Contents 3 Mission Statement • Executive Summary
3 Access
• Impact of O’K Scholars on Library Instruction and Reference • 2007-2009 O’K Scholars Instruction Rate of Increase/Decrease Per Subject • 2007-2009 O’K Scholars Instruction All Subjects Total Rate of Increase/Decrease
• Progress
• Progress
• Internal Survey
• Action Required
• Internal Review
• Table: Growth in Instruction/Reference Services
• Use Made of LibGuides • Action Required
7 Access to Services and Resources • Progress • Internal Review • Action Required
9 Resources • Growth of the Library Budget • Enrollment Growth • Budget Awarded • Budget • Staff Development • Progress • Internal Review • Adequacy of Staff: Academic Libraries Staffing Standards • C. G. O’Kelly Library Staff Profile • External Review • Action Required
13 Instruction/Information Literacy • Number of Instruction Sessions Offered • Progress
• ACRL Best Practices Institute for Information Literacy • Action Required
18 Technical Services • Progress • Internal Review • C. G. O’Kelly Library Materials Budget 2008-2009 • External Review • Action Required
20 Environment/Building • Progress • Internal Review • Concerns Listed by Users from various In-house Surveys and Assessments • Action Required • New Services Added or Services Expanded to Accommodate Expanding Enrollment
21 Appendix • Staff Development Activities • Staff Development Review
• Internal Review
• Master Teacher/ Librarian Scoring Rubric Active Learning Presentations
• Infusion of Library Instruction Across the Curriculum • Library Instruction Across the Curriculum
• Comments or Recommendations for Improvement • O’Kelly Library Database Presentations
• Table: Assessment of the Effectiveness of Library Instruction
• Best Practices of Information Literacy Programs
• Action Required
15 O’K Fellows Institute • Progress • Internal review
• Internal Survey of Library Patron Satisfaction • Bibliography • Editorial Team
Mission Statement
C.G. O’Kelly Library supports and enhances all Winston-Salem State University programs through its relevant, diverse, and current local collection and through resources beyond the library via interlibrary loan and various electronic services. Information requirements of distant users are met. The staff instructs and assists users with all aspects of library services to foster and instill life-long learning. A readily accessible computerized index is maintained of all library holdings and other appropriate records. Sufficient auxiliary services and equipment are maintained at all times to respond to user needs. The staff strives to preserve resources and provide for archiving of university records and related documents.
Executive Summary The physical building has become a major factor in the quality of services provided. WSSU enrollment has doubled since 2006 resulting in a rising demand for services and space. The library service philosophies—providing fast computers, offering the services needed by students and providing quality assistance—have resulted in nearly 170,000 individuals entering the building seeking study and meeting space, requesting assistance or using equipment. Plans were made to redesign and reprogram areas to accommodate these demands but the 2008-2009 budget shortfall stalled this effort.
Assessment of services was a significant activity in 2008-2009 in order to: • Ensure services are appropriate for primary users • Identify issues or deficiencies as perceived by patrons • Fulfill accreditation requirements Also to continue improving services, these results are included in this document.
The information literacy program was infused through 89% of the curriculum. Consultation/reference activity also increased as a result of the O’K Fellows Institute. Progress was made in the institutional repository and media production programs after both struggled in previous years to get their activities implemented.
Access
Goal: Patrons will have access to information through a variety of access points.
Varied access points are provided to ensure that users can acquire information at a time and place convenient for them. Learning styles of our diverse patron population are considered as new information is acquired. The goal is to offer adequate on and off-campus access.
Progress The O’K Rams link was posted to our Website. This link shares video clips or PowerPoint slides which explain how individuals can use electronic databases, and offers off-campus users access to the introductory videos.
2008-09 C. G. O’Kelly Library Progress Report
3
LibGuides is a link to numerous guides which can be used as road maps to searching special topics in the electronic databases. New guides are posted for all of the instruction classes taught. The Electronic Resources page was reorganized creating alphabetical and subject listings of the databases providing direct access to each title.
were posted in 2008-2009. The collection provides digital access to faculty activity—research and teaching awards documents and graduate student theses. Some university historical files, such as Clarence “Big House” Gaines memorabilia and permanent documents have also been included. The largest collections are the Slater Book Society and the WSSU Friends of the Library publications.
The institutional repository is a new digital collection commissioned in 2007. The first complete files
Internal Survey Regional accreditation standards recommend that services and collections must be equally accessible to on and off-campus users. Online services and access via our Website are the primary methods utilized to meet this requirement. The services and information that can be accessed remotely by individuals are summarized below.
Item
4
2008-2009
2007-2008
2006-2007
Service Hours
99
99
85
LCD Panels: Provides a wealth of information about library services and how to use resources. They are only available in the library
Yes
Yes
Yes
Online Services: Website
Yes
Yes
Yes
Library Policies & Hours
Yes
Yes
Yes
O’K Rams: “How To” videos—electronic databases
Yes
No
No
2008-09 C. G. O’Kelly Library Progress Report
Item
2008-2009
2007-2008
2006-2007
Full text databases
Registration form placed online allowing easy registration for distance students
Yes
Yes
LibGuides: short guides on how to begin research on specific topics
Yes
No
No
O’K Rams Commons: Student theses, Faculty research, some university publications, etc.
