11
10
• Electronic Databases • E-Books • Print Books
12
Section 2 Information Literacy: Accomplishments Table 3 Instruction Classes across the Curriculum Table 4 Instruction/Research Services Provided • Services: Library Instruction Sessions • Services: Total Reference Activity
O’K Scholars Institute Table 5 Number of Faculty Participants in the O’K Scholars Institute Table 6 Number of Instruction Classes Offered by Departments
15
14
13
Table 2 Circulation Pattern
Table 1 Library Holdings
Section 1 Collections: Accomplishments
Executive Summary Mission Statement
Contents 3
4 5 6
7 8 9
Media Production Instruction Services Section 3 Access: Accomplishments
2 | 2010-2011 C.G. O’Kelly Library Annual Report
Section 4: Staff and Staff Development
Library Program Accomplishments Table 7 Staff Development Activities
Section 5 the Budget: Accomplishments Table 8 C. G. O’Kelly Library Staff Profile June 30, 2011 Table 9 Budget growth Table 10 Library Expenditures • Expenditures 2010-11
• Expenditures 2009-10 • Expenditures 2008-09
Section 6 the Building: Accomplishments Table 11 Equipment Available Table 12 Instruction and Study Rooms Available
Appendix A
Appendix A New Databases (2010-2011)
CRC Handbook of Chemistry and Physics – online edition: This is a digitized version of the print reference resource we have. This addition will save the library from adding annual volumes to the print collection as the database automatically updates with our subscription.
WorldBook Online: This interactive database is primarily for Education Majors (K-12). It features extensive virtual lesson plans, an audience appropriate eBook reference collection, references within lessons to the North Carolina Course of Study and many other tools.
ProQuest DataSets: This resource houses data and statistics from health, education, government, business, and other areas. It allows users to manipulate statistics by race, gender, locale, and other fields. It is the upgraded version of LexisNexis Statistics that was purchased by ProQuest in the company merger.
IOPExtra: (Institute of Physics) This resource is primarily for Chemistry and Physics faculty. The collection of 106 unique journals is a supplement to titles subscribed to from Springer, American Chemical Society, Elsevier, and other vendors.
EBSCO ERMS: EBSCO Discovery, EBSCO A to Z, LinkSource, and EBSCO MARC records make up the new EBSCO Electronic Resource Management System.
Mergent Manuals Online: This is the conversion of the Mergent Industry reports that we have in print. We have discontinued the print and now have from 1909 – present in digital form.
Springer eBook Collection (Back files and Current)
Springer eBook Business & Economics Subject Collection: Content bearing the copyright years 2005 - 2011
Springer eBook Chemistry & Materials Science Subject Collection: Content bearing the copyright years 2005 2011
Springer eBook Computer Science Subject Collection: Content bearing the copyright years 2005 - 2011
Springer eBook Earth & Environmental Science Subject Collection: Content bearing the copyright years 2005 2011
Springer eBook Engineering Subject Collection: Content bearing the copyright years 2005 - 2011
Springer eBook Mathematics & Statistics Subject Collection: Content bearing the copyright years 2005 - 2011
Springer eBook Medicine Subject Collection: Content bearing the copyright years 2005 - 2011
Springer eBook Physics & Astronomy Subject Collection: Content bearing the copyright years 2005 - 2011
“Get What You Need!” | 15
environment for students to interact with each other as they complete assignments and media projects. Also, informal seating was arranged in this open area creating an appealing environment for all learners. The librarians realized that most of the research activity will occur in this inviting area, hence the research and technical assistance desks were relocated to the new service desk. The textbook service desk was relocated to the main circulation desk. Modifications were also made on the second floor west wing. The unused outer media desk was removed. The change created an ideal space for an informal seating space for individuals waiting to use the print management system or to study quietly with their friends. Media production demands tripled during the 2011 spring semester. A larger facility was created by moving production equipment to the back area of the media department. The relocation provided approximately ten additional seats for video projects. There are two LCD panels in this area that will support collaboration and instruction. This location will also permit special small media production classes to be hosted in the library. Approximately twelve students will have access to laptop computers during instruction sessions, still permitting individuals to continue working on video assignments. The relocation of the media lab allowed the reprogramming of room 220 into a meeting room for small group instruction or study groups. It also has a smart board and an excellent view into the first floor open area. This location will seat approximately 20 persons. Reservations can be made in room 227 or by calling 750-2442. The third floor service desk was also removed and replaced with two small group study rooms that will comfortably accommodate four persons. These rooms have TV monitors for viewing videos or DVDs. Reservations are required for these rooms. The primary reason for the third floor renovation was the enlargement of the instruction site. Two closets that were behind 318 west were dismantled and the space incorporated into the original site. The instruction classroom which now includes the new virtual desk technology and a new smart board will now seat 30 persons.
