Wednesday, May 7, 2008

SWOT Notes from May 7th Meeting

Program Review

Weaknesses

Space

  • Collection / Shelving

  • Study

  • Staff / Unknown

  • Seating

  • Projects with technology

  • Offices

  • Break room

  • Meeting space for 16+ staff

  • Coffee bar

Budget

  • Book $

  • Staff

  • Space

  • Tech

  • Electronic resources

Staff

  • Programmer

  • Instructional designer

  • Web Developer

  • Part Time Reference

  • Salaries for new recruit

  • Systems librarian

  • Main collection assistant

  • Turnover – s. assets

Collection

  • “Aging"

Expectations / Time

  • Too many activities, too little time to plan

  • Lack of training time

  • How do we determine what students want?

  • Not enough staff hours

Collaborations

  • Faculty relations

  • Distance learners

  • Communication with other departments

Monday, April 21, 2008

Collection Development Functions

Collection Development

Introduction:

1. As a guide the collection development librarian assists librarians in providing current, diverse and balanced collections of materials to support the instructional, institutional and individual needs of students, faculty and staff.

2. We provide access to materials in appropriate formats including print and electronic resources consistent with the college’s fiscal resources.

3. We encourage instructional faculty participation in collection development.

4. We provide organized access to electronic resources.

5. We serve distance education students and faculty by providing remote access to materials in the most appropriate and cost-effective manner.



Philosophy of Selection

In general, the resource needs of the college reflects one or more of the following:

1. Curriculum support

2. General reference needs

3. Research needs

4. General or special professional growth

5. Cultural enrichment

6. Extracurricular interests


The Collection Development Librarian is responsible for

1. Considering gifts/donated materials on the individual merit of each item.

2. Deselection of library materials.

3. Ongoing evaluation of the existing collection.

4. Keep abreast of current materials in subject areas relevant to the curriculum.
5. Identification of Collection Weakness and Retrospective Selection

6. Reviewing intercampus and interlibrary loan forms, withdrawal lists, student and faculty requests, the reference log and bibliographies.

7. Reading reviews in selected review media.

8. Review the library’s Collection Development Policy on a regular basis.

Sunday, April 13, 2008

Austin Community College

Mission:
Library Services is a collaborative system of library information, reference, instructional and technical support services whose aim is to support teaching and learning at Austin Community College. Library Services provides outstanding staff, customer service, instructional resources and support services. Library Services designs and provides instruction to promote information literacy and lifelong learning. Library Services partners with groups within and outside of ACC to offer effective service.

Goals:
  1. Provide the appropriate library information resources, services, technologies, and facilities to support teaching and learning.

  2. Provide instruction for information literacy and lifelong learning to ACC and the larger community.

  3. Ensure equitable access to library resources and services throughout the service area.

  4. Maintain a knowledgeable, service-oriented staff.

  5. Develop collaborative relationships with similar service providers to meet the needs of the ACC community and to make the most effective use of resources.

  6. Disseminate information about Library Services to the college community, college partners, and the larger community.

  7. Ensure that the appropriate standards and principles of accrediting agencies and professional associations and ACC policies, rules, and procedures are met.

  8. Establish consistent rules, guidelines, and procedures relating to Library Services.

Friday, April 4, 2008

Library Functions: INSTRUCTION

  • Schedule a program of Information Literacy Certificate classes
  • Design curriculum for Information Literacy Certificate classes
  • Design activities for Information Literacy Certificate classes
  • Prepare handouts to support Information Literacy Certificate classes
  • Prepare PowerPoint presentations to support Information Literacy Certificate classes
  • Create learning objectives for Information Literacy Certificate classes
  • Design quizzes for Information Literacy Certificate classes
  • Teach Information Literacy Certificate classes
  • Track attendance in Information Literacy Certificate classes
  • Award certificates to Information Literacy Certificate completers
  • Design alternatives for students who cannot attend the face-to-face Information Literacy Certificate classes
  • Design tutorials to support information literacy for distance learners (e-learners)
  • Collaborate with faculty on information literacy needs for discipline specific classes
  • Design information literacy activities for discipline specific classes
  • Prepare handouts to support information literacy needs in discipline specific classes
  • Prepare PowerPoint presentations to support information literacy needs in discipline specific classes
  • Create learning objectives to support information literacy needs in discipline specific classes
  • Teach classes that support information literacy needs in discipline specific classes
  • Keep statistics on numbers of students attending information literacy classes and numbers of classes taught
  • Teach information literacy skills to students one-on-one
  • Teach information literacy skills to small groups
  • Collaborate with The Center for Teaching Learning Connections to make ASAP useful for all students
  • Update ASAP links and resources to help students become information literate
  • Collaborate with Richland Collegiate High School administrators and faculty to determine information literacy needs of high school students
  • Seek out the best resources to help students become information literate
  • Identify excellent resources for specific class assignments and make them available to students through a process called "assignment alert carts."
  • Develop and teach professional development workshops to Richland faculty and staff on Library resources, specific research tools, or research techniques.
  • Create, maintain, and update web pages to support the library's instructional resources and programs
  • Design and update an exercise to help ESOL students learn about the library
  • Collaborate with ESOL instructors to design classes and exercises to fit the information needs of ESOL students
  • Collaborate with Human Development faculty to develop information literacy exercise specifically for students in the Master Student classes.

Library Functions: REFERENCE

  • Provide reference assistance to the Richland community (credit students, continuing education/workforce training students, RCHS students, faculty, staff, and community users) 66.5 hours per week.
  • Provide reference statistics to the Library Director.
  • Develop point-of-use help sheets to assist library users.
  • Read reviews of new reference resources and provide input to the Collection Development librarian on new resources to acquire
  • Participate in the DCCCD Libraries Reference Group decisions for acquisitions of electronic reference resources
  • Post help sheets to the Library Web site
  • Create list of new books and post to the Library Web site monthly
  • Maintain election information Web page on Library Web site
  • Update Library Web site
  • Collaborate with RCHS to assign a reference librarian to each high school student
  • Maintain lists of ESOL books for appropriate fiction, non-fiction, academic skills, dictionaries, essays, Newberys, Caldecotts, and biographies
  • Prepare monthly reference reports for the Library Director

Library Functions: CIRCULATION

  • Create monthly book displays
  • Library Circulation

    The circulation department at the Richland Library is responsible for all circulation services provided to library patrons. Patrons include credit and continuing education/workforce students, RCHS students, faculty & staff members, and Texshare/Alumni card holders. Circulation staff members are available at two services desks during all hours of operation - currently 66.5 hours per week.