Yes
Very Limited
No
Online catalog
Approximately 1/2 of book orders processed direct to vendor w/ bibliographic record downloaded into the catalog
No
No
E-reserve
Yes
Yes
Yes
E-books
Yes
Yes
Yes
E-journals
Yes
Yes
Yes
Serials Holdings
Yes
Yes
Yes
Interlibrary Loan
Request forms available online
Request forms available online
Reference services
Yes
Yes
Yes
E-reference
Yes
Yes
Yes
Telephone assistance & toll-free number
Yes
Yes
Yes
Library instruction on campus
Yes
Yes
Yes
Library instruction–remote locations
Yes
Yes
Yes
Media production assistance
Yes
Lab constructed and opened
Assistance provided w/o lab
Technology assistance: software & hardware
Off campus users can call reference desk for assistance
Off campus users can call reference desk for assistance
Technical assistance added during evening hours
Blackboard
LCD Panels
Internal Review
During a conversation with honor students in February 2009, the staff became aware that students were not really viewing the videos on the LCD panels while they were in the library. The students indicated that they focused on doing their assignments when they entered the library, so they did not stop to view the panels.
• The 2008 results of the UNC Graduating Senior Survey indicated 93% were satisfied with access to databases and collections. • The 2008 results of the UNC Graduating Senior Survey indicated that 89% were very satisfied with the hours of operation. • 98% of the faculty was satisfied with the level of services provided by the library.
2008-09 C. G. O’Kelly Library Progress Report
5
The librarians were not satisfied with the results of Serials Solution 360 Federated Search Software because too many of the results were not relevant to the keyword utilized, which caused a good deal of frustrations for students. After most librarians reported that the search was not effective, that part of the Serials Solution software was cancelled.
LibGuides files have statistical data which can be accessed. This valuable data will be used to determine what students are utilizing in the future. At this time there is no point of comparison.
Use Made of LibGuides Subject
Number Hits Home Page
Use of Database Links
Distance Policies
General
686
250
100
Education
279
398
2
Nursing
159
162
14
Rehabilitation Counseling
29
16
N/A
1153
826
116
Total
At first glance, it appears that the LibGuides provide graduate students and distance learner a valuable resource.
Action Required • Continue ensuring that distance students have adequate access to information. • Continue to review the impact/reaction to access points provided. • Develop a system to collect a greater cross section of opinions/reactions from the community about significant pending changes.
6
• Place primary information on single PowerPoint
slides to provide information to users on LCD panels, in an effort to catch their eye as they move through the building.
• Continue to seek effective methods to communicate consistently with students and to advertise collections and services.
2008-09 C. G. O’Kelly Library Progress Report
Access to Services and Resources
Goal: Patrons will have access to sufficient information in varied formats to satisfy learning, research and instructional needs. • Current books, textbooks, electronic resources, videos, DVDS, historical information and institutional repository
Progress The library staff responded promptly to the increased freshman enrollment in 2008-2009 by purchasing extra copies of core required textbooks in an effort to better serve students, since first year classes were much larger and more sections were offered. Since laptop computer use continued increasing annually in popularity; 15 additional laptop computers were purchased to increase users’ access to technology while in the library. After the full-time archivist resigned in July, 2008, a part-time temporary employee worked to put the Archives Collection in searchable order. (A permanent employee could not be hired because of the state imposed freeze.) New items within the Gaines collection were identified along with chancellors’ papers and university publications. Finding aids were updated for the newly identified items. A searchable database of chancellors papers is in the process of being created.
sively for the last year and a half. Most significantly in January 2009, use increased after the service was described to faculty members during the O’K Fellows Institute. Interlibrary Loan is used by a small group of faculty members. An agreement was reached with the Triad academic libraries which permit students from Forsyth, Guilford and Alamance counties to use each other’s collections without additional charges. The UNC system libraries received a Library Service Technology Act (LSTA) grant to create a UNC consolidated online catalog through OCLC and then offer patron generated Interlibrary loan services with minimal intervention from the user’s host library. The third part of the grant was to determine whether shipping Interlibrary Loan requests through UPS delivery services among UNC libraries would be cheaper and faster than regular postal service. WSSU is participating in the project. The manager of the grant (NC State University Library staff ) will determine if UPS is more cost effective and faster.
The number of students using Media Production Services increased after advertising the services exten-
2008-09 C. G. O’Kelly Library Progress Report
7
Internal Review Collections/Resources
2008-2009
2007-2008
2006-2007
Books- print (available)
2 3 8, 3 6 4
2 2 8, 5 0 9
2 2 3 ,4 9 6
3 9, 74 7
3 9, 3 6 4
3 9, 3 6 4
1,778
1 ,4 2 9
1 ,4 2 9
56,267
21,536
21,536
194
175
1 74
Textbooks
1,072
N /A
N /A
Media holdings
7, 6 3 1
6, 3 76
5, 2 75
Laptops (public)
51
44
44
1 ,4 0 8 , 9 9 8
1 , 3 3 7, 3 3 7
281,505
1 8, 6 0 9
1 5,1 8 4
1 5, 3 0 4
941
88
N /A
Laptop checkout
22,377
7, 6 0 7
6,564
Inter Library Loan
958
1,915
1,508
Textbooks
2 9, 6 4 5
3 9, 7 6 2
22,297
Instruction
317
256
189
Reference
1 1, 76 4
1 2 ,4 0 4
1906
Consultations
4,568
3, 37 3
N /A
1,1 53
N /A
N /A
3 7, 9 5 2
31,896
2 3, 7 16
236
N /A
N /A
Technical assistance
1,697
390
N /A
Room reservations
1,652
2 ,1 95
1 ,4 0 5
E-Books Serials E-journal Electronic databases
USE data Full-text database use Books used Reserve/e-reserve
LibGuides Media check out Media production
Archives
125
Institutional Repository
N /A
N /A
N /A
7 1 ,4 1 3
92,984
32,523
Printing & Xerox
8
2008-09 C. G. O’Kelly Library Progress Report
The textbook collection quickly became too large for the designated space after third copies of some titles were added. At the end of the academic year, a review of the collection was conducted. A print-out of items in the collection along with the use data allowed the staff to identify titles that could be removed because of no use or the title was no longer an adopted title. (Policies are posted on SharePoint) Although in high use areas, three or more textbook copies were available; one of the library sponsored customer satisfaction surveys uncovered that some students felt more copies of textbooks should be available. The use data for the popular book collection was reviewed at the end of the academic year. The collection became too large and was not easy to browse. Unused titles were removed from the popular collection and placed in the general collection. A profile of the unused titles was created and a recommendation was made not to purchase those titles in the future. (Guidelines are posted on SharePoint). DVD collection was also reviewed in a similar manner. The unused titles were removed from the online catalog and discarded. A library internal survey indicated that students wanted more technical assistance to be available. (Technical assistants are scheduled during all of the primary service hours Sunday through Friday).
