CONTENTS 4
Mission Statement
5
Introduction
MISSION STATEMENT
9 Collections 11 Automation
The O’Kelly Library supports and enhances all Winston-Salem State University programs through its relevant, diverse, and current local collection.Through resources beyond the library, via interlibrary loan and various electronic services, 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 life-long learning. A readily accessible computerized index of all library holdings and other appropriate records is maintained. Sufficient auxiliary services and equipment are maintained at all times to respond to users’ needs. The staff strives to preserve resources and provide for archiving of university records and related documents.
13 Services
EXECUTIVE SUMMARY
14
Executive Summary
Teaching and Research
Service Trends
16 Resources 20
Library Goals
21 Library Accomplishments
In 2009-2010, the state’s economic downturn should have caused the year to be described as a “steady” state year, but enhancements and progress were made. In addition to the economic situation, the staff was facing the following challenges: • Vacant professional positions. • A possible continued increase in the number of instructional classes requested. • The pending 2010 Southern Association for Colleges and Schools (SACS) review for the university. In fact, the university’s decline in entering students and the first long-term winter weather in several years, impacted library output measures more than the economic downturn. Decline in enrollment and several lost instruction days caused our gate count and the number of instruction classes to drop for the first time in five years. Even with these factors, the library staff still had a very successful year. The number of one-on-one consultations offered to students and the dramatic increase in the hits to LibGuides suggest that the instruction team’s extra efforts are positively impacting service output measures. Another success indicator was the library staff was not required to aggressively seek individuals to participate in the O’K Scholars’ Institute. Faculty members are now putting their names on the waiting list. Additionally, the institute was very favorably described in the WSSU SACS re-accreditation Quality Enhancement Program report.
2 | C.G. O’Kelly Library Progress Report 2010
Enhancements were made to electronic resources and media collections, new computers were purchased and another set of moveable shelves were installed, which allowed several collections to be better organized. The longterm endorsement by the Provost and the Vice Chancellor for Financial Affairs allowed for continued growth of the library program. These enhancements are related to: • The library staff’s effort to support the instructional program. • The long-term commitment to providing a one-stop learning environment to the students and the staff‘s dedication to offering the services and assistance students need to have a successful learning experience once they enter the O’Kelly Library. • Using space efficiently. INTRODUCTION Programs and activities must go beyond collecting and preserving information to ensure that the library remains relevant to the university’s mission and continues attracting individuals into the building. Collections can no longer be the sole reason for visiting the library, since so much information can be located without entering the physical building. Services must be relevant to and respond to primary users’ needs. These are the guiding concepts that foster providing constantly evolving services and collections. There are approximately six primary library functions that have a vital role in supporting instruction and research at Winston-Salem State University. Yes, those activities directly cause individuals to enter our doors, but staff persons must work together to accomplish the ultimate goal of offering quality assistance and service. Although each group’s success is described separately in this report, their individual accomplishments were paramount in the library’s overall success. Progress was made and growth continues! TEACHING AND RESEARCH Teaching has become the library function which impacts reference/ consultation services and use of electronic resources. All too often people rely upon the Internet for information, so the instruction team is attempting to counter this trend by aggressively marketing its services. In addition, the many electronic resources that are available often make finding information challenging. Electronic research has caused libraries, at times, to be frustrating to use and in some instances may be responsible for the decline in collection C.G. O’Kelly Library Progress Report 2010 | 3
use. To correct these challenges, the instruction team is emphasizing helping individuals learn how to effectively locate, use and analyze resources and services. Therfore, university learners should know how to use reliable printed information to increase their knowledge and how to incorporate information correctly within written documents. Several years ago, the instruction team established as a goal to produce information literate graduates. This initiative requires infusing information literacy across the curriculum. A review of library instruction statistics for the last four years will show the number of classes fluctuating, but the effort to infuse instruction across the curriculum remains constant.The Southern Association of Colleges and Schools recommends that information literacy be infused across the curriculum. In 2009-10 the percentage of classes offering instruction opportunities remained at 89 percent. Computer science again did not schedule time for instruction. Physical therapy was the second department that did not schedule instruction time; this may be due in part to when the new cohort begins instruction in the physical therapy program. However, in 2009-10 students in computer science and physical therapy did take advantage of the research consultation services. Computer science students also used the LibGuides. Generally across the disciplines, a significant increase in the use of LibGuides occurred during this reporting period: 69,092 uses compared to 1,153 uses in 2008-09. The academic year 2009-10 was the first time in three years that the number of instruction sessions offered declined.The decline can be atrributed to the drop in the number of entering students. The impact of the enrollment shift can be seen in the charts that follow:
“Since at least 1983,
350
library instruction has
300
been offered at Winston-
250
Salem State...”