    Public Contact and Customer Service
    Working at the circulation desk involves a great deal of contact with students, faculty, staff and often the general public. On an average day, as many as 1000 patrons use the Richland Library. Every circulation staff member is expected to maintain a level of courteous assistance at all times, regardless of the situation.

    The manager of circulation services provides day to day problem-solving and works together with the circulation coordinators to develop operational procedures, customer service policies and circulation guidelines for the circulation area.

    Item Checkouts
    Over 34,000 items are circulated each year by the circulation staff, including books, periodicals, laptop computers and study room keys. To track the circulation (and return) of library materials, patron records are updated and item record are modified by scanning barcodes into the district-wide Millennium circulation software system.

    Returns, Transport and Re-Shelving
    Upon return, all materials are re-scanned, inspected and sorted for re-shelving. Damaged items are set aside for evaluation and repair. Laptops are re-charged and the circulation staff also trouble-shoot minor hardware or software problems if needed.

    Once full, the book carts are “pushed out” so the circulation staff shelvers can return the books back to the various collections on different floors of the library. Book transport is physically demanding work, and transferring a fully loaded book cart onto our often off-level elevator is a tricky process. The main collection is housed in the basement, and the Mind, Body and Wellness collection is in the Logo Vista Gallery. The new books and McNaughton collections are located on the mezzanine level near the current periodicals.

    Overdue Materials and Blocks
    Patrons with overdue materials are contacted via e-mail or an automated phone notification program. Blocks for non-returned items are placed on patrons records by circulation staff members using both the Millennium circulation software and the Colleague/Datatel systems. In the event of lost or damaged materials, the circulation staff calculates replacement costs and creates an invoice listing the total amount owed by the patron. Students pay for lost and damaged materials at the business office, and after payment has been made, the circulation staff updates the patron’s record and removes the blocks.

    Inventory and Collection Maintenance
    Circulation staff members are responsible for maintaining the order and condition of all the books and print materials in the library. Checking the order of the books on the shelves, known as “Shelf Reading”, is done throughout the work week, and regularly scheduled automated inventory checks are performed during semester breaks. During the inventory process, missing items are researched and if not located, the item’s record is updated to show the current status. (Something about the size of the collection should go here too. )

    ICL, ILL, E-Requests, Holds and Course Reserves
    Need Patricia and Annie’s input on this section

    Maintain Security and Surroundings
    Still needs to be written as complete, descriptive sentences
    • respond to emergency exit alarms
    • respond to patron reports
    • monitor areas
    • Noise control
    • push in chairs & pick up trash
    • Lost and Found
    • Contact facilities services & building maintenance staff
    • Perform opening and closing procedures
    • Respond to security gate
    • Activate security tape



    Pay-4-Print
    Over 300,000 pages were printed last year from the two Pay-4-print printers in room L124. The circulation staff, with the help of 5 Federal Work Study student assistants, keeps the pay-4-print operations running smoothly.

    Pay-4-Print duties include:
    • Help students set up Pay-4-Print accounts
    • Answer student questions about printing various formats, including adobe/ecampus/powerpoint.
    • Demonstrate how to make copies, including how to maximize, minimize and make double sided copies if needed.
    • Restock paper in printers and copiers
    • Keep print room, copy room and alcove area clean.
    • Assist students with flatbed scanners and scanner software, if requested.
    .
    Circulation supervisors also troubleshoot and document kiosk, copy machines and printers problems, contacting Danka and the Richland IT staff if needed. The circulation staff supervisors also evaluate refund requests, and issue and track refunds when granted.


    Other Duties not yet detailed
    Stats for director
    book drop
    Pick up mail
    process new books and "assignment alert” carts
    District circulation group
    Clean workstations
    Signage and voice messages
    Assist patrons with laptop questions, refer to computer lab when possible
    TexShare Cards
    Laptop Contracts
    Microfilm
    Assist visually impaired students with Aladdin enlarger and Zoomtext.
    Prep for special events







    ***********
    From the job descriptions

    Circulation Assistant:

    GENERAL SUMMARY: Responsible for support of library circulation through check out, preparation of material for filing and other duties. Maintains records of circulation. Assists students in use of library facilities.

    PRINCIPAL DUTIES AND RESPONSIBILITIES:
    • Assists in checking in and checking out print and non print material.
    • Assists students in use of microfiche and microfilm readers and in the distribution of ID cards as needed.
    • Prepares print and non print material for filing and/or binding.
    • Assists in inter library and inter campus loans of material, including distribution, retrieval and transaction records.
    • Assists faculty in coordinating faculty reserves, including identification and distribution of reserved material.
    • Assists other department personnel with library inventory and works at reference desk as needed.
    • May trouble-shoot minor equipment problems; refers major problems to appropriate individual.
    • Some positions may require the incumbent to work 50% of the time as a circulation assistant and 50% as the department’s office assistant involved in general clerical duties.
    • Performs related duties as assigned.



    Circulation Coordinator

    GENERAL SUMMARY: Responsible for coordination of library circulation staff and functions.

    PRINCIPAL DUTIES AND RESPONSIBILITIES:
    • Uses automated library system to check materials (print/non-print) in and out.
    • Works with automated library system and with online academic system, entering data, searching databases, editing records, verifying information.
    • Trains and supervises lower level staff generally comprised of part-timers and/or student assistants in the use of automated systems and in collection maintenance; may schedule circulation staff.
    • Maintains online block records for delinquent patrons on both library and academic system.
    • Responsible for automated inventory of library materials; examines records and materials to determine status of missing items.
    • Assists faculty in coordinating reserve materials, including identification and distribution of reserve items in print and electronic formats.
    • Maintains circulation records and prepares online reports of usage statistics.
    • Troubleshoots minor equipment problems.
    • Works with students, staff, faculty, potential students providing information about departmental functions; acts as liaison with other campus and district areas regarding library services.
    • Develops and recommends procedures and guidelines to handle circulation services.
    • May be responsible for intercampus and interlibrary loans.
    • Performs other duties as assigned.