• 98% of the university staff indicated that they were satisfied with the level of services provided by the library.
Action Required • Continue to seek ways to better inform students about services and resources that are available to assist them in their effort to acquire an education. (textbooks, technical assistances and research) • Develop review guidelines for each of the collections to direct the selecting and deselecting of items within the collections. • Seek ways to combine the Archives and Institutional Repository since much more of the university publications are produced in electronic format and both agencies are collecting historical documents just in different formats. • Create a process to automatically remind university offices to send newsletters and other official publications for inclusion in the repository. (communication system) • Consider giving a little more information to faculty during the O’K Fellows Institute about some of the unused resources like textbook, general book collection and the e-reserve service. • Consider doing one service/ collection a year like what was done with media production and see if it increases use after the information is shared with the faculty. • Create a way to make technical assistants more visible to patrons.
• 95% of the seniors surveyed were satisfied with the overall services provided by the library staff.
Resources Goal: Financial and human resources will be utilized to implement best practices throughout the library program including good diverse collection, highly skilled staff, innovative services, good environment, quality instruction and top notch research. A knowledgeable staff, which can offer best practice services, will be maintained. The staff development program, that will emphasize technical skills, customer service, master teachers, research experts, and media producers will be developed and maintained.
became the news of the year! Although the budget shortfall became larger every month from November through May, funds allotted for the collection were utilized to purchase books and renew subscriptions to the electronic resources, serials and microforms.
The library budget increased in a comparable level as enrollment growth in 2008-2009. The Budget shortfall
2008-09 C. G. O’Kelly Library Progress Report
9
Growth of the Library Budget Many libraries (NC State, UNC Chapel Hill, UNC Greensboro and Appalachian State University) within the UNC system receive an approximate 9 to 11 % budget increase when there is an enrollment increase. Generally, enrollment dollars are awarded by the State Legislature the year after the enrollment increase occurs.
The budget reduction was generally covered through limiting the acquisition of supplies, furniture and equipment, along with a severe reduction in staff travel. In addition, positions were frozen when they became vacant.
Enrollment Growth
Budget Awarded 4.0
6500 6350
$3,856,408 3% Incresse
6200 6050
3.8
5900 5750
$3,758,882
5600
3.6
5450 5300
$3,450,321 12% Decrease
5660
5870
6442
2006-2007
2007-2008
2008-2009
5150 5000
3.4
2006-2007
2007-2008
2008-2009
Budget Item Total Budget Salaries Other Expenditures Books Journals/Microforms Electronic Resources Expenditure/Student
2008-2009
2007-2008
2006-2007
$ 3,4 50,321
$3,856,4 08
$3,758,882
$1,4 37,908
$1,534,398
$1,330,549
$344,588
$604,182
$780,059
$535,335
$519,4 53
$690,534
$215,187
$418,821
$414,849
$494,816
$510,507
$600,000
$535
$618
$611
Staff changes also caused goal fulfillment to be delayed.
10
2008-09 C. G. O’Kelly Library Progress Report
Progress
Staff Development
An intern (new librarian with no library experience) was hired to assist with library instruction and information services while they received valuable work experience. (The librarian received an outstanding position as a science librarian in an academic library in Texas as a result of the experience she acquired in C. G. O’Kelly Library.)
The budget freeze reduced the number of conferences and workshops that staff members could attend, but most librarians were able to participate in at least one off-campus conference relevant to their primary assignment before the freeze took effect.
Approval plans were expanded to include education, business and social science to help receive books faster in the collection. Funds were used to purchase additional copies of textbooks for the core freshman required courses since this class was much larger than previous years. Replacement copies were also purchased for titles that had missing pages in an effort to keep the collection useful to all users.
Internal Review Although the budget shortfall began to reduce staff travel during the year, there were many experiences in which the staff was still able to participate. Only one librarian did not participate in the master/teacher librarian training sessions which included, database presentations and the communication skills workshops. Most staff members participated in the annual customer service workshop.
Additional laptops (15) were purchased at the beginning of the academic year to give more students access to equipment. Laptops are popular tools because they give students the flexibility to work anywhere in the library.
The master/teacher librarian program includes an assessment of librarians’ presentation skills. The rubric (See the appendix for the rubric.) indicated that presenters should focus on eye contact with their audience and avoid excessive mouth sounds.
New DVDs were purchased approximately every two months.
Adequacy of Staff: Academic Libraries Staffing Standards
The master/teacher librarian program was continued to maintain the research and teaching skills of the instruction team. Since several members of the support staff also work at the reference desk, they were invited to participate in the master/teacher librarian program.
