Tuesday, November 23, 2010

Petsko's Letter to SUNY-Albany, the Mission of the University, and the Faltering of Humanities Support

Have you had the chance to read Professor Gregory Petsko's open letter to the president of SUNY-Albany? If not, read the open letter here. If you have any interest in higher education at all, it is worth your time.

Essentially, President Philip announced that due to budget strictures, SUNY Albany would be eliminating the French, Italian, Classics, Russian and Theater Arts departments. Reasons included that 'there are comparatively fewer students enrolled in these degree programs' and that, as Petsko writes, "the humanities were a drain on the institution financially, as opposed to the sciences, which bring in money in the form of grants and contracts."

The letter goes on to detail the value of liberal arts as integrated into the university curriculum. Petsko is more eloquent than I am, and I leave you to read his letter for the rest of it.

But what I want to return to is this: what is the mission of the university? Petsko states, "the word 'university' derives from the Latin 'universitas', meaning 'the whole'. You can't be a university without having a thriving humanities program. You will need to call SUNY Albany a trade school, or perhaps a vocational college, but not a university. Not anymore."

I am inclined to agree with him. The business-model as applied to the university is having exactly the impact many predicted, which is to cull out that which made people holistic thinkers and to focus all attention on that which is profitable. That in itself is not an education.

Even more concerning to me was a discussion among high level library administrators (I was not involved in the discussion, merely an attendant) at a well-respected University. The discussion boiled down to the fact that these administrators actually felt it was a good thing that independent liberal arts colleges in their area were closing, since it would up the enrollment at the larger university. The conversation went on to address how great it would be if more humanities programs would close at the university so that those collection funds could be funneled "where they belong," towards collections more suited to the technical programs of a land-grant university.

Now, I know it is Pollyanna-ish to expect that academic disciplines have more in common than they have differences, but I expected some degree of respect to be shared. Is it a free-for-all with every discipline out for themselves to avoid the axe? If so, that's a damned shame. Particularly since there's no guarantee that being saved this time means that you'll be seen as something worth saving in the future.

And as American political discourse becomes ever more insular and hyperconservative, as xenophobia becomes more pronounced even as we are expected to be more integrated with other cultures around the world, doesn't it behoove us to value those humanities departments that give us a glimpse into other worlds and times? Economic recession is no excuse to start curtailing what is considered an education.

Friday, November 19, 2010

Multiple Personality Disorder: Service Migrations and Perspective

I should have more sympathy for my campus's migration to Banner, which was finalized (mostly) in August. I should, particularly since I'm part of the ILS migration to WMS here at the library, and I know that bugs can be surprising, data can be unmungeable in teh short term, and that errors in migration occur. But I do not have much sympathy. This made me feel like a shabby person, so I am trying to tease out why. My reasons:

User Disruption. The Library has been very careful to keep our old systems up and running with no interruption while we test the new system. Yes, you can test our sexy new WorldCat Local install, but there are big red letters over it saying that the availability info is only available and up to date in our current catalog (which most of our users are accustomed to). We haven't jacked up any accounts, we haven't fiddled with anything for the user, because we are busy kicking the crap out of the tires before we set it loose on our users. While I'm sure the Records office and campus IT did the same, looks like there are a few important bugs that weren't fixed before going live for this (the second!) round of class registration.

Side of Migration. This, I think, is the one I'm most interested in, in terms of user perception. In our migration, I know all (or most) of the buggy stuff, the workarounds, the uglies and warts, and because I'm part of the team working on the implementation, I have developed - well, if not a certain patience, then a level of understanding that there may occasionally be moments of FUBAR. It's part of the process, it's normal. On the other hand - and yes, I know, shame on me - as a user, I have zero patience for that sort of thing. I want to be in, do my business, use the service as it is intended, and be on my way. Even as I rationally recognize that the Records office is facing an even more massive data migration with its own complications, I don't care. I want it to work when I have to use it. (Which it didn't.) I am not much interested in the intricacies or workarounds or all of the massive work that went into the system. I just want a working system.

This was a nifty kick in the pants for me today - as I get bogged down in details of WMS and how our data is displaying or not, and what is functional or not, my users are not going to be interested in the pieces that work. They will be interested in whether it does what it is supposed to do - in its entirety! - so they get the service they need and can move along.

I am consciously trying to be more generous about the campus migration (even though they had multiples new staff lines funded and added to the system for the project and spent kazillions, while we are making due with static budget. Ahem). I am. I try to will wait patiently for the fix that will get me into my classes for that doctorate I'm working on. I will try to make my user-self as sympathetic as my backend-self.

But I can't make any promises. As a user, I expect the same sort of excellent (fast, efficient, friendly) service provided to me as I and my staff provide when we're on the other side of the desk. I'm spoiled.

Saturday, November 13, 2010

These Terrible Sacraments is Available!

Most of the blog lately has been my notes on library conference sessions. Outside of libraryland, though, occasionally I accomplish other things important to me on a personal level. Making that list this month is that my latest book of poetry, These Terrible Sacraments, is finally in print and available for order from the publisher's online bookstore. (For the record, it is the same press that published my first book of poems, God in my Throat.

For my first book, I was excited simply to get my work published. This time, though, I'm excited for all different reasons. The book is dedicated to my brother, Patrick, who served with the U.S. Marine Corps in the 3rd Battalion 3rd Marines with tours in Iraq and Afghanistan. Some of the stories in these poems are his. Some are mine. The poems are written from the perspective of our loved ones serving overseas, as well as from the points of view of those of us who remain home to wait and pray.

It was a difficult collection to write, dredging back up fear and horror as well as tenderness and hope. I hope all of those who decide to read it, enjoy it.

Friday, November 12, 2010

Access Services 2010: Session VIII

This is my presentation slot, Mapping, Managing, and Improving Staff Performance. Wish me luck!

Access Services 2010: Session VII InterLibrary Loan and Doc Delivery

When Access Starts with Interlibrary Loan/ Document Delivery by James Harper

Access starts with acquisition... Unless the library wont buy it, then it starts with interlibrary loan. Where is ILL going, where does it need to go, how do we ge there? i'Ll is playing a big role in collection development, serving larger percentage of population, leveragigpower of consortiums. Striving to close the gap between discovery and delivery, expand the types of services delivered, diminis heffect of location and or ownership and acess for between branches, enlist. Rest of ADS in these pursuits.

Interesting statistics. 2001-2 was eleven percent of population. Last year, served twenty one percent of population, 6579 differetpatrons. Amount o fundergrads usigill and docdelivery growing in the same period. i'Ll used ot be only open to grad students and faculty through an oclc terminal and it took forever to get hints. Distance learners and extension personnel grown from 1084 to 4425 for use of services. Try to make them ot at a disadvantage just because they are at a distance. 50 -60% of what is sent to those folks is in collection, so it is tpstrit doc delivery.

Role in collection development. Old model of collection management is ot working any more, especially since we dot have as much money to buy what we want, so we are looking at it as a patron driven model. Since 2004, books on demand. If an ILL request meets criteria, they buy it. Call number range excludes areas that have specific call number ranges for grants. Account with baker and taylor gobi and amazon. 305 monographs ordered since 2004. Screen shot. Of ILLIad, link out to search gobi and can buy it from that screen. Consortially get rid of duplicating collections, they isolated a number of journal titles, combined for complete run, then a library elsewhere recycled their own. Saves shelf space. Part of agreement is that patrons wont suffer because of this, trln single copy task group.

Searchers do not distinguish between discovery and delivery, and delivery is the important part ot users. For many users, discovery alone is a waste of time. One of our challenges is bridging d to d gap. Ncsu. Allows. That every monograph has a request button. (geography of the forehead book of. Poems). Book checked out, can place hold on ncsu copy, or can ILL the item. Unc system uses two day ups, super fast delivery, way faster than waiting for item to be returned. See delivery options, and for distance students, that request goes to ILL who then fedexes or ups to distance learners.

Leveraging consortiums, trln andunc library express are their best. Catalog offers chance to search pac, world cat local, consortial catalog. In local have group catalog, so they can check availability of other unc schools in the system. They moved from sfx to serial solutions, so all databases have find text at ncsu button. At point nof discovery, gives you options for delivery. If article avail full text, link 360 helps you bridge gap. Tripsaver is their document delivery, even if owned they will deliver. Tripsaver is. i'Ll if not owned, campus book delivery from branches or out to distance, and doc delivery. Student only cares where it comes form only in terms of ho wrong it takes to get to them. Differentiaiting between doc delivery and ILL doesn't mean anything to students, it's just confusing to them and they don't care. Tripsaver form is populated.

Currently working on, building large new library; going directly from lender to patron, for distance folk. Right now, distance lives in charlotte, they want a book Charlotte has. Charlotte send to Raleigh, ncsu. Sends to charlotte to patron, patron returns to Raleigh, who then sends it back to Charlotte. Logistics is problematic. Crosstraining rest of ads staff to do interlibrary loan. Tripsaver has chat service, but only available 7-6 moon through friday, but want it available all the time. Need ads staff to answer those kinds of questions. Users don't think of divisions within departments and units. Faculty office delivery is costly, but wanted, especially with 2 million vols in new library facility. Or need free doc delivery.

Access Services 2010: Session VI - Semiotics of Customer Support

How May I Help You? The Semiotics of Superior Customer Support at the Library's Service Desks by Frances Anne Pici and Colin Bragg

Purpose is to examine fundamental principles governing customer support by utilizing basic theories and analytical tools provided by semiotics. Thi approach can help define and improve customer support at service desks. Intro to semiotics, fundamentals of customer support, and signs of customer support at service desks.