14 | 2010-2011 C.G. O’Kelly Library Annual Report
125
125
2010-11
The total renovation project resulted in the creation of four new meeting/study rooms. Approximately 40 additional new public access computer stations have been installed throughout the building, along with approximately 50 additional seats. In addition, six LCD panels are now available to support student collaboration on media assignments.
105
2008-09 2009-10
Table 11 Equipment Available Services Available Public Desktop Computers
60
4
60
6
0
51 4
0
Laptop Computers 4
LCD Panels for Collaboration
Media Production Computers
Table 12 Instruction and Study Rooms Available
2009-10
2008-09
2010-11
2009-10
2008-09
35
35
n/a
30
22
22
n/a
Projection
Projection
n/a
Smartboard
n/a
Projection
Projection system/ Smart board
2010-11
n/a
n/a
Seating capacity
2008-09
22
Year
2009-10
Meeting study rooms
Instruction site
318w
127
206
Year
4
Smartboard
2008-09
7
22
2009-10
10
2010-11
2010-11
Executive Summary
•
•
•
Information access was expanded by the introduction of the “library app,” cloud technology, addition of new databases and more e-Books. The library website was also made more user friendly. The 2010-11 renovation projects were completed. These renovations have had a dramatic impact on the physical appearance of the library: service desks were replaced, open areas were painted and new carpet installed; seating arrangements were redesigned and additional equipment was installed, all of which contributed to the creation of the Information Commons. This area will be the place for student research and consultations.
Additional technology was introduced to ensure that learners can easily access and create new information.
The staff continued to provide quality services to the university community as well as distant users. Very importantly, instruction was offered to both students and faculty on the most effective use of the various resources within the collection.
The following library services goals for the review period were achieved:
•
Special mention must be made about the significance of the university’s acceptance of the importance of information literacy. Recognition of the value of these skills led to their inclusion as one of WSSU’s seven learning outcomes.
The entire staff deserves to be complimented for their dedication. Their commitment to the library’s motto “At O’K you get what you need” is still evident!
Mission Statement
The mission of O’Kelly Library is to support and enhance 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. The staff is committed to instructing and assisting users – local as well as distance - with all aspects of library services, thereby fostering life-long learning. A readily accessible computerized index of all library holdings and other appropriate records is maintained. Adequate auxiliary services and equipment are provided at all times to respond to user needs. In addition, the staff strives to preserve resources by archiving university records and related documents.
•
•
•
•
Six new electronic databases were added during the year.
Nearly 11,000 new print titles were acquired across the disciplines.
The e-book collection increased by over 4,000 titles, either as individual copies or through collections to further expand the information readily accessible to all students. The selected collections were generally in the sciences.
The size of the print and electronic collection increased.
Section 1 Collections: Accomplishments
•
Approximately 1,700 new media titles were purchased to enhance the instructional program and for student enjoyment (DVDs).