Instruction Trends
276
317 256
200
189
150 100 50 0 2009-10
4 | C.G. O’Kelly Library Progress Report 2010
2008-09
2007-08
2006-07
Research Consultations
7,651
2009-2010
4,568
2008-2009
3,373
2007-2008
0
The impact of the enrollment shift can be seen clearly with departments that offer core courses with multiple sections. There was a dramatic decline in the number of sessions offered in English, orientation sessions, life science and social science. This level of decline cannot be solely attributed to the lost days of instruction because of the weather. See the chart “Impact of Fewer Students on Library Instruction Sessions” (See chart above.)
2000
4000
6000
8000
10000
These expectations have resulted in the library staff seeing an increase in the number of research consultations.
NUMBER OF INSTRUCTION SESSIONS Infusion of instruction across the curriculum Item 2009-10 2009-08 2007-08 Number of departments offering instruction (18)
16
89%
16 89%
16 94% (17 departments)
Since at least 1983, library instruction has been offered at Winston-Salem State. The assumption was that teaching students how to use resources would make them users. A simple comparison of library instruction sessions over the years demonstrated that book check-out and activity at the reference desk, did not substantiate that instruction was impacting student use of library resources. In fact around 2006, the number of reference questions addressed by the library staff began to decline. A strategy was needed to counter the declining output measures. Since 2007, the instruction team has advocated that several groups need guidance in how to use collections and services. An accepted theory is faculty members are the conduits between library and student use of resources.
The output measure for electronic use was somewhat stable in 2009-10 as a result of the decline in the number of instruction sessions and days of instruction.
C.G. O’Kelly Library Progress Report 2010 | 5
To really document the library’s role as a teaching center, the Provost invited the instruction team to present a workshop to faculty members who were developing new courses for the liberal learning experience in June. The instruction team shared some effective assignment strategies that result in students using library services and collections. Liaisons also helped faculty members identify resources that can be utilized to support their assignments.
Many students used the library only when they were required to complete a library-based assignment. Additional evidence that instruction was required included librarians seeing several students cutting and pasting information into what appeared to be course assignments. The staff then realized that faculty members needed information on how to incorporate effective library activities within their assignments, which would result in students using the library and information in an ethical manner. To respond to these significant concerns, the O’K Scholars program was designed and funded through the federal Title III initiative in 2008. The program is constructed to help faculty members restructure their assignments in such a way that will result in students using library resources. The experience is also designed to help faculty members guide their students away from plagiarism. Along with teaching faculty members how to frame an effective library assignment, librarians also asked faculty to schedule instruction classes and to require students to confer with a librarian as they complete their written assignments. The O’K Scholars’ requirements to schedule instruction sessions and to suggest strongly that students confer with librarians are positively impacting library output measures. The next step is to document that students’ information literacy skills are improving. In 2009-10 there was an urgent need to provide a marketing strategy that would justify filling five vacant professional positions during an economic downturn. The selected solution to this challenge was to identify a program emphasis closely connected to the university’s stated goals. Teaching was the one area that the university would not cut back during the economic downturn. The O’K Scholars’ focus on research and writing led some librarians to become very involved in helping students with their writing. Through the O’K Scholars Institute, the instruction program became very relevant to the university’s emphasis on improving students’ writing skills, i.e. Rams’ Write. In addition, long-term instruction output measures validated the library as a teaching center. The library is a teaching center offering services and programs that focus on improving students’ skills, such as research, writing and use of computers. The instruction team and the O’K Scholars Institute’s experience help faculty improve the quality of graduates. This became the justification for filling the vacant professional positions. Five vacant professional positions were approved for rehiring. A distance services librarian was hired in September. The O’K Scholars coordinator, science librarian and serials librarian began