    Manager, Circulation Services

    GENERAL SUMMARY: Responsible for working with a high degree of independent judgment and latitude for discretion in the planning, coordinating and managing the circulation operations and services of the location library that serve as the primary contact to library patron in acquiring library materials and equipment.

    PRINCIPAL DUTIES AND RESPONSIBILITIES:
    • Plans, coordinates and manages operations of location library circulation. Assists patrons in the check out process of library materials and equipment; update patron records to track circulation of library materials and equipment; ensure proper order, maintenance, and condition of all books, materials and equipment of the college library.
    • Selects and evaluates circulation staff. Provides day to day problem-solving, develop operational procedures, customer service policies, and circulation guidelines, ensures proper training of staff. Creates and maintains circulation staff schedules to ensure coverage at all times.
    • Prepares documentation to support equipment use and forecast future needs.
    • Maintains library’s reserve material collection.
    • Maintains inventory control of library book collections.
    • Monitors personnel budget for circulation. Prepares technical specifications for equipment purchases in support of library budget development.
    • Assists students with library services and enforces circulation policies.
    • Collects and maintains statistical data needed in the evaluation of circulation services and for federal and state reports.
    • Serves as a liaison with other campuses regarding circulation services. Some locations may participate in the District Circulation Peer Group.
    • Performs designated duties of Dean, Instructional Support Services in his/her absence.
    • Performs other duties as assigned.


Library Functions: COLLECTION DEVELOPMENT

LIBRARY FUNCTIONS

One of the sections of our Program Review contains a list of the functions (tasks) we perform. Yes, it will be lengthy. This post is to help us begin to create such a list. I thought it might be useful to divide it into: Collection Development, Circulation, Instruction, and Reference, so I'll set up a section on our blog for each area.

The next step is to ask everyone to contribute to the category/categories that applies/apply to you. If you think of a function that someone else performs it is OK to list it for them. The main thing is to try to capture what we do in the Library.

We won't worry too much about language, but nice descriptive phrases or complete sentences would be helpful.

We need to work on this quickly because the first meeting with the Research Office on our Program Review will be next week.

THANKS for your help,
Sharlee

Thursday, March 13, 2008

HR's Contact Statement

I saw this in the HR office:

"The Employee Services & Professional Development team provides timely and accurate information, excellent customer service, and professional growth opportunities for all members of the Richland College Community."

Wednesday, February 20, 2008

Definition of Contact Requirements

I thought it might helpful to insert a reminder of what is meant by the term "contact requirements."

As stated in the Program Review Report Template:

" [Contact requirements are] commitments made to the people we serve without precondition. Examples include: 1) Advisors will greet each student with a smile and call them by name. 2) The research office promises to requests in a format that is user friendly, etc.l "

Contact Requirements

On Wednesday, February 20, 2008 the librarians met yet again to work through matters concerning the Library Program Review.

This was the statement that we came up with. There was a belief among some that this should be integrated with the [revised] mission statement.

In order to connect learners with knowledge, the Richland College Library staff:

... Focuses on user needs.

... Delivers expert, friendly, welcoming service.

... Provides a high quality collection of print and electronic sources.

... Facilitates the learning of information literacy skills.

It was further stated that measures for the past 5 years could be derived from the following sources: Noel Levitz, CESSI, Campus Quality, and the Annual Student Satisfaction Survey that the library conducts. For the information literacy item these sources may provide support: Knowledge Checker, 2003/2004 –, Class Quizzes, Comments, and Certificates.


Wednesday, February 6, 2008

The Rule of Six

Excerpt from A Leader's Guide to Reflective Practice by Judy Brown, 2007

One night at a party, a group of us began talking about “TheRule of Six,” a Native American thought-pattern that I have found useful in my work with organizations, as well as in my personal life.

Others around the table had also found the idea very useful in work situations, and asked if there was something written down on it. I said I didn’t know of anything, although undoubtedly the Native wise woman, Paula Underwood (author of Who Speaks for Wolf and The Walking People) who taught it to me, has written of it somewhere in her work. Years back Paula had provided a seminar for corporate leaders and consultants to help us understand what the Native American tradition might teach us “corporate types” about the nature of change. One of the most powerful lessons was “The Rule of Six.” So I promised to put down on paper my (mid-Western, non-Native) understanding of “The Rule of Six” for whatever use folks could make of it.

How does The Rule
of Six work?

When we are trying to figure out something perplexing (for
which we often use the term “a problem”), or when we are facing into
uncertainty (for which we use the term “change”), it seems natural to our Western
way of thinking to quickly try to find the right answer to questions like this:
“Exactly what is the cause of this? What’s
going on here? How are things going to
unfold? What is likely to happen? What should be our plan?”

Many of the most heated arguments, whether within our ownheads, or among colleagues or with family members, are about who has the one right answer to those questions before us.The “Rule of Six,” a Native American thinking process or discipline,requires that instead of coming up with one single answer to the question (which comes, of course from the story we tell ourselves about what is going on), we instead come up with at least six possible, or good, stories about whatis going on. And then having done that, we hold all six stories in our head, and do not choose among them.

This is very hard for the Western mind. Even when we think of two possibilities, it
is for the implicit purpose of having those two possibilities fight it out,
until one wins. Thinking about more than
one cause of an event or more than one possibility of an outcome is, in our
mind, simply an invitation for us to quickly choose the right one. In fact, we move so quickly from what we observe, to the story we tell ourselves about the observation, to a conclusion,
that we hardly realize that there is a space between what we see and the story
we tell ourselves about it. We go from
perception, to story, to conclusion in a nanosecond. We collapse awareness into action as if they
were a single thing.

The Native tradition, by contrast, holds that there is a
generous and open space after we notice something. And that is the space within which to hold
many possible interpretations, or causes, or developments.

The ability to hold six possibilities in our mind
accomplishes several things. It keeps
our perceptions open to a wider range of data; it allows us to be “systems
thinkers” seeking multiple roots of causality in multiple dimensions of a
situation; it keeps folks from having to fight with each other about who is
right at a time when they should be listening with curiosity to why each other
sees things differently. And since we
are not forcing ourselves to invest our ego in a single “best” idea, we
naturally become more flexible in our thinking, and if our “favorite” of the
possibilities doesn’t turn out to be born out by the unfolding of data, we can
more easily shift our emotional commitment to another idea which in the course
of time has proved stronger. And we can
make that shift earlier and more easily.

