C.G. O’Kelly Library
2011-2012 Progress Report
Contents
3 | Preface
Executive Summary
Library Mission Statement
4 | Institutional Effectiveness
6 | Data on Library Impact on Student Success and Learning Professional Values
8 | Educational Role
10 | Discovery
11 | Collection
12 | Space
13 | Management Administration
Collections Personnel
14 | External
15 | Budget
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Preface The 2011-12 O’Kelly Library Progress Report was modified to be consistent with the major tenets in the American Library Association (ALA) 2011 “Standard for Libraries in Higher Education.” The standards “are designed to guide academic libraries in advancing and sustaining their role as partners in educating students, achieving their institutions’ missions, and positioning libraries as leaders in assessment and continuous improvement on their campuses.” (ALA) Another reason to embrace the standards is that they parallel the Southern Association of Colleges and School (SASC) requirements. Using the requirements annually will ensure that sufficient documentation is collected to confirm that goals are met and that programs support the university’s curriculum. For over fifteen years, the C. G. O’Kelly Library program has been designed to be an integral component of WSSU’s teaching and learning processes. The ALA standards were applied within the 2011-12 progress report to confirm that O’Kelly Library staff is a campus leader that provides services and programs which support the university’s mission and goals. In addition, the report will be an ongoing guide for library assessment and should contain sufficient data to confirm that both standards (ALA and SACS) were met.
Executive Summary The O’Kelly Library is integral to the success of the university’s teaching, learning and research processes. To ensure that services and programs are valid and effective, the staff consistently makes adjustments where needed, and they also assist users with navigating the rich information system. The recent updates in the building make the environment pleasing for both work and study. Most importantly, customer friendly services are offered and the budget is utilized to continuously meet library goals and users’ needs. Recent improvements in university retention and the graduation rate suggest that several things are being done right.
Library Mission Statement The O’Kelly Library supports and enhances all Winston-Salem State University programs through its relevant, diverse, and current local collection and through resources outside the library such as via interlibrary loan and various electronic services. These services ensure that the information requirements of distant users are also met. The staff instructs and assists users with all aspects of library services to foster and instill lifelong 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 the ever changing needs of our users. The staff strives to preserve resources and archive university records and related documents.
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Institutional Effectiveness Outcomes contribute to the institutional effectiveness and contribute to continuous improvement. O’K Goal: Use of library services and resources plays a role in students’ graduation rates. These resources include textbooks, media production services, research/consultations, and circulation. Retention and graduation data for 2011-12 shared by Chancellor Reaves with faculty on August 22, 2012 indicate that the WSSU retention rate is 80.4 percent, which is up 20 percentage points from six years ago. In addition, the four-year graduation rates increased by five percent, 13 vs 18 for the same six year period (2004-2010). These results suggest that the university’s effectiveness has improved. It may be assumed that library services played a role in this improvement, since students appear to be consistently using resources and services, and librarians are consistently offering more instruction sessions across the disciplines. O’Kelly Library includes an array of services and collections that support Winston-Salem State University program improvements, retention, graduation rates and encourage collaboration across the institution. The library’s primary goal is to provide the resources and services necessary for patrons to have successful learning experiences across the curriculum. For example, textbooks, computer and media technology are all housed in the library. This gives students access to the resources necessary to successfully complete course assignments. In addition, the library instruction team was actively engaged in infusing information literacy throughout the curriculum. The objective was to help learners more effectively use library resources, which should result in a better end product by the student. This should in turn enhance student retention and eventually produce better graduates. Again, the instruction, research assistance and consultation services
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along with the easy access to needed technology played a role in student retention and success. The previously mentioned improved success rates, along with the accumulated statistical data suggest that the library was an active contributor to institutional effectiveness and improvement. Faculty and student comments confirm that the library is important within the learning and research processes. The most frequently used collection/services, with the exception of the popular DVD checkouts, all relate to student preparation for course assignments.
table 1 Resource used
Use data
Electronic resources
9,541,260
Desktop computers
137,726
LibGuides
71,483
DVDs
35,657
Textbooks
29,339
“You will be pleased to know that others know and acknowledge the many contributions the library and its staff have made over the years to developing a state-of-the-art library, and that in recent years, with the development of the QEP—Writing in the Major and the inclusion of information literacy as a general education outcome, the library has taken a leading and supportive role in the development of student learning outcomes/information literacy/critical thinking/etc. in courses throughout the campus beginning in the freshman year.” -M. McCarter “I have seen an improvement in students writing since incorporating techniques from the OK Scholars and QEP/writing center requirement.” -WSSU Chemistry professor
A host of technology—desktop and laptop computers, print management systems, media production equipment along with campus-wide implemented software—is installed on computers. Other campus prescribed media software such as Final Cut Pro, Adobe and SAS (Statistical Analysis System) software are installed on desktop computers in designated locations. Use data confirms that technology and software availability is helpful as students prepare for courses. In fact, patron desktop computer logins document that computer use totals exceed the 2011-12 attendance total.