Semitoics examines how humans represent worked through system of signs. Used to examine phenoms interdisciplinary, art, language, lit, music, media, performance studies, etc. Central is notion of sign. Broadly, semiotics is science of signs or study of use of signs. All human comm and interaction is composed of signs, a. Dhuman experience sociocultural system created, mediated and sustained by signs. In almost all human cultures, signs carry some info that we use to describe, reposing a d evaluate world. Words, images, symbols, images, gestures, sounds, facial expressions. Anything we do to make and share messages. One basic goal of semiotic analysis is to examine social function a d. Ciltiral production of signs in a given society and offer explanations of how they're used to communicate meanings. Takes into account signs formal structures and what shaped its. Production of meaning.

Example, for a sign to cary meaning, must be coded, then decoded. Meaning of sign found inn cultural and social context of it's use. Traffic lights and road signs convert a message into code, green equals go, red means stop. Drivers and pedestraisns decode into meaning. Sign is loosely defined as a pattern of data that when perceived brings to mind something other than itself. Anythign capable of standing for, representing or pointing to something else. Signs formal structure is union of three dimensions: physical (what is shown, seen, perceived that represents or points to something else), this is the signifier, the material part of the ,sign. Second is conceptual, relation of sign to the particular object idea or person being referred to. This is the signified, the conceptual component or the idea fo rwhich the sign stands. Signifier is textual word cat, signified is actual cat.

Third dimension is interpretive, function of the sign by which is stands for, represents, or directs attention to a. Object, idea or person. The interpretant draws reh sognitice connection between sign and idea/object.

Three distinct categories of signs. Symbolic, iconic, indexical. Symbolic when has arbitrary relationship with object. Iconic when resembles. Indexical when physically linked to object, caused by object, or part of object it represents. Symbolic= dove for peace, horseshoe, etc. Connection between sign and object is agreed upon by virtue of consensus, shared understanding, law, belief. No actual connection or inherent relationship. We have to learn what the symbolic sign represents so it has meaning. Words are also symbolic, letters forming words based on rules, conventions and cultural practice but arbitrary. The icon is dynamically linked to object it represents by likeness, qualities bear resemblance. Icon represents object mainly by similarity. Example is portrait which represents object, but is not object. Photographs, statues, maps, diagrams, actor playing a part. All these signify by resemblance. Indexical sign is a sign in which signifier is caused by signified, points to or connected to object by virtue of being physically linked ot or affected by or a part of object. Thermometer, smoke which is an index of fire, weathervane sign of winds direction, paw print is an index of an object that has vanished from scene. Paw print indicates "cat here before." hyperlink indicates webpage. Genuflection reflects royalty, subordination, authority. Knock at the door is index of presence of someone outside. The human agent establishes these relationships and contributes to production of sign.

Short story of speed limit sign near walking path, when sign hit, bears new meaning for walkers. Indexical. Any sign can be indexical, iconic and symbolic.

Semitoic analysis of customer support looks closely at ho customer service provider communicates with customer in support environment. Semitoics can be used as a base for how we envision andperceive customer support, and can guide us to look critically at customer service experience we produce, represent, wamt to improve. How do we contribute to production of meaning o customer support sign?

Super customer support must be a signal, sign, banner. We can encode message fo qualities, traditions, etc . When we embody thesse principles, adopt behaviors that represent that customer service sign. Service point, service provider, service provided.

All action begins when customer service spectacle revealed to customer as they enter the physical customer service area. They mnow a series of service related conventions and social practices have been activated and about to be played out. Conceptual: certain fundamental principles associated with customer service that we learn and recognize and come to expect when we think about customer service or encounter customer service sign. Here sign connects with idea for which sign stands. Conceptual relation between sign, customer support, and signified concept, is established and assiccaition is made between sign and what sign stands for. Intepretive, sense is made of customer service sign. Customers and providers contribute to production of meaning of sign. Meaning arises fromm communications between communicators, provider and customer.

A gew fundamental balues andbahviors governm customer support. Friendly, fast, efficient, finished, and followed with feedback. Courtesy, speed, accuracy, completeness, folowthrough. Desired and expected customer service actions.

Symbolic signs thrive atu library service desks. Announcement sand bulletins, schedules, directions, instructions, poicies, faqs. Slides fo. Emory library signs. Many answer the how do I sorts of questions, or the where can i find sorts of questions. Also the what is, who can i speak to, etc. Most signs designed so we don't have to unnecessarily keep repeating ourselves. Customer sign icons are representative, acting as an agent of the service. Primary icon at service desk is the service desk provider, human giver of customer support. Keep in mind success fo customer service transaction contingent on customer s expectations and interpretation of service provided, and their repines to it. Do your service folk look like they are fast, friendly and efficient? Customer should not have to disturb service provider to get help, as in case with texting, headphones, etc. The Back in Five sign also bad idea, see a line, see wait, what are odds of getting what they came for in fast and efficient manner? Seeing backlog and disoprder at desk makes customers feel you are not efficient, unable to find anything, etc.

Indexical places emphasis on physical connection to something unseen or unsaid but present and contributing to production of meaning in customer support, lilac mess. Capacity issues, workflow breakdowns, body language etc can be seen and interpreted by customer signs.

Basic dynamics of customer support transaction is pattern of interlocking events propelling pele into set of circumstances in which they must do something. Principles of customer service can be used to guide our service behavior so we know what to do, where to check, who to intact, what actions to take in ay context. Since customer support is a sign in which meaning can be made, then as service providers we can seize dynamics of sign creation process to control signs production and projection and proactively shape reality the customer service sign denotes. Customer veal of interaction defines service outcomes an dmatters most.

Thursday, November 11, 2010

Access Services 2010: Session V

You Want Us to do What? Practical, Data Driven Planning and Decisionmaking For Access Services by John Miller-Weels, Wendy Begay, and Robyn Huff-Eibl

They restricture frequently. Access and info services is traditional stacks, microform, govdocs, but not reserves. Now reference, portions of interlibrary koan and doc delivery. 32 staff and over 100 students. University of Arizona Tucson. Many services in one unit across many sites. Staff always saying "you want us to do what?" why bit her with needs assessment, resources involved, technology used, sources of data, tools they use, how. All of this feeds into outcomes and create an environmental scan doc ument and how that kids into strategic plan document, how it ends up with happy users.

Why data driven planning, why needs assessment? In the past decades with shrinking budgets, increased pressure om libraries ot maintain or cut costs while increasing variety and quality of services offered. Focus services that bring value while supporting education and research. Needs assessment, outcomes provide accountability and critical for org survival. Seventeen of twenty years they have had budget cuts. (slides with lots of text). Needs assessment and ebal allow door data based planning anddecisionmaking, not a one time effort but continual. Doesn't have to be scientific and statistically valid. Can create trend analyses. For ors to. Be successful with current and future needs, importance of continual assessment, culture of assessment, climate of assessment. We cant assume we know what is best for users without asking them or watching them.

Align strategic plan at library level with team and department level, and individual level for those with performance management responsibilities. They. Focus on. Customer as why and how they will stay relevant. Assessment, evaluation and planning cycle per slide. EnGge with various groups on campus, who appreciate transparency. Support library fee for students, andtell them where the money goes, which stakeholders support. Certain positions have responsibilities solely dedicated to data collection and statistics output. Overally. .55 FTE dedicated to numbers. Always look at customer activity as a source of info in planning, from ils, gate counts, shelving stats, specific service numbers fo ereserves, number and types of questions asked at service desks. Data is useful but incomplete, did not include customer's voices.

So, do library report ca linked off. Of main website, simple feedback form, comments and questions reviewed and answered each month. Many questions about library processes and services. Started to review and collect in 2002 after noticing recurring themes. Libqual each spring, sent to. Large sample of campus community via email, tool focuses on big library wide issues. Library services survey on management of equipment, staffing. And spaces through survey monkey, linked from public machines. Observational data gathering, like info commons headcount done one week per month, use of computers, laptops, study rooms, collaborative spaces. Overnight building headcount number per floor, number in group study rooms during safety walkthroughs. Knowing spread of people throughout building was useful because not there to use the stacks but the computers, rooms, etc.. Based on info gathered from headcount and building counts, seeing changed in behavior in info commons, using collaborative spaces more, computers less, laptops more, etc. Info collected at desks from service staff constantly, report unmet customer needs. Also surveys and focus groups usually tied to project or specific service. Found they could check out surge protectors, etc. Can net books meet student needs as well but cheaper?

Checking the data. In terms of all this collected information, staff conference summaries, webinars, listservs and benchmarking institutions,

access Services 2010: Session IV

access Services, Innovative Management in the Changing Era by Dell Davis and Amy Chang

We need to think about management. Managers are busy people a d in mAnaging services we forget about internal piece. How change impacts access services, innovative management for change, some of the challenges. What causes change? Space,customer centered services, technology, administrative decisions, bottom up innovative ideas. How do we create and nmanage these spaces better? Customer based services through needs assessment. Checked through irb and questions were okay as long as they didn't want to publish, so started to ask students informally about services. Libqual Comments are best measure of services. Ex, deficient links in ere sources so folks now report through point of need through ticketing system. Srudents begging. For quiet spaces while we are focused on collaborative spaces, disconnect. Facilities issues. That management piece falls on. Access services in most environments. Also technology drives things - student in youtube video on UT San Antonio and how he connects to his library - STEAL THIS! So great.