The library’s mission is to provide information for all users, both locally and distance. To fulfill this responsibility, an array of formats has been selected to reach this goal; print (books, journals, magazines, newspapers), electronic (journals, magazines, books, newspapers, databases), microform (dissertation, journals, newspapers) and DVD and videos - are maintained. The video and DVD titles are the only ones that cannot be remotely accessed by distance learners.
Table 1 Library Holdings
196
2009-10
196
2010-11
200
Electronic Databases
2008-09
“Get What You Need!” | 3
39,747 2008-09
E-Books
46,919
2009-10
2009-10
238,513
51,228 2010-11
2010-11
245,652
Print Books
238,364
2008-09 The print collection increased more in 2010-11 because fewer out-of-date print titles were removed from the general collection. Also, significant weeding projects were conducted during previous years. The electronic database holdings changed slightly over prior years. A careful review of holdings and potential titles was conducted to ensure that patrons’ access to information was enhanced. Six new electronic databases were purchased in the areas of statistics and chemistry/ physics. See the Appendix for a complete list of the new titles. The total number of electronic searches is less than previous years (see chart page); NC LIVE staff determined that the vendors were inflating the number of searches reported annually. The NC LIVE staff worked with the vendors and made the data collection process more reliable. Even with the reduction in the total number of searches, the collection was still heavily used. An electronic search average cost was about $1.12.
The value of the collection is very much related to access. As much as possible, local and distance students are offered a comparable portal to information.
4 | 2010-2011 C.G. O’Kelly Library Annual Report
Information retrieval by all users is offered through the library’s website. The most important access factors - comprehensiveness and time – are satisfied through our electronic resources collection. Patrons can acquire items via electronic files, either in journal, database or book formats. When patrons encounter situations where needed information goes beyond our holdings, interlibrary loan services are provided. This service acquires information from many libraries throughout the United States.
General Collection
2010-11
2009-10
2008-09
DVD Collection Use
Table 2 Circulation Pattern
As the cost for print editions continues to rise, more students are relying on the library textbook collection to complete course requirements. Textbook use is steady: titles for introductory courses are the most requested.
Textbook Use
29,645 18,609 37,952 29,523 16,811 33,057 28,112 13,432 31,802
Circulation patterns for the textbooks and DVD collections were consistently high and this has encouraged the staff to routinely add new titles. Because the electronic book collection is a reasonably new format, the staff continues to seek circulation data to confirm their usefulness. Since use of electronic databases continues to be the highest among the collections, on-going efforts will be made to sustain the depth of that collection.
Section 2 Information Literacy: Accomplishments • Information literacy became one of the university’s seven liberal learning outcomes in 2009-10.
Expenditures 2009-10
Capital Improvements
Equipment
General Operations
Salaries
Books, Journals, and Databases
Expenditures 2009-10
Capital Improvements
Equipment
General Operations
Salaries
Books, Journals, and Databases
Section 6 the Building: Accomplishments
Over the last four years, modest library renovations have been completed. The 2011 changes are the most significant and visible. A new, contemporary designed O’Kelly Library was the result. The goal to transform a traditionally designed library facility and create an open learning environment with varied seating styles, while increasing the seating capacity was finally accomplished. During the initial stages, two sets of moveable shelves were installed, some carpet replaced, a meeting room
$271,933
$74,885
$102,224
$1,454,309
$137,769
$85,686
$121,113
$1,245,338
$1,415,534
$1,437,908
enlarged into a secondary instruction site, and additional staff offices created.
2011 building changes resulted in “a new, contemporary designed O’Kelly Library”
The first floor west wing was transformed during May and June after the traditional book shelves were removed during the spring semester. The large, open space provided more seating and technology opportunities (computers, LCD panels and scanners). The metamorphosis included replacing the out-ofdate service desk with a handsome low modern desk, installing new carpeting, and painting the entire first floor.