Since the internet and university prescribed software offer patrons a host of software options, to confirm that patrons were using the library for educational purposes, an unobtrusive survey was conducted throughout the 2011-12 academic year. Evidence of student use patterns of software was necessary to confirm that the provided services were indeed being used as planned. An unobtrusive survey was conducted by several staff members who walked throughout the library during every service hour to log patrons’ activities.
table 3
table 2 Activities Attendance 110,239
Fall semester
Spring
Computer usage 137,726
Educational activities Blackboard, Web 2.0 Microsoft products
16,661
16,804
Internet/social networking
15,872
13,280
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For the final analysis, the collected data was combined into two primary areas—educational activities and social media. For the entire survey period (fall and spring) almost an equal number of students were engaged in what was described as “educational activities.” A slightly different pattern was uncovered during the spring semester. Fewer students were observed being involved in social media activities. A somewhat expected result was confirmed when the data was placed on a timeline. There is a peak in library activity around assignments due dates in October, November and April. The result suggests that library
technology is useful as students complete assignments. When use data of the various collections is reviewed, the results suggest that the collections are helpful in the teaching/learning process. Electronic resources and textbooks are the most used, as noted in table 1. “The library has everything we think we need; however, we would like to have access to a color printer. ” -Conversation with student July 2012
Data on Library Impact on Student Success and Learning Many resources related to completing assignments such as textbooks, computers, electronic resources, media, software and equipment, LCD projectors, large screens, technical assistance, instruction, meeting rooms have been selected to aid and support student learning and success. At this time however, the staff cannot confirm that students use the available resources to pass courses or graduate with honors because the library staff does not have access to grades or graduation ranking. Students do take advantage of consultation and technical assistance as
needed, but again no information is available on final grades or grade point averages. There are no students’ statements available that indicate that services and the assistance offered made a difference in final grades. Service peaks and lows illustrate that students use resources on an as needed basis. The use of computers, meeting rooms and electronic resources peak one to two weeks prior to assignment due dates. Textbook use is also higher prior to exams.
Professional Values Intellectual freedom, intellectual property, user privacy, collaboration and user centered services Plagiarism is an instruction module requested frequently by faculty members. It can be presented as a unique session or addressed during units on applying citation guides such as American Psychological Association or Modern Language
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Association. In previous years, faculty members reported fewer instances of plagiarism in written papers.
WSSU librarians collaborated with other professionals in several different arenas. Librarians at Wake Forest University and the University of North Carolina at Wilmington shared information about their experiences developing an information literacy course for credit with several library instruction team members. Librarians were very successful in their efforts to partner with other professionals through face-toface meetings and presentations at local and regional conferences. Thomas Flynn, Michael Frye, Patricia C. Gamble, Carl Leak, Janette Malliett (for Melinda Livas) made presentations at professional conferences. Flynn shared information about the developments in the archives program with the Society of North Carolina Archivists which was held at UNC-Greensboro, March 28-30, 2012. Gamble made a presentation on using interactive teaching methods to better engage students in the learning environment at the 2012 Metrolina Information Literacy Conference, June 14th, 2012. Michael Frye, Carl Leak and Janet Malliett (in for Melinda Livas) shared information about the O’K Scholars Institute at the Georgia Information Literacy Conference, September 20-21 in Savannah, GA. Michael Frye partnered with a WSSU life science faculty member to create an information literacy course that has become the university’s model. This partnership was also the focus of a presentation at the Metrolina Library Association Annual Conference. The Metrolina conference has developed beyond a local event and attracts individuals from several southern states. Melinda Livas continues to serve on the Metrolina Library Association Advisory Board. Carl Leak, associate director for instruction/reference, participated in the Historically Black College and University Library Alliance Leadership training session. Leak was accepted to participate in the all-expense paid experience made possible through an application/recommendation/selection process.