6 | C.G. O’Kelly Library Progress Report 2010
work shortly after the beginning of the spring semester. The documents librarian (archivist) position was filled July 1, 2010. Nationwide, librarians are attempting to document the impact of information literacy instruction on students’ long-term learning. Julie Dornberger, Coordinator of our Teaching Center, volunteered WSSU to participate in a national online survey in order to determine the level of student’s awareness of information literacy. The survey was conducted by the Washington University Information Literacy Project on April 13-27. WSSU student responses were very similar to those from other universities - students need a better understanding of information literacy. The staff continues to be committed to providing as much assistance as possible to students and having some support programs available beyond traditional service hours. The instruction team began working on an online library tutorial and using open source software to offer the assignment calculators to support students’ research assignments. Both of the programs are available via the library’s website. COLLECTIONS A variety of formats (print and electronic books and journals, microfiche, DVDs and electronic databases) are purchased to ensure that the information necessary to support the university’s instructional and research efforts is available. Many other factors enforce the need for a comprehensive collection including the distance/online courses, a diverse student population, different teaching and learning styles, students’ different geographical locations, as well as changing publishing trends. The rapid expansion of the electronic publishing industry is also causing the number of electronic titles to increase. The array of formats requires a very careful review of the titles ordered to ensure that the same title is not ordered in different formats. Another major controlling factor in collection building is declining shelf space. A fixed amount of space is available to accommodate print titles. The concerns result from the rise in student enrollment, students’ desire to access technology, and the library’s extended service hours, which futher impacts space availability. All these factors have created the demand for more seating space. The staff is addressing the issue of how to offer more seating space and limit the size of the collection, while still supporting the instructional program by utilizing a number of different strategies.
Progress: The number of research assistance and consultation sessions increased even though the actual number of instruction classes declined. • Use of the LibGuides increased tenfold over last year, which suggests that these are excellent guides in the research process. • Nearly 30 faculty members across the disciplines participated in the O’K Scholars Institute.This leaves only three instructional departments that have not had faculty members involved in this program. • The instruction team offered an abbreviated version of the O’K Scholars Institute to faculty members who participated in the Provost-sponsored Liberal Learning training session in June.
C.G. O’Kelly Library Progress Report 2010 | 7
COLLECTION USE DATA IN RANK ORDER
2009-10 Item circulated /used 2009-2010 Full-text database use
1,047,288
Media checkout
33,057
Textbooks
29,523
Interlibrary Loan
1,368
Reserve/ e-reserve
685
2008-09 Item circulated /used 2008-2009 Full-text database use
1,408,998
Media checkout
37,952
Textbooks
29,645
Interlibrary Loan
958
Reserve/ e-reserve
941
2007-08 Item circulated /used 2007-2008 Full-text database use
1,337,337
Media checkout
31,896
Textbooks
39,762
Interlibrary Loan
1,915
Reserve/ e-reserve
88
The first strategy used during 2009-2010 was restructuring the Collection Development Committee and giving them the additional charge to build a sound electronic resources collection in reference, serials and the general collection. The desired effect was to create a comprehensive electronic research collection which would permit some reference titles and bound periodical sets to be removed from the shelves without reducing the quantity of information that is available for research. Two major benefits for the electronic collection are individuals in distant geographical locations have access to resources and they do not require shelf space. The health science and social science reference collections have been improved significantly by the purchase of new electronic databases such as Academic OneFile, Footnote! History and Archives Plus, Rittenhouse, NetAdvantage, Opposing Viewpoints, and Springer Link Journals. By adding more links into the online catalog for free government publications, all