So in a sense, the Rule of Six allows us to make necessary decisions,
yet remain aware and realistic, more flexible in our thinking, present to the
world and to the thoughts and perceptions of others, and perhaps even more
compassionate with ourselves when we are “of two minds” or more, about
something.

A personal
discipline to increase “rule of six” capacity

My friend Dawna Markova (author of No Enemies Within and I Will
not Die an Unlived Life
) has taught me a walking meditation that I use when
I am struggling with something, which can serve as a companion to “The Rule of
Six.” It goes like this. You walk, alone or with a friend, and say,
“What I notice is this…” “And the story
I tell myself [ab]out it is that…” “What
I hear is this…” “And the story I tell
myself is that…” (On the one hand, and
one the other hand. On the one foot,
literally, and on the other foot.)

Having worked on the mental discipline of observation,
story, observation, story, you can begin to work on the discipline of multiple
stories: “What I notice is…” “And the
story I tell myself is…” “Another story
I could tell myself is…and yet another story I could tell myself is…And a
fourth possible story is…”

This meditative discipline enlarges the space between the
perception and the story, or judgment, or decisions. And it increases our ability to see many possible
stories, and hold them all, in the same way “The Rule of Six” does.

A link between the
Rule of Six and Scenario Planning

This year in a course I was teaching on the leadership of
non-profits, we began to see the way in which the Rule of Six was like
“scenario planning,” the process made popular in the book The Art of the Long View by Peter Schwartz. Scenario planning requires the mental
discipline of going out in time (five or ten years) and looking back to the
present moment, then telling five or more stories of how events unfolded in
vastly different ways, for a community or an organization. (It was Royal Dutch Shell which first used
this thinking discipline to “prepare” itself for the surprise of the 1973 Oil
Embargo). One is required to name the
various stories that unfold, and to make sure that one is an “unspeakably
awful” alternative, and one is the current “favorite” and that a range of other
possibilities are developed in great detail.

Having developed those stories about the unfolding of events from a
present moment toward a future yet unknown, one has then accomplished several
important shifts in mind-set:

―One has spoken the unspeakable, and
therefore lessened the grip of unspoken fears about the seemingly awful
alternative;

―One has found ones own place, or role,
within a range of possible futures; and one can see that all are survivable, or
even have unexpected plusses;

―One has identified certain key
“events” or “surprises” that would indicate that one or another scenario is
unfolding, and one has lived that scenario fully enough in one’s mind to be
able to step quickly into the surprise (that is the Royal Dutch Shell story);

―One can see that there are certain
“no-brainer” actions that need be taken immediately under any scenario, and one
is energized to do those things. This
breaks the usual trance which uncertainty engenders: Often the uncertainty
about the future keeps folks frozen waiting for the clarity they believe they
need in order to act. But no matter how
great the uncertainty, how dire the straits, there are usually certain good
things to do, no matter what. As a
friend of mine in Detroit often says, “I can’t know who will head the company
tomorrow, but whoever it turns out to be, it will have been a good thing,
today, to have made perfect quality car parts and shipped them to the customer
on time.”

The natural world
reminds us of the Rule of Six

I have found that it is one thing to know intellectually
about the Rule of Six, and another thing to be able to live it naturally, when
we feel pressure. Still there are
reminders of the wisdom of the Rule of Six everywhere in the natural
world. When I was recently on an Outward
Bound canoeing expedition, I caught myself wanting to figure out in advance the
“right way” to get down the river. Day
after day I learned there were always multiple paths down the river, and the
better of the ways only became evident as we were in the canoe on the river.

If you have done any farming you know that when the crops
fail, or you have bumper yields, there are always multiple reasons: weather,
soil quality, soil preparation, pests, seed quality, timeliness of harvest.

The best natural reminder of the Rule of Six came to me
recently, with perfect serendipity. I
was working with colleagues who head a retail business, and we were sitting at
the picnic table in front of my house, on a sunny day, talking about the Rule
of Six, and how it might inform the strategy for their 25-year-old
enterprise. The neighbor’s cat sprang up
on the table and began walking all over our papers, nuzzling folks for
attention, purring. Up and down the
picnic table, pacing back and forth, purring.
I kept pushing her out of the way.

Finally a colleague asked me the cat’s name. I pointed to her funny paws, with the six
fingers, “Six,” I said, pushing her aside, yet one more time. “The cat’s name is Six.” We burst out laughing.

So now, I am trying to keep my eyes open to the many ways
the natural world provides us with evidence of the power of the Rule of Six.

I welcome your thoughts about these ideas, and any
experience you have using them.

P.S. I faxed this
note to Paula Underwood, and she liked it and sent me in exchange, left brain
and right brain versions of the Rule of Six.

The Rule of Six:
For the Left Side of the Brain (Written by Paula Underwood)

For each apparent phenomenon, devise at least six plausible
explanations, each one of which indeed
explains the phenomenon. There are
probably sixty, but if you devise six this will sensitize you to how many there
may yet be and prevent you from focusing in on the first things that “sounds
right” as The Truth. Disciplining
yourself to think in this way—maybe this
is happening, but on the other hand, maybe that
is happening—keeps you from being rigid in your thinking, which in my tradition
is considered to be extraordinarily counter productive.

Now you assign a personal probability factor to each
explanation. This probability factor
will be based on your personal experience.
This is all you have to go on.
Someone else’s probability factor will be different because their
experience is different. You will
understand this. This is OK. It is inevitable.

Each of us has different experience and, therefore,
different estimates of probability. This
personal probability factor can never be 100%―and
never, never 0%.

You see how it is?
How all conclusions are wisely tentative, as new information may come in
at any moment. Yet, whenever a decision
is necessary, you can instantly and clearly select between your top three
probabilities. All, we hope, above
95%! Decisions are, thus, enhanced and
expedited, while the mind is kept alert to new possibilities.

The Rule of Six:
For the Right Side of the Brain (Written by Paula Underwood)

When I was even younger than I am now and brought my
thoughts to my father, he would often say, “Remember the Rule of Six.” Yes.
The Rule of Six. So inculcated in
my nature by now that I have great difficulty in naming only one thing as the
root cause of anything else.

For life is like this: So many individuations acting and
interacting at every identifiable moment, that nothing at all, no one thing,
can cause anything else.

