([email protected])
Kimberly Nordon, University of South Florida School of Information
([email protected])
Roxana Palmer, University of South Florida School of Information ([email protected])
This poster will examine the use of social media, specifically Twitter, as a communication tool
for libraries. This study will collect and analyze tweets from five libraries in the Tampa Bay
Libraries Consortium (TBLC) using Twitter API applications. TBLC is a multi-type library
cooperative that serves its 123 member libraries in the West-Central Florida region. The TBLC
region encompasses eighteen counties with a service area of approximately 6.3 million people in
urban, suburban, and rural communities. The five organizations chosen will represent different
types of libraries and will be active Twitter users. A content analysis of these tweets gathered
during a six month period will determine their use as a means for information dissemination,
communication, knowledge sharing, or knowledge gathering. API software will measure user
engagement by determining the number of times a tweet is manipulated through replies or retweets. The efficacy of Twitter as a communication tool can be studied to help libraries
determine whether this form of social media is a proper use of institutional resources in either
developing a marketing program for community engagement or as an instrument for professional
development. This poster will explore our findings by highlighting the API results by displaying
the visual representation.
V-15 Problem Assignments: An Opportunity for Faculty to Collaborate with Librarians
Theresa Carlson, Northern Arizona University ([email protected])
Karen McCoy, Northern Arizona University ([email protected])
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As librarians working the Research Desk, it has become all too familiar to encounter ―library‖
assignments which are ineffectual for students to learn information literacy skills. The
assignments vary; some may require materials that are too advanced for students. Others have
materials that may not be appropriate for the assignment, or consist of busy-work which negates
a deeper understanding of research. Often, the unintended consequences of these assignments are
negative research experiences for students, and adverse perceptions of the library. Using data
collected at the library’s research desk to identify the types of problem assignments, librarians
collaborated with the University’s Faculty Professional Development Office to create a program
that would help faculty see how their assignments could be modified to improve student
learning. In the session, faculty are put into the role of novice learners to help them see the
research bottlenecks their students may encounter. Faculty also have the opportunity to
collaborate with their subject librarian to design assignments that will help students find quality
sources and learn essential information literacy skills. We also demonstrate how a well-crafted
assignment can promote deeper student engagement (and better experiences) with reading,
evaluating, and synthesizing information. Thus, when students appreciate and understand the
research process, it will translate into better quality work. This poster will show examples of
student assignments before and after the Faculty Development forum. In addition, we will give
examples of methods librarians used in conducting the forum. An assessment using faculty
feedback will also be presented.
V-16 Dropping a Few Balls: Juggling for Relevancy
Kathy Gaynor, Thompson Rivers University ([email protected])
Elizabeth Rennie, Thompson Rivers University ([email protected])
Thompson Rivers University (TRU) Library isn’t the first to adopt roving reference, workshops
in Residence, or develop research support programs for student athletes. But as a small academic
library committed to providing reference and other services that more fully meet the needs of our
users, TRU librarians have developed a willingness to try new ideas on an experimental basis,
and to critically assess and prioritize which services to continue. This need for strategic agility,
and ongoing review and analysis in response to trends in the library services, is one that is shared
by other libraries with small reference departments and no formal Assessment Librarian.
Through images and timelines, this poster will document a range of reference and outreach pilot
projects initiated at TRU. Overviews of each project will be shared, with details as to how each
new service was assessed—be it reference statistics, web traffic, or user feedback. Explore with
TRU how a willingness to experiment, critically assess, and to drop less successful projects can
allow librarians to focus on delivering services that have the greatest impact and value to our
users. With limited resources, and unable to adopt and sustain all new trends that come along,
TRU Library operates as a true learning organization and understands that only through the
testing and trying of new ideas and, when necessary, admitting to failure will we be flexible
enough to respond to our users’ needs successfully and for the long term.