How do we let admin know we need more money for these. New services. Admin decisions also drive change. Some are good, some are driven by reactions to chronicle of higher Ed like that we don't need librarians anymore. Campus development department identified a
Erson who wanted to donate money to library for at risk first gen students, and piece was written that library would hire first year first gen students to work the reference desk (!). Need to be careful when things are driven administratively. Revamped it in conjunction with other heads to be more of a learning experience than a service provision. Bottom up innovative ideas - cross trainings, ideas from staff like paging system for study. Rooms. Listen to ideas but change as necessary to suit.

Access services is not an entity unto itself and has never been, interconnected with all other public services. Most transactions from reference lead to access services. Now how do I get it? Thats our turn!

Usually several department heads, reference, access, etc. As access serviceanagers, we should. Take the lead in pulling together. Personalities adpeople and creating some tiype of collaborative working relationship because we operate as a whole. Establishing interconnectivity. Reference didn't know names of circ folk. Problem of continuity of services. Are you. Telling people same thing circ is telling them? Wrote a proposal to. Admin asking for a retreat for all public services under guise of Peking on strategic plan as a public service entity. Got permission to staff circ with students only, went to engineering building with large big room. Staff planned retreat, intended to get pele together to know each other. Brought facilitator to talk about strategic planning for public service group. Asked what folks wanted to hear does exercise affect stss levels, a professor came over. And gave the talk. Admin funded a meal. Speaker was really bad and everyone bonded over that :) from there, joint public service meetings monthly. Not announcements, but sharing. Collaborative projects like deaccessioning where librarians and shelvers got together. Managers roles: assessing needs, projecting trends, updating staff, training, presenting results.

Know when to lead and know when to manage. What staff need to know: the strategic initiatives of the uni and library. Let then know where the change is leading, what the big picture is. Identify barriers, who is resisting change and why? Change responsibilities based on strengths and weaknesses, some folks might get new responsibilities during change.

Challenges: that's not what i s hired to do. If changigjobs, need to. Keep hr informed. Job descriptions and job responsibilities are different, design them to allow for. Future change. Longevity no tin age but years of exposure. Challenge now is reward/composition, make ksure when replacing a position, you work within hr guidelines. Establish solid working relationship with other managers. (myers Briggs example, presenter dislikes them bu tshe learned to identify personality types for communication). Relationships between departments. Introduce change gradually. Based on feedback, determine who and what. Of you're going to change something, who is it impacting, who might take well to it? Draft document in case of changes in with admin and hr regarding impact, change in job grade. Etc. New position, internal or external? Develop program and service evaluation. DEvelop employees new role assessment and evaluation. Remember to implement change incrementally, establishing achievable milestones.

Questions for Dell: hard to motivate to take on new workloads with staff attrition. What if you cant compensate financially? Ey were able to. Look at vacant monies even from other departments. They get books shelf ready so they get three pele in tech services with nothing to do. Resignation, ask for that money. What can you give up because the data exists elsewhere?

Amy Chang - service is no longer circling books, is many services to many users, on site and off site. Have consolidated all service points into one, services becoming seamless and mtransparent. More user centered than policy and procedure driven. Innovative management involves ideas, technology and people. Pele are the k ey to success to goo management. Focus on people manAgement, focus on how ot communicate to become more effective.

Communication tools, why using statistics, how to use stats for service management and how to communicate stats. Elements to be considered for communication and challenges.

Digital tools include lib guide, intranet, blackboard, YouTube, blackboard, blog, one way communication, two way communication. Access services blog page has been very successful because staff found it easy to get in via web, don't ned to log in like intranet, can access from anywhere anytime. Easy to post announcements, store reports and policies. Customer service standards on blog, procedures, etc. Fun stuff area for staff recipes, trVel photos, etc. One way communication is announcement driven, policies and procedures that aren't changing, etc. Two way communication for feedback, input, ideas.

Using statistics as a communication tool. Statistics can help us make a right decision. Provides a real picture of service activities. Some madmin decisions can be based on not numbers or facts but snapshots. Stats can communicate about real picture of our services. Helps staff be more felxinle and adaptive. When staff get the picture and. Can see the number and patterns you generate from data, they are more likely to deal with situation better. As a manager of a department, you can see the changing needs. Don't just look T numbers, but numbers generate a pattern narrative of service from month to month or semester to semester. Know your users. Monitor changing needs, three year comparisons, analysis for particular month, traffic. Patterns, etc. Show productivity in overall activities, demo results ofdecisions. Used to. Do big circa stats, but now itemized. Otherwise other people tell you what is going on in access services. "circa is up encase of laptops, or group study. Rooms". Actually circulation of traditional materials not going down. Demonstrate improvement, new idea results, new devices, etc. Stats are good for demonstrating needs of staff or users, equipment, etc. Creates excitement when there are big jumps. Can map jumps over same months so they get a real picture of patterns and don't think things are one-off. Issues. Email her for examples of reports.

Elements to be considered when doing stats. What is the purpose? What do these stats meanfo r the services, staff and top administrators? How to collect and structure data? Prepare for questions and clarification, especially if opposite speculation or projections. There will be many questions, when, how, why, interpretation of numbers, etc. Need. To ensure accuracy, consistency, frequency, accountability. Challenges is to be illustrative but readable

Access Services 2010: session III - the customer comes first

The customer comes first: implementing a customer service program at the university of minnesota twin cities

By jerrie Bauer and (someone) Llewellyn.

Why customer service, easily stages of the project initiated in 2006, customer service training from report, classes, measuring outcomes of good customer service. Process improvements and what they learned along the way, tips and tricks for implementing program.

Jerrie: why customer service? Folks have a good conept of customer service and what it is. They wanted a statement of service philosophy for access services why they think it is important. People ask why the staff? We compete for user attention with any other methods of delivery, and they believed that if they don't get good customer service users will seek out alternatives. Pele will just leave and find it somewhere else that they can get help. Front line interaction, and they wanted high and consistenn level of service to sets. Prior, no unified service expectations. They are an urban campus with fourteen different library buildings, around fifty thousand students. Individual libraries different service desks provided differing levels of service. They are heavily reliant on student employees, and are finding many students coming in don't have a good job background or prior experience, and don't knoW what customer service means. Early stages: worked on web based training for student employees. Module of twenty slides, basic knife. Instructions, tips, video, charts, examples of good and bad. In new updated version, focus on what they want people to do and development outcomes. What. You learn through your job, skills that move beyond service desk and shelving books. Demo of module.

Project was well received with good feedback. Ddecided to take next step and do at all service locations for all front line employees. Part of charge was also to develop system for measuring level. Of quality of service to users. Ddeveloped project report focusing on three topics. Critical practices, observable behaviors as examples like eye intact, greeting,. Acknowledge customer service into library background (overview of library Nd how they fit into overall library picture). Supervisory environment, unit culture. Front line interaction, where rubber meets the road. Good customer service begins with the job description. For library background, depth of knowledge about library services. Tours, training in unit policies and procedures, and resource guides that are system wide information Bout services beyond the unit. Who you call, what do you do? If ils goes down, if need ILL help, routing, macros, reserves, etc. Maintain contact lists for efficient referrals, and emergency contact lists maintained and kept up to date.

Supervisory environment. If culture changes, need supervisors behind it. Communication for keeping everyone aware of most current info. Performance standards. All position descriptions added customer service, now included in performance reviews. Culture of service. They do licit user feedback. Customer survey for user feedback, and focus on staff motivation of appreciation to create a welcoming work environment. Reading paper and not viewAble, slouchy isn't approachable, etc.

Prpoject report: front line interactions. Excellent cutover service equites approachability, a greeting, approach users. (physical but also verbal, do you need help, etc.). Photo examples taken by library staff. By having staff work on the project, get buy in so. Its not a top down demand. Post standards to assure users of quality and hold units accountable. Do you post something your users can see? Anticipating user needs: ensure users don't leave confused or frustrated by providing explanations of policies and procedures as well as providing alternative options to met user needs when mpossible. Help happens even off the service desk. All shelving carts direct users to ask shelvers for help if ey need it. Red emergency phones to a walkie talked staff. Someone in audience has student rovers directed via cell phone. Pagers dropped too many calls, so the presenters moved to walkie-talkies.

For many students, first job om front line, so they need training. Phone protocol, transferring calls give them number, email protocol to be professional, timely, standards for response time, etc. Some units staff were using personal email accounts and users responding to personal accounts, not trackable or folks went on vacation. Now, unit email accounts are monitored by multiple staff so none are dropped or delayed, a d conversation is threaded. Beware signature lines etc for individual personal accounts. User priority management, dealing with lines, keeping commitments to users, keeping signage accurate and up to date. Wayfinding is important. There is such thing as too much signage, though.

Diffusing difficult situations training on how to remain calm, dealing with complaints. Remove from desk, seated, mirroring, lowering voice, etc. This is very popular and has actually moved broader thann the library into the safety office for staff and students.

Referrals: detailed information on referral and followup.