Standard 4.3 “The number of librarians required shall be determined by a formula and shall further take into consideration the goals and services of the library, programs, degrees offered, institutional enrollment,
2008-09 C. G. O’Kelly Library Progress Report
11
size of faculty and staff, and auxiliary programs.” ACRL, “Association of College and Research Library Standards for College Libraries, 1995 edition” [Internet]. [Chicago)] ACRL c1995-1999 [cited 1995
Feb]. Available from: http://dise.biblioteca.udem.edu. mx/recursos2/Standards%20ACRL%201995.pdf
C. G. O’Kelly Library staff profile July 13, 2009 Standard
Full time student enrollment for every 500 students For each 100,000 volumes or fraction thereof in the collection For each 5,000 volumes or fraction thereof, added and or withdrawn per year Fulltime student enrollment one paraprofessional staff for every 500 students Total librarians Required
Total Support Staff Required
Librarian support staff
WSSU numbers 2008-2009
ACRL Requirement
O’Kelly Has (filled)
Difference
1
6,4 42 FTE Fall 2008
13
9
4
1
236,597
2
1
1
1
15,715 added 7,627 discarded
4
0
4
1
6442 FTE
13
12
1
N/A
N/A
20
10 O’Kelly has five librarian positions which are presently frozen.
10
13
12
1
N/A
N/A
• 89% of the seniors surveyed were very satisfied with the responsiveness of the staff. • 96% of the faculty members were satisfied with the personnel.
External Review In comparison with four universities of comparable mission and size, with enrollments ranging from 6,300 to 7,300 students, WSSU ranks at the top in terms of the number of professional librarian positions and in the middle in terms of filled positions. The number of professional library positions at these institutions ranged from 6 to 14. As shown in the Comparison of Librarian Positions at Universities of Comparable Size, WSSU has nine filled professional library positions as of June 30, 2009. WSSU 2009
12
SACS report, section on adequacy of library staff. Action Required • Determine which techniques work to enhance staff skills- especially relevant to teaching and customer service. • Continue to seek ways to keep instruction skills and techniques fresh. • Work with new staff members to strengthen their presentation skills. • Continue to seek to unfreeze and fill vacant positions.
Instruction/Information Literacy
2008-09 C. G. O’Kelly Library Progress Report
Goal: Library Instruction and research consultation strategies will embrace best practices and help users become lifelong learners. Instruction/research programs include O’K Fellows Institute, master teachers and research experts.
The primary courses requested continue to be research strategies. Faculty members call the coordinator of library instruction to schedule library instruction sessions. The staff encourages an assignment so students are focused on points that they need to retain to complete their assignments.
Number of Instruction Sessions Offered 350
• The technical assistant who regularly works the reference desk and another staff member planning to attend library school were included in the master/teacher librarian training sessions.
Internal review The Association of College and Research Library Information Literacy standards along with the Southern Association of Colleges and Schools (SACS) require information literacy to be infused across the curriculum.
300
250
Infusion of Library Instruction Across the Curriculum
200
150
100
189
2006-2007
223 5% Increase
323 43% increase
2007-2008
2008-2009
In 2008-2009, 89% of the departments received at least one session of library instruction. Clinical Laboratory Science and Computer Science are the only two departments that did not schedule classes. In the previous academic year, mathematics was the only field that did not receive instruction.
Progress The number of instruction sessions offered increased by 43% over 2007-2008. • For the first time library instruction was offered to one class in mathematics. • The number of instruction classes offered within a discipline increased. Specifically, more faculty members within the discipline of art, life sciences, mass communications, behavioral social sciences and human performance requested and received library instruction sessions.
2008-09 C. G. O’Kelly Library Progress Report
13
Library Instruction Across the Curriculum Subject
Instruction 2008-2009
Research Reference Consultations
Art
13
42
9
40
Business/Economics
12
106
22
109
Clinical Lab Science
0
3
1
28
Computer Science
0
20
1
35
Education
15
151
15
183
112
165
66
248
General
51
4,554
21
1,622
Life Sciences
28
43
7
105
Mass Communications
5
41
18
43
Mathematics
1
36
0
53
Music
13
56
10
105
Nursing
13
189
15
337
Occ Therapy
4
27
3
34
Physical Education
11
65
2
85
Physical Science
7
25
6
22
Physical Therapy
2
9
2
30
SS: Behavioral Science
6
78
N/A
N/A
30
217
25
921
323
5755
223
4,000
English/Foreign Languages
SS History/ PS
Total
Instruction 2007-2008
Research Reference Consultations
Assessment of the effectiveness of library Instruction Students enrolled in English 1301 were again assessed to ascertain how well they are able to apply the information shared during instruction.
Semester Year
How to search the online databases using keywords
The difference between Scholarly / popular journals
What the different parts of a Citation
Average score
2008-2009
21% correct
54% correct
(65% correct)
75% 15 questions
2007-2008
69% correct
58% correct
N/A
87% 7 questions
After library instruction class the assessment indicates that students are not able to effectively apply the information to select the best keyword for their search. In 2008/2009, although the teaching strategy was changed to encourage student understanding, the scores dropped 16%.
14
2008-09 C. G. O’Kelly Library Progress Report
Action Required • Librarians review assessment results. • Librarians should research and incorporate teaching strategies that encourage understanding of concepts. • Librarians collaborate with English 1301 faculty to reinforce concepts. • The library instruction coordinator should continue to work with departments and library liaisons to target departments that are not regularly scheduling instruction in an effort to cover all of the disciplines.
O’K Fellows Institute
Goal: At least one-third of the full-time WSSU faculty from across the curriculum will be trained in the O’K Fellows techniques. Sufficient faculty will participate to ensure that students have enough library based learning experiences so that they are information literate graduates.
Progress Two new groups of faculty members—approximately 25—completed the O’K Fellows Institute training. Faculty members were recruited from across the curriculum with emphasis on individuals who teach courses with a strong writing emphasis, members of the QEP Cohort and English faculty members. Both teachers and students have a better appreciation of the services that librarians can provide during the teaching and learning process. The Library Director made a presentation on the institute to a national conference, “Inspiration, Innovation, Celebration: an entrepreneurial conference for librarians”, at UNC Greensboro on June 3, 2009.