V-17 From the Ground Up: Promoting Sustainability in Academic Libraries
Heather Hayashi, University of California San Diego ([email protected])
Kim Kane, University of California San Diego ([email protected])
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Jock Oubichon, University of California San Diego ([email protected])
Kim Schwenk, University of California San Diego ([email protected])
In 2009, the University of California San Diego (UC San Diego) Library created an
Environmental Sustainability Group (ESG). The charge of the group includes developing and
recommending comprehensive strategies and institutional practices that promote sustainability,
including measures to make more efficient use of resources as well as decrease production of
waste. Many staff in the library are unaware of ―green‖ initiative projects not only on campus,
but around their region. ESG was designed to gather awareness about sustainability efforts in the
library to encourage professional and personal practices. This poster session examines the impact
of strategies and services on library staff and students implemented over a four-year period. The
longitudinal study measures programming and outreach participation as an effective method to
stimulate interest and involvement in the greater environmental sustainability movement from
the inception of ESG to recent development and collaborations. Through feedback and
observation, the study shows that the various programming increased awareness and established
supportable programs for academic staff and library users. Using this model as an example, a
sustainability group could be created at any type of library, whether school, public, special, or
academic, to educate and provide employees and library users with information and an enjoyable
way to incorporate sustainability into their work and home life.
V-18 Calling All Library Donors!: Using an Undergraduate Research Award to Engage
Potential Donors
Gabriel Duque, University of Michigan ([email protected])
Pamela MacKintosh, University of Michigan ([email protected])
The University of Michigan Library began sponsoring an undergraduate research award during
2010-2011 to recognize the exceptional work of undergraduate researchers. This poster seeks to
present the unique role this award has played in the Library’s efforts to attract, inform, and
engage potential donors. The University is at the beginning of a multi-year capital campaign; the
Undergraduate Research Award is one of the donor opportunities highlighted by the Library for
this campaign. At a recent donor event, the Library set up a display with quotes and videos from
award winners as well as samples of the resources they used for their papers/projects. The
display served as a conversation point to engage donors in discussions about undergraduates’ use
of library resources and the variety and depth of the research that undergraduates of today
undertake. These efforts have already resulted in donations specifically for the research award.
The poster presentation will include a short history of the award with photos of winners, photos
of the display at the library donor event, and samples of student projects and student videos
describing their projects and their enthusiasm for their research topics and the library (shown on
a laptop). Evidence of success will be demonstrated by increased donations for individual
research awards, the full endowment of all library research awards, and/or feedback from donors.
U-M Library Undergraduate Research Award Website: http://www.lib.umich.edu/undergraduateresearch-award
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V-19 Library Support of Undergraduate Research Programs: Perceptions, Value, and
Opportunity
Stephanie Davis-Kahl, Illinois Wesleyan University ([email protected])
Merinda Kaye Hensley, University of Illinois ([email protected])
Sarah Shreeves, University of Illinois ([email protected])
The goal of this poster is to spark interest in and speculate on how libraries might better support
formal undergraduate research programs. Since the publication of ―Reinventing Undergraduate
Education: A Blueprint for America’s Research Universities,‖ universities and colleges have
worked to develop and strengthen inquiry-based curricula for undergraduates that is aligned with
faculty members’ scholarly and creative efforts. Undergraduate research is a major initiative at
many universities and colleges, especially with its inclusion in the Association of American
Colleges and Universities (AAC&U) list of High Impact Educational Practices. While many
academic libraries do support such formal undergraduate research programs, there has been no
systematic study of the types of support provided and how program administrators perceive that
support. In 2012, a successful, targeted survey (n=775, 37% response rate) was deployed to
librarians in order to establish a benchmark of current library practices in relation to formal
undergraduate research programs. In 2013, following the survey to librarians, we surveyed the
administrators of undergraduate research programs (n=764, 40% response rate) in order to gauge
how they perceived and valued library support for such programs. This poster will present the
major findings from this study, emphasizing program coordinators’ perceptions, expectations,
and areas for possible expansion on the part of libraries. Examples of student work will be
included and examples of how academic libraries currently support undergraduate research
programs.
V-20 From Pages to People: Organizing Human Libraries in Academic Library Settings
LeRoy LaFleur, University of Rochester ([email protected])
Katie Papas, University of Rochester ([email protected])
Mari Tsuchiya, University of Rochester ([email protected])
A Human Library is an educational event designed to foster personal connections and
understanding between groups and individuals who may not normally interact. Initiated in
Denmark as a means of combating prejudice and racial violence, Human Libraries celebrate
differences and promote tolerance among people of various backgrounds and cultures.