Throughout the newly configured space, four 42inch LCD panels connected to desktop computers and additional scanners were installed. Another LCD panel was placed in a small meeting room, offering a semi-private space for team project development. These additions will support a collaborative learning
“Get What You Need!” | 13
When the university’s information technology division was reorganized, three positions were removed from the library’s organizational chart and budget. It must be
noted that those two individuals remain physically in the library performing their normal library responsibilities. One position was eliminated
Table 8 C. G. O’Kelly Library Staff Profile June 30, 2011 13 librarians should be available to service (fall 2011) 6,442 FTE/ 500 students 13 Full time librarians are available; there is 1 librarian position presently frozen. 2 librarians should maintain the 245,652 volume collection (1 for each 100,000 volumes or fraction thereof). 1 librarian maintains the cataloging processes. 1 librarian should be on the staff to discard items (3,857 discarded items) (per 5,000 volumes or fraction thereof, added and or withdrawn per year) 10,996 items added.
professional experience in an academic setting. The average years of professional experience was twelve and the average salary was $ 49,626 (This excluded the director’s salary). The most recent survey of academic librarian salaries in 2009 indicated that the average mid-level salary was between $43, 302 and $53,602 which included reference and instruction librarians. The majority of the librarians in O’Kelly Library are described as reference/instruction. ( “Academic Librarian Salary Survey Released” Library Journal.com)
13 paraprofessional staff should be on staff to service 6,442 FTE (one paraprofessional staff /every 500 students). O’Kelly has 14 paraprofessionals; there are two support positions that are frozen and 3 of which are filled by part-time temporary employees. Using the ACRL Standards for Academic Libraries to determine the adequacy of the library staff, the analysis confirms there should be at least three additional librarians and one additional paraprofessional position to provide above standard services. The frozen positions should be released to ensure that a more than adequate staff is available. On June 30, 2011, all librarians had graduated from an American Library Association accredited library school. Only one professional librarian had less than one year
2009-10
2010-11
Year
6442
6424
6333
Enrollment growth
$ 3,450,321
$3,318,885
$4,403,514
Budget Awarded
12% reduction
4 % reduction
7.5% increase
Percentage of Growth
Table 9 Budget growth
2008-09
$2,185,822
$0
$102,359
$1,760,166
$80,177
Library expenditures are monitored and efforts are made to spend allotted funds to enhance the entire library program.
Expenditures 2010-11 Capital Improvements
Equipment General Operations
Salaries Books, Journals, and Databases
12 | 2010-2011 C.G. O’Kelly Library Annual Report
•
•
The O’K Scholars Institute reached the 100th participant mark.
Library instruction/research assistance services to students and faculty members increased.
The provost’s office continued to provide opportunities for the instruction team to share information literacy strategies with faculty members that will assist them with incorporating valid research projects in their course assignments.
Physical Therapy
Physical Science
Physical Education
Occupational Therapy
Nursing
Music
Mathematics
Mass Communications
Life Sciences
General
English/ Foreign Languages
Education
Computer Science
Clinical Lab Science
Business/Economics
Art
6
2
7
11
4
13
13
1
5
28
51
112
15
0
0
12
13
2008-09
21
13
0
6
5
4
11
10
2
8
5
55
84
23
0
2
11
12
2009-10
308
31
12
1
11
15
6
29
9
0
10
6
58
65
18
4
0
17
4
2010-11
Table 3 Instruction Classes across the Curriculum
SS: Behavioral Science
30
276
Subject
SS History/ PS
323
2008-09
276
2009-10
308
2010-11
For the 2011 Liberal Learning Workshop, Distance Services Librarian Melinda Livas collaborated with the associate provost to formulate strategies that would show faculty members how information literacy could be integrated into the corpus of the university learning outcomes. This effort led the instruction planning committee to restructure the approach used in presenting the five information literacy standards. To acquaint instructors with the standards, the librarians developed a workshop that guided faculty members as they structured their learning outcomes to include ACRL Information Literacy Standards. Nearly 30 faculty members participated in the seminar.