The Rule of Six says, “For every perceivable phenomena
devise at least six explanations that indeed explain the phenomena. There are probably sixty, but if you devise
six, this will sensitize you to the complexity of Universe, the variability of
perception. It will prevent you from
fixing on the first plausible explanation as The Truth.

And so it is, in a complex and changing world in which the
past affects the future, but the future also affects the past, at least in that
our understanding of the probable determines many of our decisions, provides
signposts along many diverging, converging paths.

What we see when we open our eyes…depends on where we are
standing at the time. Only move a
little, to left, to right…gain the view from there. Tell me now, my Brothers, my Sisters, what
does your New Vision show you? Move
around the Circle of the Earth once more…and look again! A quarter turn to the left. A quarter turn to the right. Sit in the East and study life. Sit in the South and wonder. How is it to view the world from Moscow? Leningrad? Vladivostok? How from Durban? Cairo? New Guinea?

We are all Earth’s Children, and each view has value.

Now turn the Wheel on its edge, my Brothers, my
Sisters. How is it now to view Life…as
Wolf? As Eagle? As those with a Hundred Legs? Crawling, walking, swimming through
Life… How is it now?

Complete the Circle in three dimensions…and then we will
talk. Kind Thoughts Come.

The Rule of Six
and the Imagination (Written by Judy Brown)

December 19, 2000

Today, Michael Jones, writer, pianist and composer, and I
were talking with appreciation and sadness of Paula’s passing on December 2 of
this year. And of her gifts and
wisdom. I asked if he knew of the Rule
of Six, and when he said “no,” I sketched the idea, briefly. I said that usually, when we Westerners and
non-Indigenous people come up with alternative explanations, it’s in order to
kill off all alternatives except the one “winning” alternative. Michael laughed and said that when the imagination senses that’s the game, the imagination says, “No way. I’m headed for the country for the day. Let me know when you’re finished behaving
like this.” And so our alternative
thinking lacks imagination. Paula’s Rule
of Six invites the imagination back into the game, into the creation of
alternative perspectives and possibilities.

Each day dawns

Each day dawns

With its own

Discoveries and
surprises,

With its gifts.

If we are home

To all of that

We can’t be lost.










Saturday, January 19, 2008

Future of Libraries article

THE FUTURE OF THE ACADEMIC LIBRARY AND THE ACADEMIC LIBRARIAN: A DELPHI STUDY RELOADED

Authors: Blazej Feret; Marzena Marcinek

http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=18945544&site=ehost-live

Feret, Blazej1 blazej.feret@bg.p.lodz.pl
Marcinek, Marzena2 marcinek@biblos.pk.edu.pl
New Review of Information Networking; May2005, Vol. 11 Issue 1, p37-63, 27p, 8 diagrams, 16 graphs
At the 20th IATUL (International Association of Technological University Libraries) Conference held in 1999, the authors presented a paper ‘The Future of the AcademicLibrary and the Academic Librarian. A DELPHI Study’ (see http://www.iatul.org/conference/proceedings/vol09/papers/feret.html). The aim of that study was to identify trends and present a probable scenario for the year 2005. Much has changed since then. We live in a different world because of significant changes in technology and in information networking and access, internationalisation of teaching and research and fundamental changes in scholarly communication and publishing models, which in turn have imposed new legal regulations. All these factors have strongly influenced libraries and changed the library image in a way hardly to be predicted 6 years ago. This paper presents the results of a new study conducted in 2005. It has two main objectives: to verify the results of theof the experts’ predictions with the reality as of the year 2005) to make further extrapolation, focused on competencies that librarians should develop as professional information suppliers and experts, to meet future needs. A Delphi method ofof questions, subsequent analysis of the responses to the open and closed questions and a development of the expert consensus about the topic ofthe study. The panel of experts was composed of the librarians and informationof whom were also involved in the previous study. [ABSTRACT FROM AUTHOR]

Future of the Library Article

20 Maxims for Collection Building

Date: Sep 15, 2007 | Author: By Barbara Genco, as told to Raya Kuzyk
http://www.libraryjournal.com/article/CA6476396.html?q=computer+media

At the Pratt Institute School of Information and Library Science, New York, last fall, Barbara Genco, collection development director at the Brooklyn Public Library, taught a course on collection development principles, theory, and practice. LJ asked her to distill her curriculum down to 20 talking points that address the future of collection development and the working world awaiting this generation of library school graduates.

The impact of technology has transformed libraries. What we're trying to teach in library school now is that the job requires skills of inquiry, investigation, and rethinking. Collection development, vendor relationships, ethics, stewardship of collections—all these things continue, but the environment is entirely changed and will keep changing indefinitely...... continued at:

http://www.libraryjournal.com/article/CA6476396.html?q=computer+media

Friday, January 18, 2008

Future's Article

The Future of LibrariesBeginning the Great Transformation
By Thomas Frey, Executive Director of the DaVinci Institute

In 1519 Leonardo da Vinci died and left behind one of the world’s largest collections of art comprised of well over 5,000 drawings, sketches, and paintings, the vast majority of which the general public would not become aware of until over 400 years later.

The largest portion of this collection was left in the hands of Francesco Melzi, a trusted assistant and favorite student of Leonardo. Sixty years later when Melzi died in 1579 the collection began a lengthy, and often destructive, journey.

In 1630 a sculptor at the court of the King of Spain by the name of Pompeo Leoni began a very sloppy process of rearranging the collections, sorting the artistic drawings from the technical ones with scientific notations. He split up the original manuscripts, cut and pasted pages and created two separate collections. Some pieces were lost.

In 1637 the collections were donated to Biblioteca Ambrosiana, the library in Milan, where they remained until 1796 when Napoleon Bonaparte ordered the manuscripts to be transferred to Paris. Much of the collection “disappeared” for the next 170 year until it was rediscovered in 1966 in the archives of the National Library of Madrid.

Libraries played a significant role in the preservation of the da Vinci collection and we often wonder about other brilliant people in history who didn’t have libraries to preserve their work. Some we will never know about.

Archive of Information

Throughout history the role of the library was to serve as a storehouse, an archive of manuscripts, art, and important documents. The library was the center of information revered by most because each contained the foundational building blocks of information for all humanity.

In medieval times, books were valuable possessions far too expensive for most people to own. As a result, libraries often turned into a collection of lecterns with books chained to them.