Participants in a Human Library have an opportunity to ―borrow‖ and engage in short
conversations with Human Books, who volunteer to share their stories with others. During these
conversations both ―readers‖ and ―books‖ can ask questions and learn about one another’s life
experiences or special interests. Since January 2013 the River Campus Libraries at the University
of Rochester have organized three different Human Library events in three different venues, and
developed regional workshops to provide guidance and promote the concept. Whether holding
these events on campus, as part of the city-wide Fringe Festival, or in partnership with the local
public library, these initiatives have provided the University Libraries with an opportunity to
build networks with individuals and organizations both across and outside of the university.
This poster session will discuss how Human Libraries can extend and support the mission of
academic libraries, and highlight best practices for academic libraries considering organizing
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these events. Topics include tips for selecting ―human books,‖ choosing a location, and
promoting the event through the press and other outlets. Additionally the poster will provide
examples of ―human books,‖ assessment strategies, and feedback from three human libraries
organized by the University of Rochester Libraries.
Session VI: Infrastructure: Posters on Buildings and Equipment,
Management, and Technology
Sunday, June 29, 2014
2:30-4:00
VI-1 A Class-Sourced Bibliography: Tapping the Web and Social Media Tools to Develop
an Evolving Annotated Bibliography
Christian Lovrich, Fort Hamilton High School, NY ([email protected])
Robert Nelson, Fort Hamilton High School, NY ([email protected])
This presentation promotes a new paradigm for the annotated bibliography using an evolving
web-based document. By employing visually aesthetic graphics and digital videos, this
presentation documents how Library and Science faculty members collaborated to assist students
in creating a twenty-first century annotated bibliography. Through the use of collaborative
classroom instruction and Google Apps for Education, students were trained in methods such as
blogging for instructional purposes, developing short online video annotations, and the
importance of information fluency. A pretest was administered to 35 high school Biology
students. The results indicated a strong reliance on crowd-sourced and social media resources for
their information needs. Using this data, a series of lessons were developed to instruct students
how to manipulate crowdsourcing techniques, web-based tools, and social media conceits for
academic purposes. Students have begun to develop a web-based multimedia document that
annotates useful resources such as journal articles, web pages, online videos, and print resources
that may be employed in writing an argumentative essay. Each response helps to add to the body
of knowledge that may be used to develop the essay. A comparative analysis of completed essays
using a control class will be conducted at the end of this project and the results will be included
in this presentation. All presentation materials will be available online and attendees will be
invited to participate in a version of this project.
VI-2 The Last Space of Democracy—Libraries and Urban Transformation
Andrew Frontini, Perkins+Will ([email protected])
In the information age, the relevance of the library as a public institution has consistently come
under attack. While the pressure to adapt new technologies has been intense, libraries across the
world have responded with creativity and intelligence. Increasingly, libraries feature new
programs and spaces that support the exchange and creation of knowledge in a way that has
never been possible. While the twenty-first century library may look and feel different, its
transformation has brought it back to its roots and closer than ever to the democratic ideal of
―knowledge for all.‖ New programs and technologies in the library celebrate creativity and make
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the library the portal for civic engagement and expression. In this session, Architect and Library
Design Specialist Andrew Frontini of Perkins+Will will draw upon recent designs and current
library trends to engage participants in discussing how this new vision of the library is
transforming the cities and towns in which we live. By sharing their experience and insight, the
audience and presenter will contribute to an understanding of the library’s transforming role and
relevance in the twenty-first century and the changing programmatic elements which allow it to
support a truly democratic society—―the ideal library program of the future.‖ The audience will
take away a deeper knowledge of the unique role of the library as a public space in the
information age, new program directions for libraries, and how libraries can transform cities.
VI-3 From Here to Discovery
Jacob Berg, Trinity Washington University ([email protected])
As more academic libraries turn to ―discovery‖ services—a single and unified index of a
library’s holdings across multiple media as the primary online face of library services— library
websites have evolved with them. Website changes, however, are relatively unexamined
compared to studies focusing on the efficacy of discovery services. This poster seeks to correct
this omission and imbalance by investigating one library’s experience with a discovery service,
EBSCO’s EDS, and its effects on the library website and compares these changes to those made
by other academic libraries. This presentation answers the question of whether there exists a set
of best practices for academic library websites upon implementing discovery services and
addresses what happens to online public access catalogs (OPACs), individual databases, and
other items frequently found on academic library websites. Also discussed is how to market and
promote website changes to academic communities.