Flynn
Frye
Gamble
Leak
Malliett
Livas
Rodney
The library director worked with Shaw University library staff to update their collection, environment and policies in preparation for their upcoming SACS visit. Information was shared about rearranging the collection and technology to create an open study environment such as an information commons. Rodney participated in several NC LIVE marketing committee meetings—online and face to face. She was appointed to serve on the North Carolina Digital Heritage Center Advisory Board in May 2012. The library staff continues to participate in the Carolina Consortium in an effort to keep the cost of our electronic database renewals under control. Libraries in North and South Carolina have joined together to negotiate the best cost for databases.
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Educational Role Library staff collaborates with faculty to produce information literate students; librarians teach faculty. O’K Goal: Offer information literacy/learning outcomes instruction across the curriculum; librarians use a variety of instructional packages to reach the information literacy standards and university learning outcomes.
O’K Goal: O’K Scholars Institute sessions will continue to assist faculty with developing information literacy activities. Library instruction packages include a variety of lesson plans including plagiarism, web evaluation, selecting the most appropriate database and refining keywords. Some form of instruction was offered in all disciplines. Out of the 306 sessions offered, there was a total of 290 information literacy driven classes. All librarians taught at least 3 if not all 5 standards during their classes. Their instructional sessions included finding information, evaluating information, and ethical use (Standards 1-3, and 5). In addition to those three, some classes focused on using information for a specific purpose (Standard #4). One ideally constructed information literacy course was offered during 2011-12. The life science course “Scientific Investigation of Diseases” was designed with a host of activities to accomplish the learning outcomes for the five standards. These sessions were in more detail than the general overview sessions such as freshman orientation. This life science course became the model information literacy course for the university. Results from library instruction “one minute assessments” confirmed that students were introduced to a variety of topics during instruction
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sessions. Students listed an array of items that they learned including how to use databases, websites, and advance searching techniques. Additional follow-through is needed to confirm whether students can apply the aforementioned skills within their research processes. “Provided step-by-step information literacy/ information gathering tasks which improved our independent research later in the course.” -Life Sciences student
The O’K Scholars Institute is designed to inform faculty members about information literacy, and it continues to impact instructional techniques. Participants in the Institute are taught how to integrate information literacy tenants into their courses. The institute is generally successful with approximately 50 percent of the graduates during the 2008-12 winter, continuing to schedule library instruction sessions. Of the 119 faculty members who are still at the university, 60 of those faculty members scheduled classes, which is almost half of the total participants. Of the 300 plus classes that were offered during the 2011-12 academic year, 132 were scheduled by O’K Scholars graduates which equaled approximately 43 percent of the classes scheduled. Since a university goal is to graduate information literate learners, follow-up efforts are needed to enhance the relationship with faculty members who are not scheduling classes and ensure that graduates continue refining their library assignments to ensure that students acquire the needed research skills. The reconnect sessions should offer new tips on constructing or refining assignments.
“I feel more empowered to engage students in a variety of learning options. [I] highly recommend the program to my peers.” -O’K Scholars Winter 2012 participant
12, after the new faculty orientation session, several recently hired individuals followed up with their library liaisons to learn more about services and collections. Librarians Flynn—Computer Science, Malliett—Behavioral Sciences, Frye— Life Science and Chemistry, continue to meet periodically with individual departments sharing information about new resources. The Master Teacher Librarian Program is designed to enhance librarians’ instructional skills. During 2011-12, the sponsored workshops focused on hands-on experiences—developing learning goals and selecting relevant active learning activities. Sessions were held in February, March and April. As more librarians worked one-on-one with faculty members creating information literacy infused courses, they realized the value of the experience. UNC Greensboro librarians made a presentation at the Metrolina Conference in June based upon the knowledge they acquired from the WSSU’s Master Teacher Librarian effort. They visited O’Kelly Library in fall 2010. Librarians and staff members were able to attend a variety of professional development activities including events that they presented in, and conferences that are sponsored by associations where they hold membership.
“This is an outstanding workshop.”
-O’K Scholars Winter 2012 participant To further integrate information literacy into the general education curriculum librarians, Michael Frye, Carl Leak and Mae L. Rodney worked with the university’s information literacy subcommittee to structure a rubric. Individual librarians—Michael Frye, Carl Leak, Melina Livas, and Vicki Miller—assisted one on one with faculty members in Education, English, Life Sciences, and Physical Education to design and reshape information literacy based courses. During 2011-
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Discovery The library allows patrons to effectively use resources and technology to discover information. O’K Goal: Maintain a viable, healthy automation environment which supports student research and the library mission and goals. •
The technology in the media production lab was increased from six to twelve desktop computers; and ten new laptops were configured with Adobe CS5.5 Master Collection editing software. The laptops are designated for instructional purposes.