In 1455 Johann Gutenberg unveiled his printing press to the world by printing copies of the Gutenberg Bible. Later Gutenberg had his printing press repossessed by Johann Fust, the man who had financed his work for the previous 10 years. The sons of Johann Fust were largely responsible for a printing revolution that saw over 500,000 books put into circulation before 1500.

A huge turning point in the evolution of libraries was architected by Andrew Carnegie. Between 1883 and 1929 he provided funding for 2,509 libraries, of which 1,689 of them were built in the US.

Leading up to today libraries have consisted of large collections of books and other materials, primarily funded and maintained by cities or other institutions. Collections are often used by people who choose not to, or can not afford to, purchase books for themselves.

But that definition is changing.



http://www.davinciinstitute.com/page.php?ID=120
Beginning the Transition

We have transitioned from a time where information was scarce and precious to today where information is vast and readily available, and in many cases, free.

People who in the past visited libraries to find specific pieces of information are now able to find that information online. The vast majority of people with specific information needs no longer visit libraries. However, others who read for pleasure as example, still regularly patronize their local library.


Setting the Stage

We have put together ten key trends that are affecting the development of the next generation library. Rest assured that these are not the only trends, but ones that have been selected to give clear insight into the rapidly changing technologies and equally fast changing mindset of library patrons.


Trend #1 - Communication systems are continually changing the way people access information

Communication systems have been rapidly evolving. If you were to construct a trend line beginning with the 1844 invention of the telegraph, you will begin to see the accelerating pace of change: 1876 – telephone, 1877 – phonograph, 1896 – radio, 1935 – fax machine, 1939 – television, 1945 – ENIAC Computer, 1947 – transistor, 1954 – color television, 1961 – laser, 1965 – email, 1973 – cell phone, 1974 – Altair 8800, 1989 – World Wide Web, 1990 – Online Search Engine, 1992 – Web Browser, 1994 – Palm Pilot, 1996 – Google, 1999 – P2P, 2002 – iPod, 2004 – Podcasting.

Certainly there are many more points that can be added to this trend line, but as you think through the direction we’re headed, there is one obvious question to consider. What is the ultimate form of communication, and will we ever get there?

While we are not in a position to know the “ultimate form” of communication, it would be a safe bet that it is not writing and reading books. Books are a technology, and writing is also a technology, and every technology has a limited lifespan.

Trend #2 - All technology ends. All technologies commonly used today will be replaced by something new.

Media formats are continually disappearing. The 8-track tape was replaced by the cassette tape, which in turn was replaced by the CD, which is currently in the process of disappearing altogether.

The telephone industry has gone from the dial phone, to push button phone, to cordless phones, to cell phones, to some sort of universal PDA, cell phone, music player, satellite radio, game machine device that will be totally unrecognizable by today’s standards. Eventually the cell phone device will disappear. We don’t need to see technology to interact with it.

In a similar fashion, every device, tool, piece of hardware, equipment, and technology that we are using today will go away, and be replaced by something else. That something else will be faster, smarter, cheaper, more capable, more durable, work better, and look cooler than anything we have today.

Trend #3 - We haven’t yet reached the ultimate small particle for storage. But soon.

We live in an awkward time where technological advances related to information storage are quite routine and expected. Each new breakthrough barely raises an eyebrow because they happen so often. However, Moore’s Law will not go on indefinitely.

There are physical limits to how small we can make storage particles. Within the coming years, advances will slow and eventually stop altogether as we transition from our grand pursuit of tiny-ness to other areas of information efficiencies such as speed, reliability, and durability.

Once we conquer the ultimate small storage particle, we will be able to set standards – both standards for information and standards for storage. This becomes extremely important as we try to envision the stable information base of the future, and the opportunities for libraries to interact with it and build new and exciting “information experiences”.

But perhaps the most critical component of stabilizing information storage will surround the issues of findability.

Trend #4 - Search Technology will become increasingly more complicated

Many people today think our present day search technology is fairly simple, and it is. But the simple search days are numbered.

The vast majority of today’s search industry is based on text search. Text search is being expanded to cover the various languages of the world and some forms of image, audio, and video search are currently in place. However, next generation search technology will include the ability to search for such attributes as taste, smell, texture, reflectivity, opacity, mass, density, tone, speed, and volume.

As we achieve the ability to conduct more and more complicated searches, the role of the librarian to assist in finding this kind of information also becomes more and more important. People will not have the time and skills necessary to keep up on each new innovation in the search world, and they will need a competent professional to turn to.

Trend #5 - Time compression is changing the lifestyle of library patrons

The spectrum of human need is continually expanding. The paradigm of “need” is changing, evolving, and most importantly, speeding up. Time compression is affecting nearly every aspect of our lives, but as we compress our time, we are also compressing our needs.

People today sleep, on average, two hours less per night than 80 years ago, going from 8.9 hours per night to 6.9 hours. 34% of lunches today are eaten on the run. 66% of young people surf the web & watch TV at the same time. In a recent survey, 43% of the people in our society are having trouble making decisions because of sheer data overload.

Basically, we have more needs faster.

So as the spectrum of human need grows, the opportunities for libraries to meet these needs is also growing. However, “needs” are a moving target, so the library of the future will need to be designed to accommodate the changing needs of its constituency. One of the needs that will be going away is the need to use keyboards.

Trend #6 - Over time we will be transitioning to a verbal society

Keyboards remain as our primary interface between people and electronic information even though inventors have long felt there must be a better way. The days of the keyboard are numbered. As mentioned earlier, all technology ends and soon we will be witnessing the end of the keyboard era.

Dr William Crossman, Founder/Director of the CompSpeak 2050 Institute for the Study of Talking Computers and Oral Cultures, predicts that as we say goodbye to keyboards we will begin the transition to a verbal society. He also predicts that by 2050 literacy will be dead.

While the accuracy of his dates and the wholesale transition from literacy to a verbal society may be debatable, there will undoubtedly be a strong trend towards verbal information. Computers will become more human-like with personalities, traits, and other characteristics that will give us the sense of being in a room with other humans.

Trend #7 - The demand for global information is growing exponentially

Many secrets in tomorrow’s business world lie in the writings of people who did not speak English or any of the other prominent global languages. A company’s ability to do business in a foreign country will be largely dependent upon their ability to understand the culture, society, and systems within which that country operates.