VI-4 Preparing for Candidates to Interview Us
Pixey Mosley, Texas A&M University ([email protected])
Jan Pfannstiel, Texas A&M University Libraries ([email protected])
The interview process for many academic libraries tends to be a grueling one that tests the
stamina, endurance, and patience of applicants and can take on overtones of cross-examining a
candidate for daring to apply. However, many libraries fail to consider that the leading
candidates are also interviewing you as much as you are interviewing the candidate.
Consequently, library employees do not always think about whether they are representing
themselves in the best possible light when in the presence of a candidate. Sometimes in trying to
be friendly or to gauge fit, individuals make inappropriate comments or even ask illegal
questions. This can lead to top candidates withdrawing as soon as they get home or declining
positions when offered. Additionally, they will use social media to tell peers about their less than
positive experience and effectively warn off talented future applicants. In an effort to improve
recruiting and retention of top applicants, Texas A&M University Libraries set about turning the
interview into a welcoming, inclusive, and positively engaging experience and developed a
mandatory training program for all library employees interacting with candidates. Survey
feedback gathered from training attendees indicated that they found the training very valuable
and covered issues they had never considered. Additionally, anecdotal feedback from candidates
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about their experience has been overwhelmingly positive as well. This poster session will present
the core changes made to the interview process and material covered in the training program.
VI-5 Library Annual Reports Made Easy
Essraa Nawar, Leatherby Libraries, Chapman University ([email protected])
No single publication can do more to enhance its reputation, increase its budget, and support a
library than an annual report. Even though an annual report requires time, effort, money, and the
cooperation of many contributors to prepare, publish, and distribute, it is a very powerful
marketing tool with demonstrated results. To make the process of publishing this yearly report
easier, more organized, and more effective, a new approach was implemented in the Leatherby
Libraries in 2011 that culminated in recognition as the 2013 national Best of Show at ALA PR
Xchange awards with over two hundred entries. The report has not only received compliments
from the President of the University, library donors, friends, and staff but was also able to
effectively articulate the vision, accomplishments, and successes of the Leatherby Libraries to all
the University constituents and senior administration. The report has also become a model for
other campus departments as well as other local and national libraries. From tracking the flow of
relevant information, photos, and important library milestones throughout the year to gathering
statistics, data, and timely last minute additions, this poster session will use a display board to
provide visual examples of the process up until the final report is in hand. Copies of both the
2011-2012 and the 2012-2013 annual reports will be available for distribution at the poster
session.
VI-6 Accessibility: Opening Windows to Digital Collections
Teressa Keenan, University of Montana ([email protected])
Wendy Walker, University of Montana ([email protected])
Accessibility is a growing concern for universities and academic libraries as they create and
provide more and more digital resources for their communities. The development of best
practices for accessible web pages and documents is well underway, but no in-depth study of
digital content management systems has been done. The purpose of this study is to evaluate the
level of accessibility provided to visually impaired users by two of the most used digital
collections platforms: CONTENTdm and Digital Commons. Using established evaluation
criteria for ADA compliance of electronic information in combination with usability studies, the
research team expects to establish a usability framework that will guide library decisions related
to platform choice for digital collections. Results from this study will also inform efforts to
improve the usability of digital collections for users who are visually impaired. This poster will
illustrate the study findings and provide suggestions for next steps in the quest for better access
to digital collections.
VI-7 Engaging Learners through Interface, Interactivity, and Instant Feedback
Jill Hallam-Miller, Central Penn College ([email protected])
Diane Porterfield, Central Penn College ([email protected])
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Librarians at Central Penn College were asked to provide training on plagiarism to students
enrolled in a required, one-credit, online first-year experience course. Initially, instructors had
students link to text-heavy plagiarism content on the library’s wiki pages. Unsurprisingly,
students disliked this approach. After acquiring a license to proprietary Articulate Storyline
software, the librarians developed an interactive tutorial that instructors could integrate into their
course in the Blackboard LMS. The tutorial encouraged student engagement and deeper learning,
providing opportunities for students to test their knowledge and receive instant feedback. Student
feedback, collected through a survey accessed from the last page of the tutorial, has been very
positive; they like the interface, the interactivity, and the instant feedback. Instructors appreciate
that grades automatically roll into the Blackboard grading system. From the librarians’
perspective, Storyline is easy to learn and use, has a wide range of possible applications, and
allows for quick editing as changes become necessary. It has helped the library gain access to the
online classroom. Although proprietary, Storyline provides a real solution for librarians
attempting to reach and engage students online. This poster presentation will include a summary
of what the authors have done, screen shots from the tutorial, examples of potential applications
for online and on-ground classrooms, and a graphical representation of the feedback received
from students. A demonstration tutorial will be shown on the presenter’s laptop. Handouts will
provide instruction for Blackboard integration.