patrons’ access to information is further expanded. Removing reference titles and bound periodical from the shelves that are available in JSTOR, Project Muse and other historical collections have allowed the staff to remove three ranges of shelves in reference and ten sections from periodicals. Bound periodicals are removed from shelves when microform editions are in the collection.To eliminate the bound periodical collection, the library staff no longer binds journals. The second strategy was to purchase an additional set of moveable shelves, which were installed on the first floor west wing. This section of shelves allowed the music and art books to be placed in the correct Library of Congress order. All books from L- Z are shelved in moveable shelves on the first floor east and west wings. The relocation of the music collection allowed the popular DVD collection location to be physically enlarged. The third strategy was to conserve space in the textbook collection. A minor adjustment was made to the titles included in the collection. A collection use analysis was conducted and the staff determined that there were some textbook titles that were never used. So it was agreed that those titles would be removed from the shelves and not purchased in the future. This saved valuable shelf space in this area. A review of use data indicates that the electronic resources, media, and textbook collections continue to be the most used segments of the
8 | C.G. O’Kelly Library Progress Report 2010
collection. The output measures suggest that the collections are meeting the needs of our users. The print book collection did not increase significantly during 2009-10 because nearly 8,000 older unused titles (copyright dates prior to 1980) were removed from the collection. Library liaisons in education, business, nursing and computer science critically reviewed their collections to make them more current and appealing to our users. The approval plans in computer science, education, health sciences, social science and business are utilized to keep the collection current. Faculty members active participation in collection development is still needed to ensure that the collection reflects the curriculum and remains well-balanced. The new-found space in reference will be used to create an information commons, which will house approximately 10 more desktop computers. The unused space on the second floor will allow Room 206 to be enlarged to accommodate medium-size meeting groups or library instruction classes. Although some shelves are being removed from the building, the library still has the appearance of a gathering place to browse and learn. There are still a variety of seating styles, individual, small and medium-size group study spaces. Many spaces are first-come, first-served, but meeting rooms require reservations. AUTOMATION A strong, well-functioning automation team is necessary to keep services operational 99.9 percent of the time that the library is open. Staff members install and service equipment, update software, offer hardware and software assistance to patrons, as well as plan for future service expansion. The systems administrator ensures that servers are operational and the needed programming is performed, especially for the Innovative Interfaces server. There are few, if any, down times relevant to equipment failure within our environment.
Progress: Librarians continued to weed the print collection. Electronic reference titles are the preferred format for the collection. Electronic resources will give both local and distance learners equal access to information. The electronic resources will also allow shelving space to be reprogrammed. Another set of moveable shelves was installed. This allowed all of the last half of the book collection to be shelved on the first floor. Space on the second floor east wing is being reprogrammed for office and more informal study areas.
A team effort among automation, technical services staff and book vendors was necessary to successfully download more bibliographic records through the Innovative Interfaces server. The long-range desire is for more of the new book processing to be outsourced. This will not decrease the staff size but instead will reduce much of the repetitive tasks such as search-
C.G. O’Kelly Library Progress Report 2010 | 9
Annual statistical data collected documented that access to technology is an important service provided to students. Desktop computer sign-in during 2009-10 was greater than the number of persons entering the building (attendance 157,148 vs. 182,791 computer sign-in). Because there is a constant demand for more computers within the building, the supporting infrastructure was enhanced. Additional electrical outlets and Internet connections were added in the media room, media production lab and in the former reference areas.
ing for and matching ISBN numbers several times.