The National Intelligence Council predicts “the globalization of labor markets, and political instability and conflict will fuel a dramatic increase in the global movement of people through 2015 and beyond. Legal and illegal migrants now account for more than 15 percent of the population in more than 50 countries. These numbers will grow substantially and will increase social and political tension and perhaps alter national identities even as they contribute to demographic and economic dynamism.”

Our ability to learn about and understand the cultures of the rest of the world are key to our ability to prepare ourselves for the global societies of the future. At the same time that we learn about global societies, a new era of global systems will begin to emerge.


Trend #8 - The Stage is being set for a new era of Global Systems

Most people don’t think in terms of global systems, but we have many existing systems that have evolved over centuries that now play a significant role in our lives.

Our present global systems include international trade, global sea transportation, the Metric System, global news services, global mail systems, time zones, global air transportation, and global stock trading. Two of the newest global systems include the GPS system and the Internet.

Few people think in terms of global systems and what they represent. But as we move towards more homogenized cultures and societies, the need for creating cross-border systems will also increase.

Examples of future global systems include global accounting standards for publicly traded companies, global intellectual property systems, global tax code, global currency, global ethics standards, and an official earth measurement system. People will begin to develop these new global systems because each one represents a multi-billion dollar opportunity just from the sheer efficiencies created along the way.

Libraries will play a key role in the development of global systems because they will be charged with archiving and disseminating the foundational pieces of information necessary for the new systems to take root. Libraries themselves are a global system representing an anchor point for new systems and new cultures.

Trend #9 – We are transitioning from a product-based economy to an experience based economy

As the world’s population ages and the Baby Boom generation approaches retirement, many of them will begin to shed their belongings to create a more free and mobile lifestyle. Each item that a person owns demands their attention, and the accumulation of physical goods to demonstrate a person’s wealth is rapidly declining in importance. Experience becomes the key.

How would you rate your last library experience? Chances are that you’ve never been asked that question. However, in the future, the patron experience will become a key measurement criteria.

Gone are the days of the solemn book-reading experience in the neighborhood library. Activities will be diverse and varied as a way of presenting and interacting with information in new and unusual formats.

But more importantly, books themselves will transition from a product to an experience. As books change in form from simple “words on a page” to various digital manifestations of the information, future books will be reviewed and evaluated by the experience they create.

Trend #10 - Libraries will transition from a center of information to a center of culture

With the emergence of distributed forms of information the central role of the library as a repository of facts and information is changing. While it is still important to have this kind of resource, it has proven to be a diminishing draw in terms of library traffic.

The notion of becoming a cultural center is an expansive role for the future library. It will not only serve as an information resource, but much more, with the exact mission and goals evolving and changing over time.

A culture-based library is one that taps into the spirit of the community, assessing priorities and providing resources to support the things deemed most important. Modern day cultural centers include museums, theaters, parks, and educational institutions. The library of the future could include all of these, but individual communities will be charged with developing an overall strategy that reflects the identity and personality of its own constituency.


Recommendations for Libraries

Libraries are in a unique position. Since most people have fond memories of their times growing up in libraries, and there are no real “library hater” organizations, most libraries have the luxury of time to reinvent themselves.

The role of a library within a community is changing. The way people interact with the library and the services it offers is also changing. For this reason we have put together a series of recommendations that will allow libraries to arrive at their own best solutions.

1) Evaluate the library experience. Begin the process of testing patron’s opinions, ideas, thoughts, and figure out how to get at the heart of the things that matter most in your community. Survey both the community at large and the people who walk through the library doors.
2) Embrace new information technologies. New tech products are being introduced on a daily basis and the vast majority of people are totally lost when it comes to deciding on what to use and what to stay away from. Since no organization has stepped up to take the lead in helping the general public understand the new tech, it becomes a perfect opportunity for libraries. Libraries need to become a resource for as well as the experts in each of the new technologies.

a. Create a technology advisory board and stay in close communication with them.
b. Recruit tech savvy members of the community to hold monthly discussion panels where the community at large is invited to join in the discussions.
c. Develop a guest lecture series on the new technologies.

3) Preserve the memories of your own communities. While most libraries have become the document archive of their community, the memories of a community span much more than just documents. What did it sound like to drive down Main Street in 1950? What did it smell like to walk into Joe’s Bakery in the early mornings of 1965? Who are the people in these community photos and why were they important? Memories come in many shapes and forms. Don’t let yours disappear.

4) Experiment with creative spaces so the future role of the library can define itself. Since the role of the library 20 years from now is still a mystery, we recommend that libraries put together creative spaces so staff members, library users, and the community at large can experiment and determine what ideas are drawing attention and getting traction. Some possible uses for these creative spaces include:

a. Band practice rooms
b. Podcasting stations
c. Blogger stations
d. Art studios
e. Recording studios
f. Video studios
g. Imagination rooms
h. Theater-drama practice rooms

We have come a long ways from the time of da Vinci and the time when books were chained to lecterns. But we’ve only scratched the surface of many more changes to come. Writing the definitive history of modern libraries is a work in progress. Our best advice is to enjoy the journey and relish in the wonderment of what tomorrow may bring.



ABOUT: Thomas Frey is the Executive Director and Senior Futurist at the DaVinci Institute where he has developed original research studies, enabling him to speak on unusual topics, translating trends into unique opportunities.

Tom continually pushes the envelope of understanding, creating fascinating images of the world to come. His talks on futurist topics have captivated people ranging from high level of government officials to executives in Fortune 100 companies including NASA, IBM, AT&T, Hewlett-Packard, Lucent Technologies, First Data, Boeing, Ford Motor Company, Qwest, Allied Signal, Hunter Douglas, Direct TV, Capital One, National Association of Federal Credit Unions, and many more.

Thursday, January 10, 2008

Thinking about threats

I'm thinking that all of our lack of space items need to be moved from weaknesses to threats because the lack of space is really and external issue. We can't do much to change it.

Another threat is lack of any change for students for printing/copying on the entire East side of the campus.

Cumbersome pay-for-print process might be another threat.

Future of Libraries - Information Commons

The Future of Libraries: The Information Commons

Several selected principles from the list developed by ALA at Nov. 2001 roundtable:

“We might understand the commons as a ‘place’ or ‘space’, but we should also understand the commons as a collection of processes for meeting the information needs of our societies.“

“The information commons is closely related to notions of community and communal practice.”