Internal Review Impact of O’K Scholars on Library Instruction and Reference At least one faculty member from every instructional department, except computer science and physical therapy have already participated in the O’K Scholars Institute. Subject
O’K Scholars 2008-2009
Instruction 2008-2009
O’K Scholars 2007-2008
Instruction 2007-2008
Art
1
13
2
9
Business/Economics
2
12
3
22
Clinical Lab Sci
0
0
1
1
Comp Sci
0
0
0
1
Education
1
15
2
15
2008-09 C. G. O’Kelly Library Progress Report
15
Subject
O’K Scholars 2008-2009
Instruction 2008-2009
8
112
5
66
General
0
51
0
21
Life Sciences
1
28
1
7
Mass Comm
2
5
1
18
Mathematics
1
1
0
0
Music
2
13
2
10
Nursing
0
13
2
15
Occ Therapy
0
4
1
3
Physical Education
2
11
2
2
Physical Sci
3
7
0
6
Physical Therapy
0
2
0
2
SS: Behavioral Sci
2
6
4
N/A
SS: History/ PS
0
30
4
25
Total
25
323
30
223
English & Foreign
O’K Scholars 2007-2008
Instruction 2007-2008
Languages
• Additional staff members should be recruited to assist with the O’K Scholars Institute because of the consultation demands.
07-08
223 08-09
323 That’s a 45% increase from last year! 0
50
100
150
200
250
300
350
Progress The departments where multiple faculty members have participated in the O’K Scholars Institute caused a significant increase in the number of instruction sessions offered. In addition, many of these departments can also be connected with the increase in the number of reference inquiries and consultation offered by the library staff.
Action Required • Library instruction team should continue to recruit faculty members to participate in the O’K Scholars Institute.
16
2008-09 C. G. O’Kelly Library Progress Report
Growth in Instruction/Reference Services Services
2008-2009
2007-2008
2006-2007
323
223
189
11,890
12,4 04
4,714
4,731
3,373
N/A
16,621
15,777
4,714
1,4 08,998
1,211,972
281,505
Library Instruction Sessions Reference Questions Consultation Sessions Total Reference Activity Electronic Resources Searches
ACRL Best Practices Institute for Information Literacy The Association of College and Research Libraries (ACRL) is the national professional organization that advocates infusing information literacy throughout the academic environment. A list of best practices was created to help identify elements of exemplary information literacy programs. The ACRL Board approved the guidelines in June 2003. To ascertain the extent that WSSU’s efforts to infuse information literacy within the university’s curriculum had been achieved, the guidelines were reviewed against our information literacy efforts. The purpose of the review was to identify how extensively the ACRL established best practices are utilized in our information literacy program and to determine the caliber of services offered. The comparison uncovered that WSSU’s information literacy efforts—including the O’K Fellows Institute— address the ten major categories of the ACRL Best Practices of Information Literacy. In most instances, over four-fifths of the specific points under each category were also addressed within our information literacy program. This comparison with national guidelines indicates that WSSU’s information literacy
efforts are exemplary and are comparable with those endorsed by national professional agencies. See the appendix for the complete comparison.
Action Required • In addition to increasing faculty member’s involvement in the development of the program; it is also necessary to acquire the programs inclusion in the university strategic goals or annual goals. • Develop a more extensive evaluation and assessment of the program.
2008-09 C. G. O’Kelly Library Progress Report
17
Technical Services
Goal: Build and maintain a well-balanced current quality collection which includes books, journals, electronic resources and videos that support instruction and research. share information directly between Banner and Innovative Interfaces Software.
A consultant reviewed the workflow of the technical services staff in July 2008—recommendations included:
The technical services librarian worked one-on-one with a book vendor so that the order bibliographic record could be used as the permanent book record after the book was processed.
• More processes could be performed through the Innovation Interfaces Acquisitions function. • Processes for the staff who process DVDs could be • Acquire and accurately process resources in a timely manner to ensure maximum access to resources; to maintain a reliable online database of holdings. updated. • Second librarian is not needed in Technical Services.
Progress The systems administrator programmed several aspects of the Innovative Interfaces system to collect and
Book vendors are performing more of the routine processing procedures. This process significantly reduced the hands-on work performed by the local technical services staff. In addition, several approval plans were established. This significantly reduced the individual title selection that had been done in the past by the librarians and technical services staff.
Internal review The expenditures by departments do not match the original appropriated dollars for departments, and they are too out of balance. Continued disregard for the original allocation will increase the imbalance in the collection among the disciplines.