VI-8 Design It! Developing a Graphic Design Process for Diversity Resources
Miguel Ruiz, University of Wisconsin-Madison ([email protected])
Providing successful library services requires efficient and effective communication with users,
therefore it is important that content creators who develop visual materials understand key
components of design, and specifically, develop a holistic graphic design process. In many cases,
this process is an integral component of the library’s broader marketing plan and serves as an
extension and reflection of the values of a library institution. As a component of a broader
strategic plan, librarians developed a graphic communication plan for the College Library Ethnic
Studies Collection at the University of Wisconsin-Madison Libraries. This poster session
outlines the design planning and development process used for creating visual content, including
best practices used for producing visuals, methods of production, and material archiving
strategies.
VI-9 Are You Ready? Developing a Disaster Preparedness Plan for Libraries
Nancy Abashian, Binghamton University Libraries ([email protected])
Jill Dixon, Binghamton University Libraries ([email protected])
Over the years, Binghamton University Libraries have dealt with serious natural disasters,
including tornados, historic floods, and winter blizzards, which significantly affect library daily
operations. In addition, libraries and schools of all types have heightened awareness of possible
workplace violence due to recent tragic school shootings. To address how to handle all types of
emergency situations, the Libraries developed a new comprehensive emergency plan for library
staff. The plan was created by a committee comprised of representatives from all departments
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within the Libraries. The committee reviewed campus and external emergency planning
resources, as well as consulted with on-campus experts. Previously, emergency procedures we
dealt with on the departmental level or by location. The goal of this plan was to provide clear,
concise, and consistent policies and procedures for all library departments and locations. The
emergency plan addresses numerous potential situations, including fire, tornados, suspicious
packages, active shooting, evacuation procedures, and hazard material spills. The plan utilizes
material developed by library staff and other campus departments, including University Police
and Environmental Safety. It contains university and library-specific emergency procedures, an
FAQ, and floor maps with designated marked areas for places of shelter. Using visuals from the
actual emergency plan, this poster presentation will discuss the process of creating the
emergency plan, including reviewing resources, consulting with on-campus experts, developing
new policies and procedures, and disseminating the information to staff. Staff feedback will be
addressed. The poster and handout will also provide helpful links to emergency planning
resources.
VI-10 Teaching Information Literacy through Graphic Novels and Animation
Joanne Christensen, Weber High School, UT ([email protected])
Michele Edgley, Ogden School District, UT ([email protected])
Shaun Jackson, Weber State University ([email protected])
JaNae Kinikin, Weber State University ([email protected])
This poster introduces viewers to HeLIOS and HeLIOS Jr. (Hemingway Library Instruction
Online Skills), free online information literacy tutorials (helios.weber.edu) designed for
elementary through high school students. Both tutorials are intended to help students learn
essential library and research information literacy skills. The tutorials originated in a survey of
high school librarians which revealed that limited staffing in high school libraries (one librarian
serves 1000-2200) adversely impacts librarians’ ability to teach students the library/information
skills they need in college. HeLIOS Jr., now in development, recognizes the need to begin
teaching research skills in the elementary grades. School and university librarians collaborated
on both tutorials. HeLIOS introduces 18 information literacy concepts focused on such areas as
evaluation, plagiarism, and primary vs. secondary sources. The tutorial uses characters, or
avatars, to which high school students can relate; they include students, teachers, and a high
school librarian. Optional voice narration accommodates different learning styles. HeLIOS Jr.
provides theme-based animated lessons that teach elementary students beginning library research
skills. The poster will show the evolution of the HeLIOS tutorial to its current graphic novel
format, sample lessons, sample self-assessments, and evaluation data derived from pre- and posttests. Information from Google Analytics will be displayed. Previews of the animated HeLIOS
Jr. lessons will be shown, as well as development plans for both tutorials. Mobile devices will be
available for hands-on experiences.