“As actually existing institutions, libraries provide us with infrastruc-ture and experience useful for advocating a vibrant information commons. Libraries suggest a concrete image of what the information commons can and should provide.”

“Libraries and other institutions are only effective in the commons to the extent that they fulfill the information needs of their communities.”

Quotes from “Information Commons, Information Literacy, and the Learning Commons.” The Information Commons Handbook

“…having an Information Commons in the library serves to strengthen and highlight the library’s position as the central learning place on campus. Project-based and collaborative learning in particular flourish in the Information Commons, where users have access to both skilled staff consultation and an array of technology in a single welcoming environment.” (Herrmann)

“Thus the Information Commons is based as much on collaboration and cooperation among reference staff, computing, IT, media services, and faculty as they teach and provide services to students, as it is on collaboration and cooperation among students working in groups to produce complex audio-visual texts....The principal role of the Information Commons is to support the development of this new multi-media literacy by providing seamless access to all necessary services and resources.” (Herrmann)

Bibliography

Albanese, Andrew. “Indiana Univ. Builds Another Info Commons.” Library Journal 1 Nov. 2004: 22. Professional Development Collection. EBSCO. Richland Coll. Lib., Dallas. 31 Oct. 2007 http://search.ebscohost.com/.

Albanese, Andrew Richard. “Campus Library 2.0.” Library Journal 15 Apr. 2004: 30-33. Professional Development Collection. EBSCO. Richland Coll. Lib., Dallas. 13 Nov. 2007 http://search.ebscohost.com/.

Beagle, Donald Robert. “Information Commons, Information Literacy, and the Learning Commons.” The Information Commons Handbook. New York: Neal-Schuman, 2006. 29-54.

“The Future Is Now.” Library Journal 15 Apr. 2004: 32-33. Professional Development Collection. EBSCO. Richland Coll. Lib, Dallas. 13 Nov. 2007 http://search.ebscohost.com/.

Halbert, Martin. “Lessons from the Information Commons Frontier.” The Journal of Academic Librarianship Mar. 1999: 90-91. Professional Development Collection. EBSCO. Richland Coll. Lib., Dallas. 13 Nov. 2007 http://search.ebscohost.com/.

Information Commons Project Working Group. “To Support the Information Commons: Principles for an Effective Information Commons.” Information Commons Archives. Nov. 2001. American Library Association. 26 Oct. 2007 http://www.ala.org/ala/washoff/contactwo/oitp/infocommons0204/icwg.cfm.

Mangan, Katherine S. “Packing Up the Books.” Chronicle of Higher Education 1 July 2005: A27-A28. Professional Development Collection. EBSCO. Richland Coll. Lib., Dallas. 13 Nov. 2007 http://search.ebscohost.com/.

Mount Holyoke College Library. “Mount Holyoke College Library Application.” ACRL Excellence in Academic Libraries Award. 2005. American Library Association. 26 Oct. 2007 http://www.ala.org/ala/acrlbucket/excellenceaward/holyokeap.cfm.

Pierce, Jennifer Burek. “Grassroots Report: Next Stop, Information Commons.” American Libraries Apr. 2004: 87. Professional Development Collection. EBSCO. Richland Coll. Lib., Dallas. 13 Nov. 2007 http://search.ebscohost.com/.

Stoffle, Carla. “The Fate of the Undergraduate Library.” Library Journal 1 Nov. 2000: 38. Professional Development Collection. EBSCO. Richland Coll. Lib., Dallas. 13 Nov. 2007 http://search.ebscohost.com/.

Wednesday, January 9, 2008

Strengths Summary 1/9/08

Strengths

Quality reference service to all users

The needs of our Richland community inform our work

Dedicated, knowledgeable, enthusiastic staff

Service oriented library director

Service oriented staff

Diverse approaches to student learning

Excellent reference collection

Staff willing to learn new things and experiment with different approaches

Subscriptions to sufficient electronic databases to serve the information needs of our users

Stable staff with low turnover

Approachable and friendly staff

Commitment to student learning

Innovation encouraged

Strong relationships with a few faculty members

Positive results in library and campus-wide surveys

Customer service skills

Professional and personal development encouraged

Relationship with RCHS

Exceptional workgroup of talented, committed professionals

Reputation on campus for outstanding service

Strong funding (at District level) for electronic resources

Provide service to the community

Variety of ages in our staff

Variety of ethnicities in our staff

Inviting, attractive facility

Carefully selected book collection targeted to student needs

Dedicated collection development librarian

Availability of student assistant pool and opportunities for student assistants to get work on campus

Continually adapting and evolving library instruction program

Circulation issues resolved in a courteous, timely manner

Instruction options for distance learners

Direct editing capability for the Library Web site

Library Web site is kept up to date

Good relations with Richland staff and faculty

Consortial agreements contribute to our resources

Innovative use of technology

Efficient ICL process

Regularly updated computer equipment

Responsive IT support on student computers????

Book collection is kept in good order (excellent shelver)

Strengths Summary 1/9/08

Strengths

Quality reference service to all users

The needs of our Richland community inform our work

Dedicated, knowledgeable, enthusiastic staff

Service oriented library director

Service oriented staff

Diverse approaches to student learning

Excellent reference collection

Staff willing to learn new things and experiment with different approaches

Subscriptions to sufficient electronic databases to serve the information needs of our users

Stable staff with low turnover

Approachable and friendly staff

Commitment to student learning

Innovation encouraged

Strong relationships with a few faculty members

Positive results in library and campus-wide surveys

Customer service skills

Professional and personal development encouraged

Relationship with RCHS

Exceptional workgroup of talented, committed professionals

Reputation on campus for outstanding service

Strong funding (at District level) for electronic resources

Provide service to the community

Variety of ages in our staff

Variety of ethnicities in our staff

Inviting, attractive facility

Carefully selected book collection targeted to student needs

Dedicated collection development librarian

Availability of student assistant pool and opportunities for student assistants to get work on campus

Continually adapting and evolving library instruction program

Circulation issues resolved in a courteous, timely manner

Instruction options for distance learners

Direct editing capability for the Library Web site

Library Web site is kept up to date

Good relations with Richland staff and faculty

Consortial agreements contribute to our resources

Innovative use of technology

Efficient ICL process

Regularly updated computer equipment

Responsive IT support on student computers????

Book collection is kept in good order (excellent shelver)