Training implementation: group settings, vLue in interaction so in person. Trainers were university HR depRtment offered a train the trainer session to deal with adult learning and content delivery session. Brand new staff, long term staff, etc. Worked to figure out what staff felt was already working. Surveyed users to develop a baseline measure of service perception. Trainers paired into four pairs of two. Trainers developed course content. Three hour training sessions, each session limited to fifteen people/attendees of students and staff. 26 initial sessions over mix of day times Nd night sessions.221 full time and student employees participated. After each class, attendees gave feedback, and trainers held debrief sessions on what worked, what didn't, how to. Improve. Sessions chAnged quite a lot due to those practices. Continuous improvement: content revised, activities reworked, routine info by handout instead of lecture, more visual content through slides. Simple things important, like if doiglibrary. Business use the unit and not personal email. Didn't want just lecture, so. Had to plan activities.

Users are surveyed yearly, simple eight question survey with pain scale smileys with room for free form questions, done at point fo interaction with users. Surveys shared yearly. Signage is consistently rated low, referrals also need work. Secret shopper program instituted and there is a checklist and sample script. Started using student employees at locations where were unknowns. They report out the secret shopper results. Had to change the scripts more because if they were too similar, and the library was a small location, they could tell a secret shopper. Reported in the aggregate, doesn't point out individuals. if got nine out of ten, got sent a certificate to supervisor to give to employee. Acknowledgement was important, certificate or gift cards, etc.

Process improvements: what did we learn. Maintaining a program of three hour classes with trainers and sending students away was not. Sustainable, but it s a great place to start. Clasroom sessions were important for class developers and trainers. Scheduling everyone was hard due to staffing and rolling hires. Three hours away from desk significant for students. Now the training is online. Three interactive online presos. Self paced and can be taken independently. Each presentation is fifteen minutes. Live demo. After each press, viewers asked to submit evaluations, take quizzes, viewer participation recorded and sent to supervisors.

Tips for implementing: determine level of institutional support. Buy in fro front line staff is important. Expectations of participation made clear, no opt out, for everyone. Take advantage of available resources beyond organization in developing content and skills like with HR training office. Begin with baseline and expectation and continue to grow. Continuously seek improvements. Consider scalability when creating and implementing. Resources listed on handout and in slides.


On wiki, was it across the whole system? No, for entire library system all branches. Is it searchable? No, need to know the path. 221 people trained, what was student v staff breakdown? About fifty fifty. How open were the staff to this training? Very open. In having the staff help develop the training, got a lot of buy in from early on in the project. Students working the desk and trainers and everyone recognize places that have good and bad service. There are folks who don't want to wear a name tag, etc. Eventually it becomes part of the culture. Also need to explain why name tags. Folks lik eto ask for people by name, lr at least identify yourself as staff. From audience, some staff didn't want to give out names due to stalkers. How do you deal? Just something that says "library staff" is also useful identifier. One audience member mNdates name use. "I don't work at walmart" but nametages are everywhere now.

access Services 2010: Session II - Ereserves

Electronic reserves: change is our constant companion by Linda Fredericksen and Michelle (Chelle) Batchelor

Brief history, current model, challenges, streaming, discussion.

History of reserves. Short term access to instructor material has been logtermm tradition in us academic libraries as early as 1880s at harvard, uMich, johns hopkins. Has been around a long time. Mor ethan a nerd years later, is changing gin a number of levels. From one type of ereserves tech to another, or a more fundamental level in terms of electronic reserves environment. Old print reserve room was bustling place, lot of work wen tint getting print item moon reserve, a d a lot of work in maintaining, then taking off reserve. Back end part of print reserve room was busy. Very location bound. Library controlled all of the access in terms of what came in and what went out.practice of circ based on first sale for these historical hard copy reserves. Despite problems of space limitations and single use access, most ARLs had used reserve practices and at a large ARL from. 120,000 reserve transactions per year.

Rapidly changing technology from nineteen seventies on touched reserve rooms. Photocopiers, scanners, computers. Early mid 1990s for electronic reserves. Solved many problems of paper based location bound service. Automated process for improving range, speed, quantity and quality of reserves. Copyright clearance, special equipment for scanning, server space for storing files. Ereserves vary widely in practice based on infrastructure, manpower, demand, interpretation of copyright law. Decline in physical reserves. Access faster andeasier, but other challenges including copyright permission, complexity and cost, concerns about fair use and first sale in electronic world.

Gradual decline. In number of courses asking for reserve, number of items on reserve. Seeing a change in format, more media being placed on reserve more than physical print books and articles.

Challenges of ereserves environment: wsu Vancouver declining stats and changes in format mirror elsewhere. nCES shows equaiva,net decline in reserve collection circulation. What is happening? In early 2010 kimberly godson at uc San Diego discovered that a number of libraries are discontinuing or radically altering ereserves system. New model of ereserves is self service with library at periphery. Course management systems have supplementary and required content beigloaded in individual class areas. Access facilitated through cms, but other work done by individual faculty or units outside library. oHSU Oregon pulled plug on reserves as cost saving measure. Done all throu course management system, they were in competition with library for limited resources. Library scans and posts if requested. Not at center of process anymore. Library is building copyright and fair use tutorial faculty must take before posting material. Seeking permissions, paying copyright and royalty fees is labor intensive and expensive. One way to adapt os to move services into other areas, combine staff, etc.

Right now it appears that as scanners revolutionized print reserves, maybe CMSes will revolutionize ereserves again. Or not. Maybe hose loading subscribed intent will run up against same issues as libraries; seeking copyright is difficult an dtimem consuming, it may come back to the library. Maybe institutional erection to send things back to libraries. Unsure what will happen next next. Critical challenge is copyright and licensing. Recent legal activity at Gsu and ucla. We suspect faculty aren't seeking permission once reeves move outside of the library. Do we have an ethical obligation to intervene? Who is getting permission? Is it being done at all?

As publishers are trying to change the game, we may be losing some of our rights with first sake and fair use as it moves into licensing discussion instead of copyright discussion. During-past ten years, enormous change. Changes in format and licensing with event of CMSes transform teaching and learning. We can only be certain of continued change on unexpected fronts.

chelle: faculty have started to ask for more media reserves in physical and streaming media with digital access. Evolving ereserves model. Significant challenges in tech, staffing and copyright law. She started researching because were piloting streaming media and wasn't working out well. Streaming audio media reserves: audio content via real timem streamigon net. Cant download, so isn't file sharing or providing mp3. Fairly established practice. Much of this done in music libraries supporting classes being taught. Streaming video is not a distribution method, they cant keep file, can only watch online. John donne and mark notice at educause video survey , see these. Slides for the web addres of that educause presentation. Of 150, only half streaming through the library, other using IT or Comm department.

How? Technically? Two parts. With audio, is implement, can use iTunes, convert to mp3 and you can stream on a server supporting that format. For video, digitization is more complicated to digitize. We can break encryption to digitize and stream clips for classroom use. Some places instead of breaking encryption, they use converter machine Microsoft expression (?) and then stream digitized file off streaming media server. Cant be downloaded, delivery mechanism only. Interestingly, latest version of docutek erez supports streaming. Password protected.

Real life models of how streaming media at UWash tacoma and Seattle. Full service, both steps one an two by staff in library. Media librarian, then grad student. Use play and tape method with a converter, not breaking encryption. If stream intent originating on DVD, got funding. To staff service, and legal counsel which was liberal asked faculty be required to fill out fair use assessment form, which is online, and indicate all four factors of fair use based on class and requested content. Process and stream what they are asked to stream. At UW Bothell, wasn't working. Streaming audio was fine, but media was bundled in, and bide was poor. Not scalable based on staffing model, and was very time intensive. High paid staff person beside computer steaming, but needed funding to hire additional staff. Student sin program using streaming were distance ed in remote regions of the state without broadband, some still have dial up modems and cant access that media file and have it play. So stats showed service use was low. Next will be requesting that files submitted in already digitized format where faculty comes in and works with library IT. It is a service for clips when it comes to video, but full audio file. Results of pilot will be in next year.

Fair use, teach act. Legal counsel, copyright. They believe well within fair use. Nature, purpose of copying, extent of items used and impact on market. Faculty think they're fine, but here's a lot of contention. Folks may argue against claim of fair use. Technology has changed. In 1976 when copyright act was last updated, wooden apple was first PC. Huge implications for what we are seeing right now in litigations and disputes over copyright law. Technology has changed and education has changed, and words to use defining copyright like face to face,
classroom use, copies, etc are inadequate in current electronic world. Much of redefining of copyright law is now being done through case law, so everyone is afraid of being sued. Cheers to Georgia State.

People are looking for hard and fast rules to follow. Copyright holders have forgotten balance of copyright and fair use originally intended. Copyright protects creator, fair use protects those who want material to learn, comment, criticize. We are in danger of that balance tipping. Teachinng and research is what we do in academic institutions. Where outdated law fails to. Address what we do, spirit of law is hopefully still on our side. What happens when someone threatens to sue? Scares us all. Copyright owners like films media group and oxford university press, would argue our assessments of fair use and ereserves are not enough. uW starts with fair use, only pays copyright for things used a lot. First sale going away if we move into. Subscription and not purchase. We are increasingly expected to negotiate licenses that are more restrictive with journals, evokes, etc. We must bhe diligent in negotiating these licenses. Streaming media is another no, just because you bought it doesn't mean that you can provide access to. It in the way your instructors and students need. You need to pay to subscribe and steam it and you still don't own it. When axes come up, ee fall back seeking safe guidelines, eroding our own practice of fair use.