VI-11 Is the Library Really Open if the Building Is Closed? Student Survey Panel Results
Melissa Gold, Millersville University ([email protected])
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In a unique situation, the Millersville University Library was closed for a two-year renovation
from 2011-2013. The majority of books were in storage and inaccessible to the university
community, while only a temporary space was available for limited library services. Librarians
took advantage of the situation in order to study the impact of the closure on students. One aspect
of the study was a student survey panel. Students on the panel completed a series of surveys on
their attitudes and knowledge regarding the university library. Surveys were developed to align
with the nine principles detailed in the Association of College and Research Libraries Standards
for Libraries in Higher Education: Institutional Effectiveness, Professional Values, Educational
Role, Discovery, Collections, Space, Management/Administration, Personnel, and External
Relations. Student panelists first completed the surveys during the renovation while there was no
central library on campus. Then, panelists completed the same set of surveys after the newly
renovated library had opened. By comparing the surveys over time, the librarians hope to answer
the timely question of whether a library can meet its mission (and relevant professional
standards) without a building. This poster will visually compare responses from during and after
the renovation and display key findings using graphs, charts, and other infographics.
VI-12 Plug-in Wall
Kasia Leousis, Auburn University ([email protected])
Robert Sproull, Auburn University ([email protected])
An academic library’s space has traditionally operated as a repository of recorded knowledge,
but with the proliferation of new media and interactive technologies, libraries have begun to
serve as incubators of ideas. Students at one university’s school of architecture recently took part
in renovating a communal site: the school’s library. With the librarian acting as client, they were
asked to investigate diverse materials and design methods to create a dynamic and interactive
exhibition wall. The multipurpose installation needed to be beautiful standing alone yet
functional as an exhibit space for new books, curated media collections relating to common
topics or themes, and student work. The wall needed to provide opportunities for peripatetic
exhibit experiences that draw people into the library and build community investment in the site.
The design process involved in‐depth material research from online and print sources as well as
hands‐on material and detail prototype investigations led by the faculty member and the
librarian. The students’ material investigations and resulting design ultimately led to cultural and
community investment in the library. Prospective student tours frequently begin or end in the
library and student ambassadors for the school share the plug-in wall’s story. The wall has
become a space for teaching and learning, allowing for an exchange of ideas through class
presentations and exhibitions of student work. This poster will present how the plug-in wall
acted as a catalyst for the school’s communal investment in the library and showcases the
creation of new knowledge and dissemination of information.
VI-13 Fixing Future Managers: Librarian Recommendations for Improving Library
School Management Education
Susan Schreiner, Pittsburg State University - Axe Library ([email protected])
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Over 1,000 academic, public, school, and special librarians responded to a survey about the
management education they received during their MLS programs. The aim of the survey was to
determine their perception of the management curriculum they experienced in library school and
what deficiencies they may now recognize as practicing professionals. In addition, the survey
requested their thoughts and ideas on how graduate programs could be improved. The survey
clearly shows that librarians at all levels and in all types of libraries perceive significant
deficiencies in their management training during graduate study—deficiencies that directly affect
their ability to do their jobs. These responses highlight the need for redesigning management
courses in library schools to meet modern workplace demands. This poster session explores the
qualitative answers supplied by the survey participants and what they propose library schools
add to their curriculum to address the shortcomings their education created in the ―real world.‖
VI-14 Going Analog & Getting Artsy: Transforming the Academic Library through
Creative Programming
Kristin Strohmeyer, Hamilton College ([email protected])
In today’s academic library, exciting opportunities exist to transform library space into vibrant
places that celebrate the work of our students and faculty. Hamilton College’s Apple & Quill:
Creative Arts at Burke series features creative readings by students and faculty, musical events,
and analog ―maker-space‖ activities such as book-making and book sculpture workshops. This
series forges personal connections between students, librarians, and faculty, and in the process
draws people into the physical building and engages the community in energizing ways.