C. G. O’Kelly Library Materials budget 2008-2009
Subject & Librarian
Art Dornberger Business/Economics Poole Computer Science Levine Education Miller English Leak
18
Book Funds Awarded 2008-2009
Book Funds Awarded 2008-2009
# of Books Purchased
Media Funds Awarded 2008-2009
Media Funds Spent 2008-2009
Media Added 2008-2009
$10,000
$9,559
177
$3,000
$1,399
9
$35,000
$54,466
3095
$10,000
$2,742
17
$15,000
$21,442
544
$3,000
$2,296
17
$30,000
$25,281
1,353
$10,000
$4,674
2
$13,500
$4,234
744
$5,000
$3,719
38
2008-09 C. G. O’Kelly Library Progress Report
Subject & Librarian
General Collection Laboratory Science Jones Life Science Jones Mass Communications Foster Mathematics Levine Music Dornberger Nursing Jones Occupational Therapy Jones Human Performance Reeder Physical Therapy Jones Physical Science Peters S S–History PS Holland SS–Psy, SW Gerontology Eynon Textbooks
Book Funds Awarded 2008-2009
Book Funds Awarded 2008-2009
# of Books Purchased
Media Funds Awarded 2008-2009
Media Funds Spent 2008-2009
Media Added 2008-2009
$70,000
$219,021
611
$40,000
$20,354
2,906
$10,000
$9,542
316
$1,500
$1,923
N/A
$13,000
$22,077
742
$4,000
$3,456
6
$10,000
$8,653
164
$1,500
$7,183
4
$11,000
$24,510
975
$1,000
$611
16
$9,000
$7,233
246
$3,000
$1,509
40
$30,000
$28,469
1,188
$10,000
$17,982
3
$10,000
$8,904
48
$3,000
$1,424
3
$15,000
$2,801
205
$3,000
$1,657
3
$15,000
$12,717
55
$5,000
$1,133
0
$10,000
$9,964
269
$1,000
$966
15
$15,000
$36,691
$4,937
$5,000
$7,509
87
$15,000
9,842
1,047
$5,000
$4,439
14
$40,000
8,500
N/A
N/A
N/A
N/A
External Review SOLINET Consultant recommended increasing the work performed and completed through the Innovative Interfaces Online System. Since a second librarian is not needed in Technical services the position is being moved to Library instruction.
2008-09 C. G. O’Kelly Library Progress Report
19
Action Required • Look at the approval plans and accounting techniques, and determine why so much money is spent in the general collection and the social sciences. Devise a strategy to avoid this in the coming year. • Continue to work with the systems administrator to utilize more vendors who can transmit files through the Innovative Interfaces System.
Environment/Building
Goal: Maintain/create an environment where patrons can have quality learning experiences, emphasize replacing the shelves and carpet, creating an active teaching classroom, and enlarging the meeting rooms.
Progress Space saving movable shelves were installed on the first floor west wing.
Concerns listed by users from various in-house surveys and assessments. • Having to run to get access to a computer
• New carpet was installed in this area.
• Building temperature is inconsistent
• A self-contained projection system was made functional in room 127.
• Need more meeting rooms
• Several volumes of bound periodicals were removed from the shelves after they were replaced with microform editions.
Internal Review Building issues limit the staff’s ability to respond to increased service demands: • Additional electrical circuits are needed before more computers and other technology can be installed • More computers are needed to meet student demands. • Computers on the first floor need to be reorganized to reduce the noise level.
Action Required • Continue to look for ways to fund the needed updates.
New services Added or Services Expanded to Accommodate Expanding Enrollment • Media production lab created to give students an environment to complete media assignments • Increased the number of laptop computers available for check-out by students which increased the chances of student access to computers • Increase the copies of core required textbooks on the shelves
• Larger and more meeting rooms are needed. • Small individual rooms on the third floor should be transformed into a small meeting room; eliminate a problem on the third floor. • Designated classroom 318W should be enlarged to provide more instructional space. • Replace carpet throughout the building.
20
2008-09 C. G. O’Kelly Library Progress Report
Appendix Staff Development Review Staff
Customer Service
Relevant to Primary As
Instruction Master Teacher Other Librarian Program
Dornberger
August 2008
Georgia Literacy Management for Library professionals July 28 & 29, 2008
Web 2.0 Technologies: May 21, 2009 Database presentation: June 17, 2009 Database presentation: July 15, 2009
Eynon Resigned October 15, 2009
August 2008
Management for Library professionals July 28 & 29, 2008
Foster
August 2008
Management for Library professionals July 28 & 29, 2008
Holland
August 2008
Charleston Conference
Jones
August 2008
Management for Library professionals July 28 & 29, 2008
Leak Resigned February 2, 2009
August 2008
Management for Library professionals: July 28 & 29, 2008
Levine
August 2008
Management for Library professionals: July 28 & 29, 2008
Lewis
Technical Service Consultations: July 22-23
Web 2.0 Technologies: May 21, 2009 Communication skills (wk): May 27, 2009 Database presentation: June 17, 2009 Database presentation: July 15, 2009
Web 2.0 Technologies: May 21, 2009 Communication skills (wk): May 27, 2009 Database presentation: June 17, 2009 Database presentation: July 15, 2009
ALA Web 2.0 Technologies: May 21, 2009 Communication skills (wk): May 27, 2009 Database presentation: June 17, 2009 Database presentation: July 15, 2009
2008-09 C. G. O’Kelly Library Progress Report
21
22
Staff
Customer Service
Relevant to Primary As
Instruction Master Teacher Other Librarian Program
Mack
Technical Service Consultations: July 22-23
Miller
August 2008
Peters (Librarian Intern)
August 2008
Poole
August 2008
Management for Library professionals July 28 & 29, 2008
Web 2.0 Technologies: May 21, 2009 Communication skills (wk): May 27, 2009 Database presentation: June 17, 2009 Database presentation: July 15, 2009
Reeder
August 2008
Management for library professionals July 28 & 29, 2008
Communication skills (wk): May 27, 2009 Database presentation: June 17, 2009
Rutledge (LTA)
August 2008
Rodney
August 2008
Wilson
August 2008
Web 2.0 Technologies: May 21, 2009 Communication skills (wk): May 27, 2009 Database presentation: June 17, 2009 Database presentation: July 15, 2009 Management for Library professionals: July 28 & 29, 2008
Web 2.0 Technologies: May 21, 2009 Communication skills (wk): May 27, 2009 Database presentation: June 17, 2009 Database presentation: July 15, 2009
ALA
Virginia Library Assn
Web 2.0 Technologies: May 21, 2009 Database presentation: June 17, 2009
Communication skills (wk): May 27, 2009
2008-09 C. G. O’Kelly Library Progress Report
Master Teacher/ librarian scoring rubric Active Learning Presentations
Name: Location: Date of Presentation: Title of Active Learning Presented: How Previous Position Prepared Me for O’Kelly Library Position 1
2
3
Points
Organization
Audience has difficulty following presentation
Librarian presents information in logical sequence which audience can follow
Librarian presents information in logical, interesting sequence which audience can follow
2.83
Content Knowledge
Librarian is uncomfortable with information
Librarian is at ease with content, but fails to elaborate
Librarian demonstrates full knowledge (more than required) with explanations and elaboration
2.83
Visuals
Librarian occasionally used visuals that rarely support text and presentation
Visuals related to text and presentation
Librarian used visuals to reinforce screen text and presentation
2.83
Delivery
Audience members have difficulty hearing presentation
Librarian’s voice is clear.