Total
Services
323
Table 4 Instruction/Research Services Provided
Library Instruction Sessions
2,322
17,280
14,958
15,592
893,827
5,523
16,621
1,047,288
10,069
1,408,998
87,105
4,731
Total Reference Activity
69,092
3,611
11,890
Electronic Resources Searches
1,153
xx
Reference Questions
LibGuide Hits
xx
Consultation Sessions
To ensure that the instructional packages are the same for the liberal learning and the O’K Scholars Institute, the O’K Scholars Planning Committee redesigned the instructional segment of the institute around the agreed-on ACRL information literacy standards and the university’s liberal learning outcomes. During the institute, in an effort to ensure that appropriate standards were selected, Carl Leak, associate director for instruction and research services emphasized the fact that library liaisons were available to assist faculty members with selecting the information literacy standard relevant to their learning outcome(s).
The instruction team continued to provide the energy for the library program. The team offers guidance on ways to actually incorporate library resources within the teaching/learning processes.
The O’Kelly Instruction Team has offered sessions within 85% of WSSU instructional departments
In 2010-11, mathematics and clinical laboratory science were the only areas that did not schedule classes during the reporting period.
E-mail/LibAnswers
“Get What You Need!” | 5
2009-10
276
2010-11
308
Services: Library Instruction Sessions
323 2008-09
2009-10
15,592
2010-11
17,280
Services: Total Reference Activity
16,621
2008-09
Reference activities generally increased because patrons were given various ways to seek assistance from the staff. Tracking the number of reference questions increased when data was collected from the three service desks (See table 4 ). Conversely the number of individual consultation requests decreased compared to the previous year. The number of e-mail questions increased with the introduction of the LibAnswers, which is part of the LibGuide software. Use of LibGuides continues to dramatically increase among users. Their 24/7 availability on the library’s website and the list of relevant resources make them a reliable starting point for many research assignments. Librarians update the guides at least once a year. If a major change is made within our holdings, the guides are updated to reflect the change. The major goal for the instruction program was to strengthen the instruction process. To this end, the team decided to document and analyze the effectiveness of their teaching methods and students’ response to the information shared. They were encouraged to maintain journals describing their class experiences. Questions that were posed for the journal entries will be further refined to ascertain the impact of instruction sessions on designated learning outcomes - specifically, the question about students’ application of the
6 | 2010-2011 C.G. O’Kelly Library Annual Report
information that was emphasized during the instruction sessions.
During the formal instruction sessions, librarians consistently encouraged the students to come to the research desk for additional assistance or to schedule a consultation session.
By offering a variety of experiences to faculty and students, librarians are moving forward with embedding information literacy throughout the university instruction program.
O’K Scholars Institute During the 2010-2011 academic year, the library staff hosted the sixth and seventh O’K Scholars Institute. The winter institute produced the 100th graduate, which means that about one-fourth of the faculty has participated in the experience. This also resulted in sixteen of the seventeen academic departments being represented in the effort to embed information literacy within the instructional program.
25% of WSSU faculty have participated in the O’K Scholars Institute.
Michael Frye, Life Sciences Liaison (Teaching): Attended American Library Association Annual Conference, LAUNC-CH, Metrolina Information Literacy Conference, UNCG Lilly Conference: Excellence in Teaching and the NCLA: Library Instruction at the Point of Need and participated in one webinar.
Melinda Livas, Distance Services Librarian, Mathematics Liaison (Information Literacy, Technology): Attended American Library Association, EDUCASE, Metrolina Information Literacy Conference and participated in seven webinars.
Phyllistine Poole, Business Liaison (Teaching): Attended BLINC Business Librarianship.*retired
Vonzell Yeager, Social Science Liaison (Information Literacy): Attended NCLA: Library Instruction at the Point of Need; iDeal Summit UNCG, and LAUNC-CH- CH Conference
Lizzie Reeder, Coordinator of Evening and Week-end, Liaison of Rehabilitation studies and Physical Education (Teaching): She participated in three webinars.