AUTOMATION OUTPUT MEASURES Items
2009-10
2008-09
2007-08
2006-07
Desktop computers (public)
125
105
105
100
Laptops (public) 51
51
44
44
Laptop checkout
22,377
7,607
6,564
22,781
The instruction team wanted to increase the tutorial services offered to patrons so a server was purchased and installed. The new server allowed the staff to use open source software to redesign the Assignment Calculator developed by the University of Minnesota. The staff worked to make the program fit our students’ research needs. In addition, a new online tutorial was created based on the Wichita State University library‘s online tutorial. Modifications were made to information included, design and functionality. Our Ram Power tutorial is also running on the new server. A service goal for the automation staff is providing reliable access, so the 22 computers in 318W were updated. The computers provide the instruction team faster response time during instruction sessions. Media and media production hardware were also increased. The rise in the number of production assistance sessions was the justification for enlarging the production lab.There were several occasions during the academic year that patrons had to be turned away when all of the workstations were in use. SERVICES A goal for library services is to offer sufficient services and access to information so that students have a successful learning experience at the university. Student demand often dictates the latest service enhancement. For ex-
10 | C.G. O’Kelly Library Progress Report 2010
ample, the media production lab was created to give students a convenient location to complete media-based assignments because the Hall-Patterson Mass Communication Lab was not available for the general population. In addition, more faculty members were requiring students to complete media assignments.
Progress: New, faster computers (22) were installed in 318 West to support the instruction program.
Another library goal is to offer adequate on-and off-campus access to information. This focus is a major consideration when new information is purchased, ensuring that all groups have equal access. More visual products are being purchased to accommodate the different learning and teaching styles of our diverse population.
The automation staff worked with the instruction team to create new products that should help students more effectively use library resources – the Assignment Calculator and online tutorial Ram Power
Varied access points, including our Website, face-to-face encounters, and telephone assistance are provided. Other information can be acquired through the LCD panels which are located throughout the library. The same information on the panels can be accessed via our Website under the link O’K Help. There was a slight increase in the number of e-mail requests for assistance received and processed. When information is not in the collection, staff members assist with locating the required resource. After the best location is identified, a staff member submits interlibrary loan requests. Items are processed and received usually in 10 – 12 working days. The use of this service remains stable. Support services are comprehensive, including scanning, printing, photocopying and document printing through the management systems, media production, room reservations, technical assistance and self checkout systems. Assistance is provided in a timely and friendly manner. A new emphasis of the media production team is to offer instructional or introductory sessions to classes with media assignments. In 2009-10 several instructional sessions were offered to encourage more use of the lab and to acquaint students with basic processes. Faculty members were also encouraged to require students to seek assistance from the staff early when they had media assignments. These presentations by staff members will continue to positively impact media production output measures. (See table on page 12.)
C.G. O’Kelly Library Progress Report 2010 | 11
Progress: The media staff was provided time during the O’K Scholars Institute to share information about the production lab. It appears that these and the other presentations by the staff positively impacted output measures.
MEDIA TECHNICAL ASSISTANCE OUTPUT MEASURES Items
2009-10
2008-09
2007-08
Media production
273
236
xx
Technical assistance
1,520
1,697
390
Media Services (headphones, typewriters)
2,855
4,223
xx
SERVICE TRENDS 2009 - 2010 Peak service demands, textbooks, laptops, checkout continue to occur during the 10:00 am – 4:00 pm period of the service day. The peak period for DVD runs from 1:00 to 8:00 pm. Reference consultation requests and the accompanying service remains constant almost throughout the entire service day. (See chart on page 13.) RESOURCES Two long-term administrative goals direct how resources are utilized and are very much focused on providing the university community with the best quality services, resources and programs. C. G. O’Kelly Library was provided adequate fiscal resources to provide a high caliber of services to the University. There was an approximate four percent reduction in the budget but the library staff was able to recruit and fill five vacant professional positions. Adequate supplies were purchased for the service desks and new computer equipment was acquired and installed throughout the building. A third set of moveable shelves was also purchased and installed. In addition, some modifications were planned for the building.
12 | C.G. O’Kelly Library Progress Report 2010
SERVICE TRENDS 2009 - 2010
C.G. O’Kelly Library Progress Report 2010 | 13
There was an approximate four percent reduction in the budget, but the library staff was able to recruit and fill five vacant professional positions. Adequate supplies were purchased for the service desks and new computer equipment was acquired and installed throughout the building. A second set of moveable shelves was also purchased and installed. In addition, some modifications were planned for the building.