Future: fear or freedom? Great guidelines and best practices by arl and video roundtable with ALA. In process axes with gsu or ucsd. Interesting things in world like creative commons, which allows for use of content, open access academic publishing. Will help us with these issues, a way lf fighting. Back. Revolutionizing the way we think about ownership. We are fighting for sprit of creativity and progress which s orignially in spirit of copyright. Should it be based on what faculty and student scan afford to buy pay per view, or do we go about providing access for best possible access for providing access to the information.


They have cheapie blackboard, and password protection is easily hackable and anyone can sign up for a class and blackboard account. Too many holes in enterprise blackboard. Better to post under Docutek. Copyright form, similar to Crews form, but she doesn't like parts of their form. In terms of clips, is there a limit? Kenneth Crews, just because it doesn't make one factor it doesn't mean its not fair use, need to weigh other three factors. What about duplication of clips? Currently no mechanism for logging those. Docutek has player embedded in the page. At first, was too easy for someone to actually save the file, but now you can change setting and make it unsavable.

They have faculty fill out the fair use checklist? Or do they take their evaluation? They just believe faculty.

If it's fair use once, it may be fair use again. Just because used last semester, doesn't mean they cant use it again without paying. If it met four factors first time, may meet them again. Every request needs to be looked at as a new use. We bought it, we should be able to use it as we want to. Fair use was constructed to support teaching and education. Library of congress ruling recently definitely made that similar argument of fair use in spirit of education.

Access Services 2010: Session I - Ending the Turf War

"Ending the Turf War: Circulation, Reference, and Instruction on One Team" by Ken Johnson and Susan Jennings from Appalachian State

Circ ref and instruction on one team to address interteam issues. Approach is figure out way. To say yes as much as possible. Reducing service differences between teams helped them do that. Lot of folks have ventured down this path. How many have actively combined circ and reference in the library? How many people think it's intriguing, how many people think it's awful? Libraries differ organizationally and culturally. We think we were successful at it. Ken johnson is coordinAtor pf learning and research services team. Susan Jennings is lead librarian for desk services, teaks desk services for user centered services. True commons. Responsible for material delivery and delivery to faculty offices.

Appalchiannstate in NW corner of NC. Has sixteen thousand five hundred students, part of unc system, new library in june 2005, gate count is over one point two million, forty one faculty and forty-nine staff members.( Slideshare? I'm getting queasy with the swooping slide moves.) traditional organization, access, ref & instruction, independent service standards. Team based, so as coordinator he is sort of head but the librarians report directly to university librarian, not a lot of authority and folks are autonomous. Staff have more direct reporting line. Access were rule enforcers and logistically moving m aerials, reference and instruction were the yesmen.

Service culture had been dated and rigid policies, enforcement mentality, no food and drink. Eye to protecting collection from pesky users who might damage. Strict fines model, inflexible library hours. Policies hadn't been reviewed in two decades. No appeal, strict interpretation of fines. Only enforcers in library of food and drink, nobody else seemed to care. Resisted pleas to increase hours from student government and felt they couldn't accommodate requests to increase from 114 hours per week. Eleven staff and one library faculty coordinator. Reference team, nine librarian faculty, web librarian, two staff and two. Part timem adjunct libs.

Impact factors creating opportunity for change. First, new building opening in 2005, termed library and information commons, collaborative space, computers, campus units that hep with student learning, faculty development for online courses. Tremendously popular building. New strategic plan, library admin felt that once were settled in new building needed to look at org structure. And student body had been pushing for extended hours.

New strategic plan had new mission statement to change culture, and focused on improved and elevated cuts service expectations, extending hours andaccomodating weds, expanding services, better use of space. Old vs new mission statement. Old is not memorable, 42 words long. New is mission of app state is to assist those who pursue knowledge. They can emphasize that with all incoming library workers, that is what The work is about. Brandable, water bottles, tshirts flash drives, grocery bags.

Reorganization. Does org still meet needs of patrons moving forward? Guiding principles were to improve communication between teams, better decision making, innovation, service orientation. Get people who need to be talking together every day on same team or department. 2008. Formed Learning and Research Services team. Not happy with name, but thats it. With structure, original access was one librarian eleven staff. Coordinator reassigned, doc delve staff split between acquisitions and collection management. Interlibrary loan borrowing went to acquisitions, lending went with collection management, stacks manta went with collection management. Reserves staff moved to tech services team including web efforts. Remainder was circ desk manager, microform and periodicals, and night supers went to new team. Reference and instruction coordinator promoted to assoc uni librarian. Librarian promoted to head, web librarian to tech team, two sup staff team went to tech but do front line tech support. Retained two part time librarians and other libs. Now eleven librarians and seven staff, new org chart makes more sense. Eighteen people, largest team in library. Coordinator, directly supers three night supers, librarians titles changed. Six info lit liBrarians. Lead desk services librarian with three desk supers under that position as well as microform staff member. E learning librarian does anything related to reusable learning objects, training materials for student assistants, etc.

Susan: combined team focus. Had to come together philosophically. Focus on more user centered environment, former decisions made based on what was good for the librarians and staff. Wanted to raise the bar in customer service, did not want to say no all the time. Wanted to work together in team environment providing middle ground for public services. Wanted to develop new services but tweak existing because hadn't been evaluated in long time. Before merge, reference libs thought access only checked out books. Now they know it's a lot more. Goal to develop more blended service. Hope was for no pointing between desks. The physical difference between circa and reference in new library is twenty feet. Didn't wan tot pass them off but address point of need. Major priorities were to evaluate and revamp policies. Extending loan periods, relax loans, i plement grace periods.d train librarians, staff and Students on three service points. Approached by taking core believers, four members were cross trained in first wave at circulation desk. Two more waves. Now seventeen of eighteen are completely crpstrained. Struggled with appropriate level of knowledge for running each desk. What were basic needs to effectively work that desk. Then needed to change groupthink of enforcement. Idea of brusque enforcement, wanted to get away from it for better library pr. Wanted to try new things, develop new services. Like study room reservations automated. In process of transforming larger group study rooms into collaborative group spaces, putting in whiteboards, TVs. Began trying to communicate in new ways. News blog on website, kids walking around with iPhones, facebook, tweeting. Needed to go where students were. Wanted to eliminate boundaries. Access services decisions affected all, but rarely got external input from other teams in library. Wanted to take cues from outside the library successes. Ucrops grocery store in Richmond with great customer service, family owned. Chick fill a great customer service. We forget the niceties of those courtesies.

Did we succeed? In many ways yes. Engaged librarians in day to day operations of library. Expectation of number of hours per week of public service desk work. Wanted to help patrons at point of need. Reference librarian mentors students and staff and provides service. Training was a two way street, staff at reference desk, etc. Cross trained and shared forty student assistants of one hundred. Have student training summit, four hours of training, great thing waS bringing folks from all over the library to train students. Centralized scheduling- prior was paper for access, reference was electronic. All electronic, nominal fee per year for their system with trade board, etc. (get what software this is). Systematic way of collecting stats. Access hadn't collected anything but the Typical Week. E dedd up consolidating and tech folk created electronic tick system on every system that dumps into back end. Newly created thirteen member student advisory group. Volunteers from student body who wanted to improve library, solicits feedback from everyday users, use them as guinea pigs.

Examples of service improvements. Making policies humane, esp those not looked at in twenty years. Not just for patrons but for staff, sometimes you feel brutalized in enforcing. Example is laptop policy. Person is one minute late. Auto ten dollar charge, PR nightmare. Fifteen minute grace period. Has made life so much easier, especially if desk is busy and cant get to it right away. Video replacement policy was that if you lost it you got charged five hundred twenty dollars because ed sets cant be bought of a piece but in whole set. Charge for lost book was forty dollars with twenty processing. Now also allow replacements. Wanted more connection with tech services, so connected services with tech support via walks and instant messaging. Especially at night is helpful. Improved chat service, just a widget with choices for reference, tech and distance learning so you can choose who you talk to, no login required. Just added text to library feature, publicizing with magnets. Eliminated no food policy. Transformed to 24/5 facility, long process because when moved into new building, was expectation access services would be third shift, did not sit well with staff. Working with library admin, they outsourced the overnight. They didn't want services, just the space. Security monitored atrium. Three person security from two am to seven am, no third shift library. Got the money because students put up one hundred k of student fees to fund it so they could get the space. They close building at midnight to community members, guards check for ids at midnight and if you don't have it you must leave. Makes students feel safer.

Key factors were administrative support, a core of believers, coordinator that understands the big picture. Lead librarian that understands and can figure out mechanics and details, motivated staffer to take on student training, developing trust between disparate teams, open communication. Coaching approach.

Challenges. Culture shock of guardians vs free access. Appropriate roles for librarian faculty members. They are faculty librarians with ex
Ectations of scholarship, service and teaching. How do you balance those competing demands? Is time beat suited working the desk?
Outside perceptions, from other teams within the library. "lot of money being paid to check out books to people." occasionally service issues, but fewer issues. Keeping eighteen members engaged and up to date. Determining appropriate training levels, a d. Staying ahead of the curve, some policies not looked at for a long time.

Access Services 2010: Keynote, Tim Daniels

Tim Daniels, Manager for Lyrasis Technology Services, formerly assistant state librarian for technology and infrastructure at Gergila Public Library Service. Cloud, content and discovery.

Has had a lot of jobs, doesn't mean he cant keep a job :) he doesn't know a lot about access services other than coolest job in library that no one else gets to do, we get to say no! A great access services head is the one thing you must have because they mMs everything work. If someone is not willing to draw the line and enforce rules with some logic and balance, it can go bad fast, so critical to have that layer of folks on the desk. As he was looking at technologies and how we would apply them, better to talk about what he'll talk about, then discuss how it applies to our situations.