Librarian used a clear voice and precise pronunciation of terms
2.7
Total---->
Comments or recommendations for improvement:
• Watch the “uh’s.”
• Overall it was very good, well organized and informative.
• Well prepared and thoughtful.
• The presenter fully addressed the topic. • Maintain a little more eye contact. • PowerPoint was well organized.
2.8
• Careful about too much “wordiness” on PowerPoint slides. • Presenter spoke to audience in a relaxed and natural manner.
• Liked the fact the presenter didn’t read to us, he talked to us.
2008-09 C. G. O’Kelly Library Progress Report
23
O’Kelly Library Database Presentations Name: Location: Date of Presentation: Title of Database Presented: CINAHL
1
2
3 Points
24
Organization
Audience has difficulty following presentation
Librarian presents information in logical sequence which audience can follow
Librarian presents information in logical, interesting sequence which audience can follow
3
Content Knowledge
Librarian is uncomfortable with information
Librarian is at ease with content, but fails to elaborate
Librarian demonstrates full knowledge (more than required) with explanations and elaboration
3
Visuals
Librarian occasionally used visuals that rarely support text and presentation
Visuals related to text and presentation
Librarian used visuals to reinforce screen text and presentation
3
Delivery
Audience members have difficulty hearing presentation
Librarian’s voice is clear.
Librarian used a clear voice and precise pronunciation of terms
3
Total---->
3
2008-09 C. G. O’Kelly Library Progress Report
Best Practices of Information Literacy Programs* ACRL Best Practices Institute for Information Literacy ACRL Best Practice
WSSU offers
Mission statement with definition of information literacy
Yes
Consistent with universal standards
Yes
Corresponds with university mission
Yes, UNC Tomorrow – Information literate graduates
Appears in university documents
Not yet
Includes aspects of lifelong learning and also for faculty, staff and administration
O’K Fellows effort; ethical use of information
Periodic review occurs to the mission
Within the Library Instruction committee
Goals and Objectives are consistent with university ACRL Best Practice
WSSU offers
Objectives are measurable
Objectives are measurable
Reflect sound pedagogical practice
Yes
Shares the goal of infusion across the curriculum with the community
Information is shared within the annual report submitted to the university and the annual library progress report
Has different levels of achievement to accommodate growth in student learning
Instruction sessions are designed based upon the requirements of the specific class being offered
Has the ability to be shared across the local and distance community or with different learning styles
Distance services librarian travels to remote sites
Evaluation and review consistently occurs
Annual review of activities and subjects taught
2008-09 C. G. O’Kelly Library Progress Report
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Planning
ACRL Best Practice
WSSU offers
Considers present and future needs in instruction
Still addressing present needs
Consider an integral aspect of library program with appropriate financial and human support
It is the cornerstone of the library services
Seeks information and input from the university community in program development
Faculty and student evaluations
Includes a program for experience or faculty and staff development
O’K Fellows Institute
Reviews and assess the plan
The assessment tools are reviewed based upon the results received.
Administrative and Institutional Support
26
ACRL Best Practice
WSSU offers
Identifiable person or group responsible for the program
Library Instruction coordinator and the instruction team
Information is within the university mission, strategic plan, policies etc
Not yet
Funding is available to support the program
Title III grant provides funds to teach faculty
Collaboration is encouraged between faculty and librarians
Through the library liaisons and O’K Scholars, librarians work with faculty to construct quality assignments and present the information students need to complete assignments
Administration verbally and financially supports the program
Library administration supports information literacy and consistently encourage enhancement. Funds are provided for staff development
Articulation with the curriculum
Librarians work with department chairpersons to encourage more visibility within instruction. The QEP for the university will really encourage the development of information literacy
2008-09 C. G. O’Kelly Library Progress Report
ACRL Best Practice
WSSU offers
The curriculum is widely disseminated
Coordinator of Library instruction along with the library liaisons encourage faculty to make use of the instruction efforts
Emphasize student-centered learning
Objectives are focused on student learning outcomes
Use a variety of strategies to acquire university support and have university wide integration into academic program
O’K Fellows Institute is allowing the staff to introduce information literacy across the curriculum; faculty members are recruited from across the disciplines to participate
Identifies the desired competencies to be acquired
Competencies can be refined more
Experiences occur throughout student learning
Through the O’K Fellows program, instruction is being offered beyond freshman orientation and English composition
Collaboration
ACRL Best Practice
WSSU offers
Librarians and faculty work together to enhance student learning
Librarians help faculty members reconstruct assignments to ensure that student have the desired learning experience
Faculty and librarians work together in the creation of course outlines and assignments to ensure students acquire the needed skills
Librarians encourage faculty members to keep them informed about their library assignments. In addition, they request the assignments before the instruction session to ensure that they provide the needed instruction during the instruction sessions.