•
Users’ access to software and technology was significantly upgraded by adding four SMART Boards in library study rooms (300, 206, 220 and 318 W).
•
Instruction computers must be dependable and fast to adequately support instruction activities. Twenty new Latitude 6520 i7’ laptops were purchased for the instruction program. This addition ensured that the staff could run three instruction sites and still have equipment for students to check out.
•
The number of public access computers and scanners was increased with the redesign of the second floor east wing. A small, full technology center was created with six additional desktop computers and 1 scanner, along with new less formal furniture.
•
Also, ten iPad 2 tablets were purchased for staff members to explore ways to integrate new technology in their daily activities.
•
Virtual Desktop Infrastructure (VDI) was implemented in classroom 318 West.
The primary goal for library automation services of being operational 99.9 percent of the service day was reached! There was only one four-day period in late April when the primary printing station was unavailable because the equipment malfunctioned. To continue offering patrons the fastest and most reliable technology, several software and hardware upgrades were made throughout the academic year. These accomplishments are listed below: •
The automation team was instrumental in updating the first floor west wing technology into an Information Commons with a onestop experience for all general technology needs. In addition, all public access and staff computers were updated to Microsoft Office 2010 and Windows 7.
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The automation, media production and archives team collaborated and created a digital processing center that allowed the digitization of the James A. Gray Lecture Series Video Collection. The collection is available through cloud technology within a digital library collection. This project gave the Winston-Salem community digital access to the lecture series that spans 18 years. The EBSCO discovery system was installed with the goal of giving patrons more effective results
from their online catalog and electronic database searches through a one search experience. This experience was constructed to give patrons access to all the resources in the collection relevant to a specific topic or keyword. The system selected did not function as desired because quality or reliable search results were not generated. In addition, the user often received too many results making the search process overwhelming. The instruction team recommended another system be purchased.
Collections Access to collections sufficient in quality, depth, diversity, format, and currency to support the research and teaching missions of the institution. O’K Goal: Develop and maintain a quality collection which supports the instructional and research programs at the university that includes all formats, streaming video service and diverse electronic resources files. Access to the university’s historical collection will continue to increase via cloud technology. The library will continue to provide reliable interlibrary loan services when resources are not in the collection. Collection expansion continued to focus on acquiring titles relevant to the curriculum. Print and electronic books within all disciplines were purchased. Specifically, over 9,000 print titles with copyright dates after 2010 were purchased, 8,300 e-books in a variety of disciplines were added and 8,000-plus DVDs and films were acquired. Several new electronic databases were added during the year bringing the total holdings to 206, which can be accessed from our website by on and offcampus users. The research collection continues to be enhanced through the acquisitions of select titles in microform and most significantly through
the electronic databases. These resources address instructional and research needs across the curriculum. The high use data for the electronic collection suggest that the selected titles are useful to the individuals who opt to use the collection. (The EBSCO Discovery System caused the total number of searches to be exceedingly high because the system counted every item searched for each search.) More individuals from across the nation recognize the value of the resources included in our archives collection, and as it continues to grow, the number of requests for permission to use photos from the collection continues to increase, with images being included in a number of publications.
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The James A Gray Lecture Series documents were processed. This was the most complex and comprehensive collection processed. Videos were transferred to digital files, images, brochures and printed programs were scanned and posted in a
digital library on the web site. The automation, media and web development staff assisted with making this project happen.
Space The library provides an environment which expands learning and facilitates the creation of new knowledge. O’K Goal: The library environment will be refreshed to transform the environment into a more appealing place for users. “I really like the changes made to the library”
-University staff member “The library did not look like this when I was a student.”
-WSSU graduate and current staff member O’Kelly was transformed into an attractive warm environment for users by painting the remainder of the building during the spring break, and installing new multidimensional carpet on the first and second floors. The light carpet was replaced on the first floor east wing. The fresh paint and new carpet significantly enhanced the library’s appearance. Some new contemporary designed furniture was installed on the second floor east wing, which gives this area a more inviting atmosphere for individuals and study groups. The university received a major grant to refit several buildings with better lighting, digital heating/air conditioning controls that would reduce the environmental impact and cost of operating those systems. The library was one of the primary buildings included in the upgrades. Through these upgrades, the library is eco-friendly and should be energy efficient.