Janet Malliett, Serials Librarian, Behavioral Sciences Liaison (Information Literacy): Attended Charleston Conference, Serials Conference and the NCLA: Library Instruction at the Point of Need.
Carl Leak, Associate Director for Teaching and Research, Fine Arts Liaison (Information Literacy, Electronic Resources): Attended American Library Association Annual Conference, Association for College & Research Biennial Conference and the Metrolina Information Literacy Conference
Vicki Miller, Reference Librarian, Education Liaison (Teaching): Attended American Library Association National & Midwinter Conferences, Association for College & Research Libraries Conference.
Cynthia Levine, Technical Services Librarian: Attended American Library Association National & Midwinter Conferences, Association for College & Research Libraries Biennial Conference, Book Expo; ACRL Legislative Day, UNC Cooperative Collection Development, and participated in 18 webinars.
•
Staff members were able to attend professional conferences even with budget restrictions.
Many segments of the west wing were updated to create an environment conducive to collaborative research and to enlarge the primary instruction site.
The library budget was not reduced but reduction took the form of shortage in staff. At the end of the academic year, there were four full-time positions unfilled because approval was not granted to post the positions. Three part-time temporary persons were employed to fill the void created by the vacancies. These vacancies did not include the library assistant and the associate director positions that had been vacant for three years. (These positions were sacrificed during the last economic downturn in 2008.)
In addition, appropriate funds were available to maintain the collection and provide services at a level very similar to those offered in previous years. The building section which follows describes the improvements made.
Mae L. Rodney, Director of Library Services: Attended HBCU Library Alliance: Fundraising Strategies in HBCU Libraries, American Library Association Conference, Association for College & Research Libraries Conference, HBCU Library Alliance Membership Meeting and the LAUNC-CH Conference.
•
Additional equipment was purchased for the media production area.
Section 5 the Budget: Accomplishments
•
The budget was adequate to ensure that services and collections met the primary research needs of our patrons.
“Get What You Need!” | 11
collection such as the James A. Gray Lecture Series (which includes eighteen years of videotaped lectures, programs and letters), the university yearbooks and the News Argus papers to be posted. These are some of the more popular documents requested by alumni from the Archives department. Ultimate connectivity is a must for millennial learners. Nationwide, applications have been developed to allow Smartphone, Droid, iPhone and iPad users to be connected at all times. Another important development was the creation of library applications (Lib Apps) which significantly extended patrons’ remote access to the online tutorials, online catalog, electronic resources and “how-to” videos. Patrons with the appropriate equipment can download the application from the iTunes Store or the Android Market for free. The application gives individuals access to library resources anytime of the day. The online catalog still provides reliable information about resources in the collection. Patrons have access to a wealth of equipment to support their study and research needs. Service hours were consistently maintained, with extended hours offered during exam week at the students’ request. However, few students have taken advantage of the extended hours.
Section 4: Staff and Staff Development
The Master Teacher Librarian program was offered to help professionals maintain their instructional and presentation skills. Distance Librarian Melinda Livas and Health Science Librarian Patricia Commander
Library Program Accomplishments •
•
•
•
were hired. Both individuals significantly strengthened the staff’s technical capabilities. Eight librarians attended a host of local, regional and national conferences. WSSU Friends of the Library funds were used to purchase a full series of webinars hosted by one of the library’s regular consultants. The series included Coaching for Managers, Customer Service, Team Work and Maintaining Presentation Skills. Staff participated in webinars that would help improve their techniques and enhance their knowledge.