Gartner Hype cycle. The gartner group studies technology, writes four page reports and charge five thousand dollars. One of things they developed was Gartner Hype cycle. Chart that shows for any given technology, a rise of populArity of a given technology until people realize it doesn't solve every problem, then it falls into trough of despair, some techs fade Way, some come to a plateau where it is usable. Like blogs, we had to have them everywhere, but now...doesn't serve all of the problems and has settled out as communication tools. Garnter just came out with new cycle yesterday. Pasted new hype cycle over old one (tech probs, no. Slide). Cloud idea at top and ready to start falling. Idea of broadband through electricity lines tanked before it got to any certain level. Head of Galileo had called him to forward a guy who had issue with public libraries. The issue was that guy thought there were hackers using broadband over power lines to get into his library account so he would have overdue fines, became global conspiracy. He had assumed hacking was broadband over power line. That tech had tanked, so we are all safe, hahaha.

"if there are such things as angels, i hope they are organized along the lines of the mafia."

Newspaper from forties or fifties, predicted that people would. Record television and have video library, tapes would reproduce thread immersions, and TVA would be shallow as pictures. It took a lot of timem to happen. Projection of microfilm books to ceiling at home. Neat look at how some techs evolve as we think, but not in some cases. Horizon report on technologies, timem to adoption, etc. Mobile imputing, open content, ebooks, augmented reality. Assumed students would bring own laptops. They have them, but they don't want to carry. At what point does it get too onerous for us. When you went to lib school, did you think you'd be managing tech for a living? Tim Spalding of library thing had said public libraries would be obsolete in ten years due to ebooks. What will technology evolution past augmented reality look like? Glasses you plug into iPod like a visual field screen. RFID and augmented reality overlay, student can look at collection with augmented reality layer, here is book, here is synopsis, here is online version, and they don't have to have laptop or major handheld computing device with em. Far future, good potential. Guy at Georgia tech is ultimate in wearable technology,.cylindrical keyboard, etc.

Roger's innovation curve. Innovators, early adopters, etc. Conscientious rejectors vs early adopters. What does it all meant us? These are indications of what our users want. WhT does it mean and how does it affect our decision making? Until tech jumps chasm from early adopter to early majority, is still experimental. Needs to make that jump to something people take seriously. Keep in mind where the new technologies fit. You don't want to jump in too early. When we talk about offering services, may be better to wait for implementation. Cloud computing is big deal. What does that mean? Delivery of scalable IT resources over the Internet. You can expand or contract as much as you need. As library, subscribe to cloud service, you have content up there, tomorrow you need more storage space, you call cloud provider and say you need another hundred gigs, they charge you done. Very elastic idea, cuts down on IT overhead because expandable or. Contractable to. Your need. Think about it with digital collections. All the cloud is is servers somewhere with storage space and services on it. As libraries we are used to subscribing to things, why not IT. Upside, application is always available. Downside is will service always be there? Is this company long term? Software as a service, applications living in the cloud that you get access to. Google docs, zoho. Public libraries are talking about this. Thirty public acces machines, how to you keep up with patches? Depends on broadband connectivity, remote administration, patch and update management. Means users dont have to have disks or thumdrives because can get to solely with web access. Uptime, fewer hard ware purchases. Also means you're not paying for software license, makes it better and more usable model. Virtualization: build your own cloud in back and service your machines that way. Have software on central server, if you don't do this, lifetime of a machine is five to. Seven years, with virtualization, takes life up to ten years.

So we should put everything in cloud? Not exactly. Campus technologies, miracle, then cloud? IT guys have diff ways they think it works. Hardware and software not completely defined. wMS, records are then not yours, you're not buying them you're subscribing to them. What happens if you switch vendor? Apple model...application development in conjunction with software. Call up oclc, can i do x? Yeah here's an app for that! Heh. Ex, acquisitions hooked to amazon through firefox. Tell you how much you spent on that budget line, how much you've spent, and updates real time as you add items to cart. Great application of cloud services for libraries. Skyriver vs oclc.

Think about content. Open u iversity stuff, MITs big bank of free online classes, courseware and content, electronic resources. Cloud of services, then cloud of content, how do you make them talk? Google scholar has been talking to OCLC about partnering. Google university, they have digital access to content and courses. Get your degree from google. Campuses moving to google services. Columbus state in GA did this, whoe, campus is google. You sign up with google, students get email rough google, access to google suite of tools, and certain price but is modest, and they runn all your back end services for you. Students get gmail account branded for your university. Instead of IT wasting time managing email system, can develop apps for android. Smart phones scan student ids as their Id in the system, can check out books, buy stuff. Students showing you their proof of schedule as pictures on their iPhones. Putting all of this stuff into one basket. Are you comfortable with that? Oclc, need to make sure patron data isn't stored in another country. In georgia public board of regents you are not allowed by lAw to store patron data out of state. SmarTech is georgia states digital repository. Itu es content, podcasts, free and paid for. Itunes university. Overdrive is an audio download service, now work with iPod. Overdrive trying to link ebooks with e- audio content, to sync so left off listening, can pick up reading. Working with android and iphone for app development. Real time coordination. State libraries handle services for blind, how does that impact all the audiobooks they send out? When does it become redundant for federal government to develop and manage audio content when they could just grant to those services and send them overdrive subscriptions?

His wife is a medical librarian, and they don thane faculty but actual docs, who don't want to use ebooks. They are looking at
Atron driven acquisition for ebooks, so if docs want, they will buy. What ramifications does that have for access services if patron gets book, then returns it, how flow back through system to become available to others? How does it turn back into something someone else will use? Discovery layer is new buzz, now that we know federated searching doesn't work the way we wanted it to. Doesn't matter ils on back end because you can shape front end that pResents the data from all of your systems.ebsco discovery system, summon, vufind, Primo, III's Encore, Proquests library for k12 and community colleges. Talking about OLE very academic focused open source ils. But if you have a good discovery layer, does it matter what your back end is? Interoperability, must work with everything. Barcode scanner, phone will tell you availability, prices, etc. Book scans to world cat and tells you public libraries with the holding. Self checkout via phones right in the stacks. Will it be able to disable security? Heh. You wouldn't need security gates!

Ereaders. iPad, only other tech that came close to four point five million units in first three months was DVD player, which was far less. You're not even cool since everyone has one! Tablet type tech will have legs and stay with us for a while. Think about it as libraries, do we want to be in business of managing technology or managing the content and making sure content is accessible and available on whatever tech the user brings to us? big Question.

Nicholas Carr, 'Does IT Matter?' with the developments in cloud computing and remote resources, does it behoove company to focus resources on internal IT or can they farmm that out and go back to the business of their actual business instead of sinking budget into IT. Can outsource that and go back to their actual business, consumes so much attention they are not paying attention to other things. Can better balance reserves and focus. Especially as this technology matures. Hosted solutions are a lot less headache. Not only what impact lf tech on day to day, and would you totally do away with IT? Probably not. What can you let someone else manage for you? What can you let go? (this could be a great discussion on delegation at the macrolevel). at end of day, is about community and how we develop our community as to what techs we should focus on, what things we should keep and manage and what things we can let go. We're doing less with less, do you want to do less services or less IT management? Tim Daniels Tim.Daniels at lyrasis dot org.

Do you see us having the accountability issues we have with our library accounts now? He thinks oclc and open source will help change that attitude. Curreent ills vendor market don't let you build community and have partnership development. More community and more they will allow you develop for it, the better off.

Audience question, "where do mobile phones fit in here?" it'll go huge. Remember back in the say when we created our first library websites or gopher text sites? First things we put up were tour, address, hours, etc. What do we look to our sites for? To provide patron access to the data we have. Mobile phones, ipads, qr codes, will all mature to the point we don't see it as testing for easy pr, but actually providing serious access since folks live in that environment. We will develop our services to that end.

Access Services 2010: Welcome Address and Keynote

By Dr. Nan H. Seamans, Dean of Libraries, Georgia State University.

Welcome to Atlanta. Why is Dean here to welcome us? From Georgia State University. Brand new football team, go Panthers! On Nov 18th playing Alabama, cheer for them as they get slaughtered. GSU very diverse campus, reflects student enrollments nationally more than anywhere else in the US. Has the best library learning space in the southeast. Vibrant, new, renovated three years ago. Copyright lawsuit involving GSU. Sued by camp bridge, oxford, and Sage, in litigation, they cant talk about it. Outcome of this case will affect what all of you do with ereserves.

Thank the four organizers! Dean has lived in Atlanta for 2.5 years. Peachtree - there are many of them! Thirtyfour peach trees. Sometimes intersect, sometimes connect. Streets change name as you're driving along. Goal that you have to. Get to lightbefore anyone else, very NASCAR. Welcome to 2010 Access Services conference, second annual. As you look at the program sessions, also discuss things in the halls. Serendipitous conversations, have in the back of your mind that library life as we know it is ending. Last week was the Charleston inference, looking at the report, two things: keynote by rick Anderson from mUtah, and other was conversation of attendees. rick from Univ of Utah was talking about changes in acquisitions processes, ebooks, print on demand, how different things will be. She reads paragraph from Library Journal: called into question interlibrary loan, distributed cataloging, big package subscriptions, outmoded by technology services, no longer serve the needs of current librarians. Example was clunky nature of docdelivery and interlibrary loan. We probably don't disagree with this, the innovations were thirty years ago but we are still living with legacy processes. This is the kind of conference where you have the opportunity to rethink those sort of things. Other thing she heard a lot about was the preponderance of sessions on PDA, not punily display of affection, but patron driven acquisitions. Think this is one of the ways we will retain our relevance as we serve our populations.