Librarians collaborate closely with faculty to support teaching and learning outside of the
traditional classroom, with activities that range from showcasing student writing to explorations
of oral history through song. By teaming with the college’s Digital Humanities Initiative (DHi),
the series also extends the virtual footprint of the library and provides a digital meeting place for
future teaching and research opportunities. Through directing programs such as Apple & Quill,
college librarians encourage novel collaborations, provide valuable context to special collections,
and support the creation of new knowledge. This presentation will utilize photographs and video
to present visual examples of programming. Assessment of programming will be presented via
attendance statistics, qualitative feedback from participants, and examples of created materials.
VI-15 Connecting Arizona Tribal Libraries
Ivonne Ramirez, University of Tennessee Knoxville ([email protected])
Tribal libraries are evolving beyond the walls of a book and document repository: in the
evolution of digital and social networks, tribal libraries have a potential to link patrons to cultural
and community resources more than ever before. The problem is that although a website can be
used as a tool to improve accessibility, some libraries are not developing websites to their full
potential. Tribal libraries, in particular, could benefit from using digital tools in order to alleviate
the limitations of geographic accessibility. The purpose of this study is to evaluate the elements
in Arizona tribal library websites which enhance their accessibility and usability. To this end, the
author proposes a list of parameters to evaluate the web presence and content of 24 tribal
libraries in Arizona in order to measure the scope and range of their connectivity and
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completeness. Additionally, an exploratory analysis of the 24 websites is used to further identify
characteristics of tribal library websites in response to findings of broad variations in range of
web presence, site usability, and information accessibility. The recommendations based on these
findings are to increase tools and support around web development for Arizona tribal libraries in
addition to engaging community organizations more intentionally in order to strengthen web
presence and interconnectivity within the local library community. Results will be presented in a
poster format, including charts, photographs, laptop interactive samples, and a brief narrative
analysis.
VI-16 What Is Your ALTernate Reality?
Karen Pardue, Colorado State University – Pueblo ([email protected])
How accessible is your web content for patrons who have visual disabilities? Web editing
software or content management systems like LibGuides, Dreamweaver, Moodle, and
WordPress allow librarians who are non-programmers to author web content that is accessible,
provided librarians take full advantage of their accessibility features. This poster will present a
study that investigates the current status of the use of the ALT attribute in 73 United States
(U.S.) academic library websites. The ALT attribute is used to provide text equivalencies—or
descriptions—for images inserted into websites. The study used a mixed methods approach. A
sample of 73 U.S. academic library websites was generated from a record set provided by libweb-cats.org. Automated website analysis validated by content analysis was performed to
determine how ALT was used in comparison to four rule sets that align with WCAG 2.0
standards for ALT use. Preliminary results indicate that over 60% of analyzed websites
contained ALT errors, especially errors related to informative images that may render vital web
content undetectable to patrons with visual disabilities. Using screenshots, this poster will help
librarians to recognize and utilize the accessibility features of the tools or systems they use to
author web content with the focus on ALT. Additionally, recommendations for optimizing ALT
will be posted and provided in handouts. Complete details regarding the study, its methodology,
and its limitations will be made available.
VI-17 CAREful Change: Supporting Users and Each Other through Times of Significant
Change
Chelle Batchelor, University of Washington Bothell / Cascadia Community College
([email protected])
Rob Estes, University of Washington Bothell / Cascadia Community College ([email protected])
Tami Garrard, University of Washington Bothell / Cascadia Community College
([email protected])
Suzan Parker, University of Washington Bothell / Cascadia Community College
([email protected])
Providing excellent customer service can sometimes be challenging under the best conditions.