This year, our staff development efforts moved from sharing programs with staff to actually developing programs that can be presented to other libraries. One workshop was designed to provide employees with a wealth of training and skills, which ensured that our instruction program remains relevant to the university’s curriculum. On June 16, 2011, C.G. O’Kelly librarians Thomas Flynn, Archivist/Documents Librarian; Michael Frye, Master Teacher Librarian Facilitator; and Carl Leak, Associate Director of Teaching and Learning made a presentation at the 6th Annual Metrolina Information Literacy Conference on the campus of Johnson & Wales University in Charlotte, North Carolina. The conference theme was “Sharpen, Collaborate, Engage and Remodel.”
The staff participated in webinars, local, regional and national experiences to keep their knowledge current. All librarians were encouraged to participate in webinars and at least one conference whether it was local or national. Many of the chosen activities focused on teaching, technology and customer services.
Thomas Flynn, Archivist/Documents Librarian, Computer Science Liaison (Teaching): Attended NCLA Roundtable for Special Collections: Archivist Toolkit, Metrolina Information Literacy Conference, Emergency Preparedness, SNC Conference, LAUNC-CH and participated in one webinar.
Forrest Foster, Mass Communication Liaison (Teaching, Media): Attended American Library Association Annual Conference and the NCLA: Library Instruction at the Point of Need.
Table 7 Staff Development Activities Patricia Commander, Health Sciences Liaison, (Teaching, Media): Attended LAUNC-CH Conference and participated in one webinar.
10 | 2010-2011 C.G. O’Kelly Library Annual Report
The institute was designed to engage participants in activities that result in the construction of effective library-based assignments. Additionally, faculty members were made more aware of the wide range of services and resources offered in O’Kelly Library.
Over the last four years, the O’K Scholars Institute was used to introduce information literacy to faculty members. Their highly complementary evaluations of the program and particularly their emphasis on assistance with designing library research assignments contributed to the inclusion of information literacy as one of the university’s general education learning outcomes.
Physical Science
Physical Education
Occupational Therapy
Nursing
Music
Mathematics
Mass Communications
Life Sciences
General
English Foreign Languages
Education
Computer Science
Clinical Lab Science
Business/Economics
Art
3
0
0
2
1
2
1
0
1
1
0
4
2
0
0
3
3
1 25
0
0
0
2
0
0
2
1
2
1
0
8
1
0
0
2
1
1 29
2
0
3
0
3
4
0
0
1
1
1
2
7
0
4
0
1
3 32
4
0
1
0
0
5
0
0
0
2
2
4
2
7
1
1
0
5 115
9
0
4
4
4
11
3
1
4
5
3
18
12
7
5
6
5
22 xx
26
8
15
20
7
67*
15
16
8
20
5
36
35
19
7
46
6
Total Faculty Members in Department
23% xx
35%
0%
27%
20%
44%
16%
20%
6%
50%
20%
60%
50%
34%
44%
63%
18%
83%
Percent of Department
Table 5 Number of Faculty Participants in the O’K Scholars Institute
Physical Therapy
0
2008-09 2009-10 2010-11 Total Participants
SS: Behavioral Sciences
28
Winter 2008
SS History/ PS
Subject
Total
*Includes health care management and distance RN-BSN
“Get What You Need!” | 7
O’K Scholars graduates are encouraged to continue using library instruction services after completion of the requirements for the institute. To ascertain how many faculty members are still scheduling classes, the library program specialist tracked faculty members’ requests for instruction. Three persons were removed from the roll because they are no longer at the university. The results for 2010-11 are as follows: Fifty-six of the ninety-eight faculty members (57 percent of participants) scheduled classes. Forty-seven percent of the instruction classes (approximately 144 classes) were scheduled by faculty
members who had participated in the O’K Scholars Institute. The institute is positively impacting the total number of information literacy classes offered, but does not appear to have impacted the number of classes offered within disciplines during the last four years. When the institute was originally planned, it was assumed that one or two faculty members per discipline participating would be enough to positively impact the number of classes taught, as well as the research consultations offered by the library staff and possibly the use of the collection.
•
•
The new liberal learning courses will require more writing.
More courses are requiring writing assignments in response to the university wide Quality Enhancement Program (QEP).