If we're going to be elegant, we need to think about these things. Struck by the different ways we talk about access, and how user centric things were. Points out commitment to providing high quality services, innovation, continuous learning, effective training, assessment, collaboration, technology as tools for access and service, well informed about legality of actions, and anytime anywhere support for users. She affirms that as we look ahead, it's not that users don't need us, just that they. Eed us differently. Need to focus on service provision, what users want and how to support, how to reinvent reserves, rethink ILL to make it not clunky, efficiencies in stacks management. What should we be doing to reinvent ourselves? Commend for variety of topics, there is collective wisdom in this room that can solve lots of problems. Brainstorm, innovate. We will occasionally fail and have to. Start over, but we are on the cusp of something exciting and we have opportunity to lead the way. Take advantage of these two days. Invitation: four stop Marta ride away, come. Visit georgia state. Let the wild rumpus begin!

Friday, November 05, 2010

Brick and Click 2010: Session VI

Copyright 0 to 60 in One Year by Kati Donaghy.

Microcollege, small staff. Before writing copyright policy, description. In 2007, only paper reserves, no electronic reserves, no campus copyright policy, everything accepted for reserve. Reviewed policies of peer and aspirant groups, similar in size, demographic, budgeting. Groups had already been designated. Trilled admin and library sites looking for policies. Distributed to other staff in library for comments, met every two weeks, very collaborative effort. Also consulted college legal for the policy. Crew's copyright for librarians, Carrie Russel's Complete Copyright, see lipinski, Librarys Legal Answer Book. Made presentations to faculty an distaff, invited to fauculty retreat captive audience, conducted workshops. There had been no documentation or paper trail. Many staff and faculty didn't understand why extra step was needed, and workshops helped. Massive amount of feedback during first year of copyright policy and ereserves. See

Copyright exemptions. First sale, fair use photocopying for libraries and archives, teaching exemptions (public performance and display). Moved reserves into library encase of photocopy rule. They have fair use checklist and reserve request form that must be submitted. All reserves are reserves. Fair use checklist is adapted from everyday guide to copyright. Ask for repeat submission because they classify fair use as first time only.

Only staff and faculty can submit items for reserve. No more handing to student to hand to circ desk, no teaching assistants. Must be accompanied by dated syllabus or reading list so they can keep an eye on the amount of the item being used in course because has an effect on fair market value. Must submit full bibliographic info, title page verso (copyright page), bc need that information to determine fair
use and fair crediting. They ask for folks to feel free to ask for assistance and clarification during submission.

Four factors of fair use. Purpose, nature, amount, effect. Purpose and character - does it add new info to original work? Fair use more likely to. Apply if noncreative or factual. Amount, portion short or less significant. Even a short piece can be an infringement if the extracted portion is the heart of the work, like printer smashing scene from Office Space. Open to interpretation. Effect o
N potential market value of piece. Ereserves policy has evolved into a course pack policy.

More ambiguous terms: transformative or productive use;, bad faith behavior; importance to favored educational objectives; portion not central to work; portion is central to work. How crucial does i thane to be to. Goals of syllabus? They talk to professor about it. No significant effect on the market or potential market: rule of thumb of one chapter or ten percent of the work. Note that is not a law but an interpretation and they may not have the 'right' to reproduce that amount. Lack of licensing mechAnism: public domain, no known licensing, author dead, estate fallen, publisher out of business. For good faith, keep running narrative of all contacted. Numerous copies made: one prof with fifteen students has six copies of required text on reserve. Pllicy is one copy per twelve students (by class size and student to faculty ratio); long term use (sequential semesters or years).

Need to be consistent, and reasonable people can disagree. Always a dialogue. Push envelope but act in the spirit of the law: risk
assessment. Copyright and intellectual property certification (ask her about how to get this).

Iltems on reserve: owned by libraries, personally created items, legally obtained, personal items.

Not allowed are ILLs, items narrowed from other libraries, rented videos and DVDs, rare or fragile items, copies in excess of one copy per twelve students, copies used to replace or substitute for anthologies, copying of consumables like workbooks and study guides, repeated copying of same item for same teacher from term to term without copyright permission, copying to substitute the purchase of books.

Timelines. Reserves must be in at least two weeks before beginning of term. Seventy two hours turnaround, twenty-four hour turnaround after first three weeks of semester. Cant promise to honor rush requests.

Ereserves are chapters, excerpts, articles, websites and podcasts. Default is. Now electronic, not paper any longer. Allows access from anywhere. Great bc so small has limited library hours. Fair use still applies. All ereserves are password protected. Library a.ways creates PDF, adds copyright statement from us code seventeen, can place original copy on paper reserve, but confidence in ereserves means this has declined. Accessing ereserves mDe easy with handouts, instructions on site, etc. Files saved to campus server, files removed at end of every semester because storing is bad faith. Used through reserve function in Voyager, no CMS software but moodle is forthcoming. Students can access assignments through opac. Disadvantage is not limited to just class, but wide community, so is not limited to class specific. But limiting access to extent technologically feasible.

Licensing and copyright still working right. For them, fair use is only first term, not subsequent term. Copyright clearance obtained through access services coordinator. Melick lib pays up to twenty dollars per course for licensing cost but has turned out to be more expensive. Copyright clearance for course packs soon to be be incorporated into cost of pack at bookstore. Thinking about implementing lab fee for students to cover those licensing fees.

Eureka college, medick library.

Brick and click 2010: session V

I presented on Managing the Multigenerational Library to a PACKED house! Great questions, gat interaction and discussion. Thank you so much to everyone who came to my session, I had a blast :)

Brick and click 2010: session IV

To inventory or not: findings from inventory projects performed in two different academic libraries by Jan Sung and Nackil Sung.

Six hundred years to open stacks. How many years until completely book less? Inventory is expensive, boring, and tiring. ;) Deans of major libraries say nobody is browsing the stacks. Future academic library is little more than special collections and study areas, says university provost of UC. Admin is fighting for facilities for rock climbing, and where do they get the money? Our budgets? Barbara fisted asks if we can sound real estate to house rarely used books. Easier in Midwest, but not in Hawaii. (anahouma bay?)

Moldy books. 2004 flood. Rebuilt servers on second floor. But air circulation blocked leading to mold, so annotate have compact shelving because tousle with circulation when the stacks are closed. Can't say weeding in Hawaii, but can say retire :)

Concept of inventory. Shelf list. Inventory should be like shelf reading. Inventory has been you compare shelf list to the books with a status and books on shelf. Usually there. Is a discrepancy, item not found (out of location or lost), items without barcodes, tmp or negative barcodes where legacy non barcodes get assigned a code in new system but not labeled. Books on shelf but mot in system.

Change of shelf list, used to be could use the card catalog as your shelf list. Ever dropped a drawer? Ack! Shelf list line by line is not fun. Nackil is a programmer, Jan asked him to. Create something.

Nackil: created a program, stacks management system. Voyager had flexible reporting system, could get shelf list the system works video clip. Allows for scanning of book barcodes, alerts you if something is out of order or has missing status, skipped book which will appear in a books not on the shelf later. Items not found. Exit program generates books not on shelf list. Generates other reports. Program is built inside ms access which links to main oracle database, used visual basic language to program it in access. Needs scanner and a wordless connection to save shelf list in server. Scan barcode, check length of barcode for correctness, if ann error, reports scan error. Then checks if barcode is in shelf list. If not, item not found error message. If in shelf list, checks to see if book should be on stacks or should have other status, if other status, pops an error message. Also checks if gem is. In correct order. Interface has both aural and visual cue so not too much time spent syringe at screen.

Data collected tome stamped to second because is lgged into system, as wdll as barcode, call number and status. Distance tells you number of books in between, and time. Eiu took two years to scan half million plumes, and Jaanalyzed three hundred thousand. Questions she wanted to answer. See journal of academic librarianship 2009. Misshelving rate found at eastern, books out of ordder by one book were thirty two percent. More than fifteen percent more than fifteen books away. Ratio is very similar for Hamilton. PSes infiltrating PRs. Charge rate, misshelving rate,correlated highly. Misshelved distances between first and second shelf readings very similar, patern almost identical. Whenn replaced, we used because is a heavily used collection. If you find misshelved books they will be used. Need to do shelf reading.

Challenges at ahwaii, books without barcodes, location confusion in same building (general, folio, east asia, etc). Tmp and n barcodes ,analyzed series. Many books turn nout not onn shelf because of this issue. 175 page tMp list. Flag tmps. Very labor intensive. Translate into excel, send to education liaison/collection developer. Flag issues, no room on shelf issues. If every book form patrons came back, out of space by twenty percent. Challenges, collection development policy about weeding nonexistent. Collaboration between collection development and selectors. Multiple locations, what is head of access's role in this?

Brick and Click 2010: Session III Lightning Round

Lightning Round. (i couldn't resist, they'll be discussing website redesign, purchase on demand using ILL requests, electronic dissertations and theses, and a broad survey of buy not borrow programs - all things we're looking at in my library).