Faculty assists with assessment from planning to refinement of the program
Faculty needs to provide more information about the effectiveness of the instruction session
Pedagogy
ACRL Best Practice
WSSU offers
Supports diverse approaches to teaching
The instruction team is encouraged to use a variety of teaching methods
Use technology and media resources
Technology is used during instruction
2008-09 C. G. O’Kelly Library Progress Report
27
ACRL Best Practice
WSSU offers
Includes active and collaborative activities
Active learning is utilized. Students are encouraged to assist each other
Supports student-centered learning
Links information literacy to course work and real life
Librarians request assignments prior to the instruction session and use as much information as possible to make classes relevant to courses and life experiences
Staffing
28
ACRL Best Practice
WSSU offers
Includes librarians, faculty , graphic designers, teaching/learning specialist
Need more input from faculty and learning specialist
Serve as a role model for information literacy
Through WSSU’s O’K Fellows program
Develop experience in teaching and assessment of student learning
Through WSSU’s Master/teacher librarian program
Develop experience in curriculum development, maintain, and evaluation of information literacy
Through WSSU’s Master/teacher librarian program
Use a collaborative approach to working with others
Instruction Committee monthly meetings O’K Fellows planning committee
Receive and participate in continue professional development
Through WSSU’s Master/Teacher librarian program, LOEX, and ACRL conferences
Utilize regular evaluation to improve the quality of the program
Should continue to seek new information from university faculty
2008-09 C. G. O’Kelly Library Progress Report
Outreach
ACRL Best Practice
WSSU offers
Share information with the university community.
Library Director shares information with the larger community about the service.
Utilize marketing strategies to inform the community about the program.
Information is shared via the website and the LCD panels, graphic art created by our graphic artist including bookmarks, flyers and posters
ACRL Best Practice
WSSU offers
Target a wide variety of groups.
Information about information literacy shared with all new persons who enter the university through a variety of orientation sessions. Sessions are offered to distance learners, international students, News Argus students, (campus newspaper) etc
Use variety of media channels
Media is used to information the community about services and to share how to videos
Offer information in a formal nature to faculty
Annually, orientation sessions offered to full-time and part-time faculty. Library liaison share information in departmental meetings and faculty members are encourage to participate in the O’K Fellows program
Share responsibility across the community
Still to be developed
Assessment/Evaluation
ACRL Best Practice
WSSU offers
Establishes the process of routine ongoing evaluation
Can be enhanced
Measures results based on goals and objectives
This is done annually, and information is shared in the library progress report.
2008-09 C. G. O’Kelly Library Progress Report
29
ACRL Best Practice
WSSU offers
Integrates course and curriculum along with other recognized accreditation initiatives
Very broadly
Focus on student performance knowledge acquisition
Assessment of student learning in English Composition and Freshman seminar is conducted annually
Assess both process and product.
More assessment can be done
Includes periodic review of assessment/evaluation methods
More combining of methods can be done
Internal survey of Library Patron Satisfaction How was your service? What Time of Day Did You Come to the Library?
Excellent
Good
Average
Poor
Very Poor
30
Total*
8:00am 10:00am
10:01am 12:00pm
12:01pm 2:00pm
2:01pm 4:00pm
4:01pm 6:00pm
6:01pm 8:00pm
8:01pm 10:00pm
After 10:00pm
366
23
53
59
50
56
64
34
27
287
21
47
50
37
44
49
21
18
78.4 0% 91.30%
88.70%
84.70%
74.00%
78.60%
76.60%
61.80%
66.70%
57
5
7
8
9
9
11
7
15.60% 4.30%
9.4 0%
11.90%
16.00%
16.10%
14.10%
32.4 0%
25.90%
12
0
0
2
3
3
2
1
1
3.30%
0.00%
0.00%
3.4 0%
6.00%
5.4 0%
3.10%
2.90%
3.70%
2
0
1
0
0
0
1
0
0
0.50%
0.00%
1.90%
0.00%
0.00%
0.00%
1.60%
0.00%
0.00%
8
1
0
0
2
0
3
1
1
2.20%
4.30%
0.00%
0.00%
4.00%
0.00%
4.70%
2.90%
3.70%
1
2008-09 C. G. O’Kelly Library Progress Report
Were the desired materials and/or resources available? What Time of Day Did You Come to the Library? Total*
8:00am 10:00am
10:01am 12:00pm
12:01pm 2:00pm
2:01pm 4:00pm
4:01pm 6:00pm
6:01pm 8:00pm
8:01pm 10:00pm
After 10:00pm
366
23
53
59
50
56
64
34
27
336
22
49
55
46
54
57
31
22
91.80%
95.70%
92.50%
93.20%
92.00%
96.4 0%
89.10%
91.20%
81.50%
30
1
4
4
4
2
7
3
5
8.20%
4.30%
7.50%
6.80%
8.00%
3.60%
10.90%
8.80%
18.50%
Yes
No
Bibliography “Association of College and Research Library Standards for College Libraries”, 1995 edition. College & Research Libraries News Chicago, ALA 1995 p 245-257 WSSU 2009 SACS report, section on adequacy of library staff ACRL Best Practices Institute for Information Literacy ACRL “Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline” Best Practices Initiative, Institute for Information Literacy. Chicago: ALA/ACRL 2003 ALA/ACRL Website
Editorial Team:
Mae L. Rodney, Compiler of Information
Jeff McGill, Photographer, & Proofreader
Mel Rutledge, Photographer, & Proofreader
Patricia Mack, Proofreader
Luchrita Fulton, Publisher & Graphic Artist
2008-09 C. G. O’Kelly Library Progress Report
31
This Document is a C.G. O’Kelly Library Publication
Winston-Salem State University C.G. O’Kelly Library library@wssu.edu
601 S. Martin Luther King Jr. Drive Winston-Salem NC, 27710