•
How many classes should students attend to become information literate?
Since the university’s overall goal is to graduate information literate students, several questions still need to be answered, such as :
•
How many faculty members from a given department should participate in the institute to positively impact the number of information literacy sessions offered across a discipline?
equipment, software, time requirement and basic “howto” tips to produce the best media-based projects. These sessions led to students producing quality assignments desired by the faculty and projects being completed in a timely manner.
The learning outcome for the faculty included information about the O’Kelly Library resources (equipment, software and personnel) available to complete the assignment. Faculty developed a better understanding of the technical requirements necessary to post videos to “YouTube.” When faculty members consulted with the media coordinator prior to making assignments, they were able to modify the assignments and the learning outcomes as needed.
Occupational Therapy
Nursing
Music
Mathematics
Mass Communications
Life Sciences
General
English Foreign Languages
Education
Computer Science
Clinical Lab Science
Business/Economics
Art
Subject
2
3
15
10
0
18
7
21
66
15
1
1
22
9
2007 -08
7
11
4
13
13
1
5
28
51
112
15
0
0
12
13
2008-09
0
6
5
4
11
10
2
8
5
55
84
23
0
2
11
12
2009-10
12
1
11
15
6
29
9
0
10
6
58
65
18
4
0
17
4
2010-11
5
9
0
0
4
4
11
3
1
4
5
3
18
12
7
5
6
5
Total O’K Scholar Participants
•
•
•
•
The university introduced a new content management system and the library’s website was updated.
Media Production services continued to increase.
A library app was created and programmed for iPhones and Droid Smartphones.
Cloud technology was introduced to maintain historical digital files. This should be a major breakthrough for archives.
Table 6 Number of Instruction Classes Offered by Departments
Physical Education 6 2
13
31
xx
This resulted in 90+ students producing quality media assignments.
Physical Science 2
6
21
115
Section 3 Access: Accomplishments
“Get What You Need!” | 9
Digital preservation is the current preferred method to store archival documents. The archives and automation staff cooperated in creating a case for using cloud technology for preservation. The request was eventually approved. Cloud technology provides the staff access to cyber storage space that is much larger and more flexible than traditional servers. It will allow an entire
Information access is a primary consideration within the library program. Our website continued to be the primary information gateway for local and distance users. To make the site more compatible with the newest technology, the university updated the website content management software during the fall semester. Since February 2011, the webmaster has been updating our site, with a particular emphasis on correcting electronic resources links and reducing the repetitive information posted on the site.
.
Students’ learning outcomes included a better understanding of the technical limitations of cell phones, processes required to capture quality images and the importance of software and hardware compatibility.
Physical Therapy n/a
30
308
Librarians would advocate that students need to experience a library assignment in every course since the process of becoming information literate is very complex and increases in difficulty each time new books, images, journal articles, sound recordings or statistical data are produced.
SS: Behavioral Science 25
276
The media production team decided to take a pro-active role with students’ media assignments. The result is a success story in that the desired learning outcomes were clearly stated, taught, and applied by the learners. In the spring semester the Media Coordinator, Jeff McGill collaborated with several faculty members prior to the assignment being given to the students. Faculty members created clear expectations, with descriptions of equipment and software requirements, that students needed to follow. During the semester, the media coordinator made presentations to classes in English and Social Science which included information about the best
Media Production Instruction Services
SS History/ PS 323
there is little indication that the consistency relates to the O’K Scholars Institute, since departments like English/Foreign Language, social science and education scheduled instruction classes regularly before the Institute was first offered. The number of classes requested by OK Scholars graduates will continue to be tracked because:
Total
In fact, over the years, the number of library instruction sessions scheduled within disciplines is not consistent; they decline and rise for no immediately apparent reason. Some consistency with scheduling classes does exist among several of the instructional departments, but
8 | 2010-2011 C.G. O’Kelly Library Annual Report