1. Current trends in library wen site redesign with CMS/Drupal by Elaine Chen

Linrary migrated to drupal in summer 2009. Design for interface took over six months, hard to design to be on homepage due to jockeying for position so did a survey. Stevem fox reviewed five. Hundred university home pages and identified three trends. She looked to see if they had same trends in design, navigation and technology trends. Focus on libraries using drupal.

Review process was two staged. First stage look at built through fore fox browser. Stage two review design, test navigation, used google forms to collect data. Eva,uation criteria: Stewart Foss. Intiial findings, thirty one new library wensites using drupal. Two in foreign languages, one in word press, nine didn't returnnpositive for drupal, and so nineteen sites made it to second stage review.

Design trends. All have wider design and three d elements. News and events om home page. Wider dedsign uses full screen. Threed dimensional graphics. News events on home page. Centereed design, most no longer justified. Big footers. Site search box on upper right. Big top photos. Bckground designs rare. Navigation trends include popular and quick links, subset navigation in ajax increasing. Social. Etworking sites popular. One nerd percent used Ajax, CSS, and java. Half had mobile, thirty two percent had video intent created by library. Many trends align with home institutions but there is still of. A gap. Probbaly because of fictionality and bc we need to have a place for cataloging search. Libraries tend to have fewer resources with which to build these pages compared to university sites.

2. Purchase on demand: using ILL requests to influence acquisitions by Amy Soma

Summer 2009 after library director attended ala and saw purchase on demand session. Asked for workflow and purchase criteria. Running in fall 2009, so focus on first eight months. Purchase criteria, costs, workflow, pros and cons and plans for future. Purchase criteria fall withing colldev policy, not avail from free lending agreement consortial library, cost couldn't exceed limits for paying for Ill request m.which is twenty-five for student and fifty for faculty, exceptions for items unobtainable through Ill due to newness or media lending restrictions, buy regardless of cost. Need by date needed to be generous enough for ordering and rush cataloging. Workflow is mediated Ill request. Purchase criteria. If buy, fwd to acquisitions coded as rush order and determines vendor. Enter ill req number in acq modeule of ils, forward item received to cataloging. Cataloging had long established procedures for rush cataloging. Done processing, forward back to ILL for receiving and distribution. Counted as filled ILL and patron notified. Not publicized that they're doing purchase on demand, is completely behind scenes, they just get material they requested. All about meeting patron need, not workflow ease. First eight months, twenty items purchased at average of twenty-one bucks. One thousand dollars given. Sept throughh may, spent only half of initial budget.

Pros and cons. Pros: meet patron needs, builds collection by adding materials that we know will be used, improves collection use. Eighty percent of materials ordered circled, forty-five percent cried twice. 2.1 circus per item on average. Weaknesses, purchase criteria tilted in favor of faculty, so limited use to students. Increased turnaround because no. Amazon prime Ccount. Future: budget funds will supplement serendipity pleasure easing collection to improve services to students; investigate amazon prime account and work with admin to get such a credit card to decrease current seven to ten day turnaround time.

3. Electronic theses and dissertations: issues alternatives and access by Janice Boyer

University of Nebraska at Omaha. Theses cataloging. In 96 started with dissertations, sent off to umi/ proquest. Early in two thousands, approached. Grad council to. Ask about local digitization. Graduate council support was essentiAl, especially when it came to faculty. Proquest offered free access to digitized disserts from their institution. When they wanted to. Go. Electronic for all theses and not just dissertations. Proposal written, had to navigate many issues, seven drafts. Setting up site during proposal phase so folks were ready, and many faculty looked at this while under construction. They ask for a lot information when nailing out forms. Link to grad studies pages for single-updates in the future instead of multiple pages. When administrators assigned, make sure there is someone from the library involved so they can nrun reports, etc. Pilot project in summer 2007, two theses. Fall 2007 about twenty, in 2008 it became mandatory. Steps are simple. Select traditional or open access, info for pro quest, subbing manuscript, uploading. Optional steps include multimedia, supplemental material, copyright, order copies.

Issues: faculty concerns, concerned about embargoes, twenty-four page previews, embargo is up to two. Years. Formatting in PDF done by button. Bound copies for archives and stacks, decided didn't want stacks copies and not popular since students still have to buy copies for departments. Costs, now theses have to pay for publishing fees and higher. Now pro quest only charges if submitted by paper. Alternatives: network digital library of theses and dissertations, institutional repositories. Access: selling point to faculty was better online access. Archival copies still important in paper or microfilm.

4. To buy and not borrow: does it pay? By Brad Reel

October 2009 u of southern Indiana at Evansville. Wanted to see how they could refine and tweak based om what others were doing. Purpose of study was to identify academic libraries using buy not borrow or consideringone. Measure overall satisfaction of programs in place and collect overall best practices. Methodology was a twenty-two question survey via listservs and oclc message boards. Variety of question styles including yes no, scale, open ended. Four questions allowed for more than one answer. Invitation for additional comments. Made avail for twenty-two days. Questions based on lit reviews and usi policies. Fiftyone surveys, skipsmart. Twentyfive to thirty-nine responses.

What criteria are using to decide purchases?
How long have you had such a program? Twentyseven percent bend owing it three to five years. Restrictions in place: no textbooks, no theses, no popular fiction, limit on how old, no AV, no. Self published, nothigout of stock. Where are they buying their books? Amazon, alibis, other, baker and Taylor, barnes and noble, Abe books, . Others, black well, better world, Yankee, etc to check prices. Rationale: contributing patron driven requests to collection, expedite ILL, cost savings. Which patrons generate requests? Forty percent faculty, twenty-three percent undergrad, masters twenty percent, doctoral fifteen percent. Schools with no grad students may skew this data. Which areas of study generate? History most, then English. How likely to continue? Most a extremely satisfied, no one dissatisfied.

Best practices: not a lot of specifics. Purchase criteria suitable for institution; customized workflow, software like ILLiad and odyssey, direct request, get in system toolkit, j-tech, keep an eye on purchase on demand for ebooks and direct requests. Survey very successful. Agreed upon criteria was shipping availability, delivery time. Differences: price, av or not, publication date, catalog first v patron first then process. Conclusions: libraries and patrons satisfied

Brick and Click 2010: Session II, Catherine Pellegrino

Catherine Pellegrino's "But what did they learn? What classroom assessment can tell you about student learning"

The room is packed! Reference librarian and instruction coordinator at st marys college in noter dame, Indiana.

Difference between traditional course evaluation tools and assessment of student learning, reasons for choosing one over another, looking at Minute Paper. Definitions. Course evaluations: how well did course reach intended goals, degree of satisfaction, did the session meet your needs, what new thing did you learn. Smple evaluAtion with five point likert scale - prepared, organized, helpful. Substantial body of research state that suck tools are neither valid nor reliable. Biggest problems are students who just mark one column all the way down, and that when they have free response, they're at end of form and folks leave those free responses blank. See her bibliography for the lit on this.

If not valid or relaible, why? We love numbers, they're easy, the faculty use them mand we want to assume the trappings of faculty. We've always done it this way.

Outcomes assessment - did the students actually learn something? Pre and post eats, decide in advance and then check to see of they've learned it. Tfaditionally we've measured in terms of inputs, sessions, students, books bought questions answered, gate counts, etc. Inputs don't mean X outputs or outcomes. Not what did we teach but "what did they learn". We don't care from whom or how they learn, just that they did. Outcom assessment overlaps with grading, similar tools with portfolios, exams, grades over time. But also informal options for assessing student learning. For one shots, no luxury of time for elaborate portfolios.angelo and cross "classroom massessment techniques".

Common tool is a muddiest point or minute paper. Folks in audience talking about minute papers. "most important you learned, least, and don't do again." ask students to write down to things. One useful things you learned, one thing you're still confused about.

WhAt you can learn from evaluations. To make sessions more interactive . Tell you nothing about what students are learning. Measures satisfaction, whether students were happy. Assessment measures actual learning. Happy important in certain contexts, but much more interested in whether they are learning than happiness.

You already know your preparedness if you're a reasonable reflective professional. Traditional veal highlights areas for improvement you already know. Included time mto practice: you ,now this, you were there, and there are reasons you may not have been able to give them time to practice.

Explaining and demoing search strategies relevant to research needs. The scale doesn't give you anything to work from, just says you did poorly, not how can improve. Handout wasn't helpful, butWHY? Rate the overall value of the instruction session doesn't actually fit likert scale.

Classroomm assessment minute paper. Showing actual excerpts. Comments transcribed into electronic document, wonderfully revealing. In e aggregate. Also transcribe spelling and grammar exactly. Reflects student understanding. Ex, students don't know how to locate articles in print. Journal title, volume, issue, etc is not intuitive for them. Change how handle print article instead of brief mention. Ex, flowchart of link resolver to full text was useful. (if you need a flowchart, I may be broken). Buoy no one else has said the flowchart was useful, but a screen cast was heavily commented on as beneficial. Important to transcribe quickly bc sometimes need tp translate the comments.

Need to let go of sense of absolute statistical accuracy. Is okay to not achieve that with non quant techniques. Useful though is word cloud generator for interesting view of what pops to students.

"something Im still confused about".

You cant please everyone. You will get contradictory responses. Or headscrathcers, students assume you are looking for satisfactions measures like "everything is great". As long as transcribing, share with faculty member whose course you are working with. Clear evidence of what students are confused about regarding faculty assignments. Evidence of lack of research experience thAt faculty simply don't identify with. Good opening to follow up eith faculty member and class to build collaboration and relationships. see this website for documents and additional information. Article on "i already know that syndrome".