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Management Administration Continuous planning and assessment to ensure that mission and goals are accomplished. O’K Goal: Planning and assessment are integral in the daily operation with the goal of supporting the university goal and mission. Several methods were utilized during 2011-12 to ensure that mission and goals were addressed. They included regularly sharing comparative statistical data on the services provided, minutes and/or results from the university or UNC wide meetings. Comments from other meetings were used to keep services comparable to other libraries and redirect efforts as needed. Staff members who participated in professional conferences were encouraged to share information that they learned at the conferences, and
when possible the new ideas/techniques were integrated into the library program. During 2011-12, information collected from university meetings were used to begin developing an information literacy course for credit. Again, through information collected, the planning process for the course was put aside and the staff instead engaged with a university appointed committee to create an information literacy rubric.
Personnel Personnel is sufficient in number and quality to provide the service and programs required to meet the mission and goals. O’K Goal: Patrons receive quality customer services at all times, which includes knowledgeable assistance. Users are assisted individually, small group, face-to-face, or via e-mail. When a standard formula is used to define the needed librarians (1 librarian for every 500 students), staff size is sufficient. However, when the complexity of the organization is considered, additional staff would be beneficial during the peak period of the academic year. For many reasons, length of the service day, multiple service desks and the variety of activity and assignments require multiple levels of staffing; fulltime, part-time and students/interns to be present to successfully ful-
fill our promises to the university and our patrons. The requirement to staff six service functions (circulation, reference, information commons, media, archives and media production) 90 percent of the service day, and the need to offer a large number of library instruction sessions during the first ten weeks of the semester often stretch the staff very thin. An additional challenge that plays havoc on the ability to provide consistent quality assistance is short or extended leave by staff
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members. Cross-training staff is a strategy that is utilized to ensure that service desks can be covered. One additional librarian and two highly skilled graduate assistants would really ensure that more service demands such as additional instructional
classes and conducting face-to-face assessment surveys can be satisfied in a timely manner. Graduate interns after their initial training are extremely helpful, and they provide valuable assistance in archives and at the information commons desk during the length of their appointment.
External Relations Working with the campus and broader community through multiple strategies in order to advocate, educate, and promote their value. O’K Goal: Services will be marketed to the university community. Library web site will reflect the services provided; LCD panels broadcast information about services offered. Newsletter and other publications will also be posted electronically. The annual Friends of the Library benefit was held in November 2011. Approximately 450 persons attended the benefit which included university faculty, staff, students, alumni and friends. The 2011 fundraising goal was to generate private funds for graduate assistantships in the library in the honor of two alumni—Faustina L. Holman and Gerald L. Pauling Sr.
The WSSU Friends of the Library Newsletter continues to be the primary method used to share information about library services with the greater community. Print and electronic versions are used to reach both local individuals and out of town alumni and friends. Featured articles include information literacy, archives, staff travel, and Friends of the Library upcoming events.
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The library LCD panels are used to advertise library services and programs. Use of the study rooms continue to increase. The LCD panels and word of mouth are the two methods used to advertise the study rooms. The library director is more consistently attempting to inform university leaders during the Provost Council meetings about the services provided. Librarians are encouraged to make presentations to departmental meetings about the services offered and the resources that are available.
Budget The budget was utilized effectively to fulfill the library’s mission and 2011-12 goals. For example, more of the renovations and refreshing efforts were completed. These accomplishments were described under the building section. •
•
Streaming video collections were added to give more students and faculty access to instructional videos.
•
A variety of resources were available for students and faculty research and pleasure
•
Staff members had access to sufficient supplies and equipment to perform their daily assignments.
A diverse collection was acquired to support the instructional program.
table 4 Year
Funds Awarded
Funds Spent
2011-12
$1,984,941*
$2,214,542
2010-11
$1,479,861*
$2,214,542
*Salary expenditures not included.
table 5 Year
Book Journal Expenditures
Salaries
Technology Equipment
Other
2011-12
$2,214,542
$1,4797,30
$286,593
$286,928
2010-11
$1,927,188
$1,760,166
$182,732
$467,554
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A Publication of C. G. O’Kelly Library Winston-Salem State University 601 S. Martin Luther King Jr. Drive Winston-Salem NC, 27110
http://bit.ly/oklibrary
336-750-2440