GROWTH OF THE LIBRARY BUDGET Year
Enrollment
Budget awarded % of growth
2009-10
6424
$ 3,318,885
4 % reduction
2008-09
6442
$ 3,450,321
12% reduction
2007-08
5870
$3,856,408
3% increase
2006-07
5650
$3,758,882
9% increase
2005-06
5566
$2,520,723
xx
The budget reduction did impact staff travel, but several individuals were still able to attend and participate in state and national conferences, which ensured that their knowledge and skills remained high. In October, Phyllistine Poole and Forrest Foster participated in the Biennial North Carolina Library Association Conference in Greenville, NC. Phyllistine Poole made a presentation to business reference librarians and Forrest Foster shared information about O’Kelly Library patrons use of NC LIVE. Julie Dornberger and Cotina Jones’ proposal to Library Orientation Exchange (LOEX) on WSSU’s O’K Scholars Institute resulted in their making a presentation at the national conference in Dearborn, Michigan, April 29 - May 1, 2010. They shared information about the formation of the program and the librarians’ successful effort to educate WSSU faculty about the importance of incorporating information literacy within the instructional process. Patricia Commander, Forrest Foster, and Mel Rutledge attended the Metrolina Library Association Information Literacy Conference in Charlotte, NC on June 17, 2010. Carl Leak, Cynthia Levine, Mel Rutledge, Patricia Commander and Mae L. Rodney attended the American Library Association (ALA) Annual Conference in Washington, DC, June 25 - 29. Leak, Levine and Rodney are regular attendees at the annual conference. Patricia Commander and Mel Rutledge, library staff members and students
14 | C.G. O’Kelly Library Progress Report 2010
in the UNC Greensboro School of Library and Information Studies program, attended the conference for the first time through their UNC-G Academic and Cultural Enrichment (ACE) Scholarship. Mae L. Rodney made a presentation on successful marketing strategies in academic libraries on Saturday, June 26 at the ALA conference. The presentation was based on the award-winning presentation made to ACRL in 2007, “At O’K …You get what you need.” Janet Malliett attended the North American Serials Interest Group on June 3 - 6, 2010 in Palm Springs, CA. She heard how libraries continue to search for ways to reduce annual subscription costs for serials and that approximately half of the ERIC microfiche collection can be accessed electronically through our EBSCO subscription. Michael Frye attended the Special Libraries Association Annual Conference in New Orleans, June 13-16. He was interested in acquiring new tips for teaching science research and information literacy skills in an electronic environment. Cotina Jones and Mae L. Rodney successfully completed the one-year long Historically Black Colleges and Universities Library Alliance Leadership Institute.The experience is funded by the Andrew Mellon Foundation. Seventeen library directors and their emerging leaders from all size libraries received a wealth of leadership tips and strategies. The experience is designed to prepare the next generation of academic library leaders. One of the many requirements was to design, complete and present a project to the members of the institute during the final face-to-face session. Cotina Jones presented “The 21st Century Educator and Information Literacy.” Several other emerging leaders presented projects focused on information literacy, but Jones’ was the only one seeking to educate prospective teachers on the topic. Although the staff began the year with five professional positions vacant, the university administration allowed those positions to be filled. The positions were filled with individuals who had relevant prior work experience. When the SACS review team visited in March 2010 four of the most important positions had been filled. At the end of the academic year, only the associate director position had not been advertised. There is one support position which has not been advertised since it was vacated in January 2009.
C.G. O’Kelly Library Progress Report 2010 | 15
Even in tight budget times, 2009-10 was a very good year!
When the ACRL staff standards for university libraries is used to determine the adequacy, the staff is still short five professional positions and one support person. (See the table below.)
A summary of the library’s major accomplishments can be found in Appendix A.
C. G. O’KELLY LIBRARY STAFF PROFILE JUNE 30, 2010
A video illustrating these accomplishments has also be produced and is displayed regularly on the library’s LCD panels.