Add in a major systems change and the stress can begin to take a toll on an already over
extended library staff. This poster describes how our library’s Public Services Team prepared
staff with a series of workshops and activities designed to bring staff together to discuss and
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prepare for the challenges of implementing a new integrated library system (ILS). This included
utilizing time at staff meetings to discuss the benefits of the new ILS; asking staff to create
―elevator‖ speeches explaining this change to our users and then sharing with the group;
describing in emotionally intelligent terms how our instincts can sometimes be in conflict with
our best intentions to provide good customer service, and developing strategies for overcoming
those initial responses; providing scenarios to allow staff to collaborate and identify creative
solutions to some likely situations before they occur; and, finally, acknowledging the
physiological and emotional impact that stress has on all our lives, while integrating staff
suggestions for dealing with stress into our own ―best practices.‖
VI-18 Managing Against Change: Transactional Leadership and the Experienced Library
Leader
Jason Martin, Stetson University ([email protected])
A small-scale study of library leaders using the Multifactor Leadership Questionnaire found a
positive correlation between years of administrative experience and a library leader’s use of
transactional leadership (r = .532, p = .003). Library leaders self-reported on their leadership
style, and those with more years of administrative experience were more likely to use
transactional leadership. Transactional leadership consists of setting goals and rewarding
employees when they meet those goals. Transactional leadership does not produce long-lasting,
substantive change. Transformational leadership, however, does create lasting change by
building relationships, emphasizing values, and creating a shared vision. The results of this study
cannot be extrapolated to library leaders as a whole, but they do give cause for concern. During
this time of great change and an uncertain future, academic libraries must be willing to take risks
and reinvent themselves, and library leaders must inspire and share their vision.
Transformational leaders are much better-suited to these tasks than transactional leaders. Turning
to more experienced library leaders in times of crisis may be counter-productive for the
profession. In fact, experienced leaders may not have the skills needed to lead change in
academic libraries. Further, current academic library leaders serve as mentors to aspiring leaders
and may be modeling a transactional leadership style to these emerging leaders. This poster
session will define transformational and transactional leadership; present the findings of this
study using charts, graphs, and images; and suggest solutions including alternative methods of
leadership selection and improved leadership training.
VI-19 Lead and Inspire: The Effect of Transformational Leadership on Organizational
Outcomes
Jason Martin, Stetson University ([email protected])
Transactional leadership consists of leaders and followers exchanging rewards for outputs.
Managers and employees define the terms of the work to be completed and the amount and type
of compensation for completing the work on time. Transactional leaders set objectives, assign
tasks, and clarify expectations so that employees can achieve the desired outcomes of the
organization. Transactional leadership is not a bad form of leadership, but it does not create
significant change in an organization or inspire followers to greater achievements. In order to
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inspire followers a leader must be transformational. Transformational leadership consists of
building relationships among people and creating real, significant change by emphasizing values
and creating a shared vision amongst those in the organization. A transformational leader uses
idealized influence, inspirational motivation, intellectual stimulation, and individualized
consideration to inspire their followers to ―transcend their own immediate self-interest.‖ A smallscale study of library leaders in which leaders self-reported their leadership styles using the
Multifactor Leadership Questionnaire found a positive correlation between the use of
transformational leadership and extra effort (r = .767, p = .000), effectiveness (r = .530, p =
.003), and satisfaction (r = .406, p = .008) in the organization. This poster session will define
transformational leadership and its effect on extra effort, effectiveness, and satisfaction; present
the findings of this study suing charts, graphs, and images; and explore possible applications of
the findings such as transformational leadership training.
VI-20 Library Outreach through Digital Exhibits
Gwyneth Crowley ([email protected])
The mission of the exhibit program is to showcase, using media wall technology, the work of
Yale faculty, research, academic units, and outreach programs. This poster describes an outreach
strategy used by liaison librarians to harness the potential of a media wall. In January 2012, the
Center for Science and Social Science Information (CSSSI) opened and immediately became a
great success in attracting graduate and undergraduate students. This renovated collaborative
space provides group study rooms, moveable white boards, mediascape technology, writeable
glass walls, workstations, and soft seating. The 24/7 study space includes the media wall
consisting of nine wall-mounted 20.5‖ high x 40‖ wide LCD panels on the largest wall. Lectures
and receptions based on the exhibits are hosted here. Exhibits are developed twice a year by the
author and a collaborator. The ideas usually arise from conversations between librarians, the
CSSSI Director, and faculty. The graphic design work and software implementation (C-nario) is
done by a manager in Information Technology Services’ Photo & Design unit. The lectures and
receptions help to build a community and to foster interdisciplinary research. By bringing
together researchers from different departments, cross-pollination can occur for research. A
reception allows attendees to mingle and talk with others. Sometimes, speakers are from units
across campus allowing people to meet who may have not otherwise. For example, a talk on
emotional intelligence by Marc Brackett was heavily attended by faculty, students, and staff. The
media wall exhibits have been a successful for the promotion of the new space and for increasing
communication among researchers.
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