Standard
Librarian WSSU ACRL O’Kelly support numbers Require- Has staff 2009-10 ment (filled)
Difference
Full-time student enrollment for every 500 students
1
6,427 FTE 13 Fall 2009
13
0
For each 100,000 volumes or fraction thereof in the collection
1
238,513
2
1
1
For each 5,000 volumes or fraction thereof, added and or withdrawn per year
1
14,393 3 added
0
3
16 | C.G. O’Kelly Library Progress Report 2010
7,627 discarded
Full time 1 student enrollment one paraprofessional staff for every 500 student
6424 FTE
13
12
1
Total librarians Required
xx
xx
18
13
5
Total support staff required
xx
Progress: At least half of the staff members were able to attend conference and workshops relevant to their primary work assignments.
O’Kelly has 1 librarian position which is presently frozen.
xx
13
13
1
Even in tight budget times, 2009-10 was a very good year! A summary of the library’s major accomplishments can be found in Appendix A. A video illustrating these accomplishments has also be produced and is displayed regularly on the library’s LCD panels.
C.G. O’Kelly Library Progress Report 2010 | 17
LIBRARY GOALS 2009-10 ACCESS Goal: Patrons will have access to information from a variety of 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 INSTRUCTION/REFERENCE Goal: Library Instruction and research consultation strategies will embrace best practices and help users become lifelong learners. Instruction/ research programs include O’K Scholars, Master Teachers and research experts. 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 TECHNICAL SERVICES Goal: Build and maintain a well-balanced current quality collection which includes books, journals, electronic resources and videos that supports instruction and research. • Acquire and accurately process resources in a timely manner to ensure maximum access to resources; to maintain a reliable online database of holdings. ADMINISTRATION 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 who can offer best practice services will be maintained. The staff development program will emphasize technical skills, customer service, master teachers, research experts, and media producers will be developed and maintained. ENVIRONMENT/BUILDING Goal: Maintain/ create an environment so patrons can have a quality learning experiences, emphasizing replacing the shelves and carpet and creating active teaching classroom, and enlarging the meeting rooms.
LIBRARY ACCOMPLISHMENTS 2009-10 AUTOMATION • Updated the electronic classroom (318 W) with 22 computers • Updated the “Research Central “ first floor west wing with 20 computers • Additional computers were installed in the media area and production lab to respond to increased demand • Installed additional electronically and Internet connections to support increased service demands 18 | C.G. O’Kelly Library Progress Report 2010
• Installed a server to maintain open source software ( See Teaching Center ) COLLECTIONS • Installed a third section of moveable space-saving shelves on the first floor. • Weeded the reference collection, reducing duplication between print and electronic publications • Included more links within the online catalog for electronic resources • Added more e-books (NC LIVE) • Added several major e-reference collections • Introduced techniques to identify processing errors before items leave the department • Filled the serials librarian position SUPPORT SERVICES • Hired teacher education graduate students (3) to assist with shaping the Archives collection • Interviewed WSSU alumna Gloria Diggs Banks • Interviewed individuals for Archivist/documents librarian position, will be filled July 15, 2010 • Relocated the music books into the regular collection providing more space for the media collection and services • Expanded the media production lab with additional Mac computers TEACHING CENTER O’K SCHOLARS INSTITUTE
• • • • •
Hosted two institutes January and June; 30 faculty participated Hosted O’K Scholars graduation experience, 20 faculty members participated Continued to document the impact of the Institute on services and learning Documented the relevance the O’K Scholars in the QEP document submitted to the 2010 SACS Hired Institute coordinator
INSTRUCTION
• • • • •
Filled the Science Librarian position with an experienced librarian Created an online tutorial and posted it on our web site Designed and installed the Assignment Calculator, an open source product on the new server Offered an information literacy session during the university sponsored Liberal Learning Workshop on June 11, 2010 Planned how the Master Teacher Librarian program will move forward
REFERENCE
• Offered consultation services to students and faculty throughout the year ADMINISTRATION • Planned the WSSU Friends of the Library 25th Anniversary Celebration • Wrote the book entitled Twenty-Five Years of Friend-Raising: Friends Inviting Friends • Reshaped the library organization to have stronger leaders responsible for planning, management and evaluation
C.G. O’Kelly Library Progress Report 2010 | 19