Conference Schedule
WEDNESDAY, April 23, 2008
12:00 – 5:00 p.m. Registration in the Pre-function area of the Hilton Salt Lake City Center
12:00 – 5:00 p.m. Excursion & Dine-a-round Confirmation and Sign-Up in the Pre-function Area
12:00 – 12:55 p.m. Information for new attendees in Canyon C
1:00 – 2:55 p.m. Discussion groups Canyon ABC, Topaz and Alpine TBA
1:00 – 2:55 p.m. Workshop Alpine W Peer-review 101: Get Ready to Make Your Mark
Sandra Lee (Sandy) Hawes, Distance Learning Reference Librarian
Saint Leo University
Elizabeth (Liz) Richardson, Access Services Librarian
Edinboro University of Pennsylvania
Johanna Tuñón, Director of Distance & Instructional Library Services
Nova Southeastern University
Marta Lee, Reference Librarian
Regent University
Jane Hutton, Electronic Resources Librarian
West Chester University of Pennsylvania
1:00 – 2:55 p.m. Workshop Theater Usability Testing of Library Web Sites
Stefanie Buck, Librarian for Extended Education
Jon Dillon, Systems Staff
Western Washington University
1:00 - 1:55 p.m. Discussion groups Topaz and Alpine E TBA
2:00 – 2:55 p.m. Discussion groups Topaz and Alpine E TBA
3:00 – 4:30 p.m. ACRL Distance Learning Section Canyon ABC – Anne Casey
5:30 – 9:00 p.m. Reception and Featured Speaker Lynn Copeland
Library Services to Distance Learners: Is it Time to Recast the Model? (Handout)
THURSDAY, April 24, 2008 SESSION 1
Canyon A/B 8:30 A.M. TO 9:25 A.M.
VERSO Graphic Interface to Reference Sources: A Project of Quinnipiac University’s Arnold Bernhard Library
Terry Lee Ballard, Automation Librarian
Quinnipiac University
Hamden, Connecticut
Librarians at the Arnold Bernhard Library of Quinnipiac University were concerned with the usage levels of their electronic reference titles. They had added the titles to the library’s web page, made individual records in the online catalog, and even established links between an OPAC keyword search and a search through electronic reference titles. It was still felt that the collection was underutilized. In 2007, the Automation Librarian began a project to add one more level of access to these titles – a graphic interface that simulated the process of walking into a reference room and picking out a title. A preliminary version was loaded in the Fall of 2007, and early results indicate that it has found an audience.
Terry Ballard earned his master's degree in Instructional Media from Arizona State University in 1980 and his Master's degree in Library Science from the University of Arizona in 1989. Since 1990 he has worked as an automation librarian at Adelphi University in Garden City, New York, and Quinnipiac University in Hamden, Connecticut. He is the author of more than 50 articles in library science and the book "INNOPAC: A reference guide to the system."
Topaz 8:30 A.M. TO 9:25 A.M.
Embedded Librarians: MLS Students as Apprentice Librarians in Online Courses
Dr. Linda L. Lillard, Assistant Professor
Emporia State University
Emporia, Kansas
Scott Norwood, Assistant Professor
University of Central Missouri
Warrensburg, Missouri
Kate Wise, MLS Student
Emporia State University
Emporia, Kansas
Jan Brooks, MLS Student
Emporia State University
Emporia, Kansas
Abstract:
Library Science MLS students at one university are serving as apprentice “embedded” librarians in nursing courses at another university. Results of surveys of nursing students at the end of the class, and reflections of the MLS students after this experience will be shared from the first semester iteration of this project. A comparison of this iteration with past iterations of the project will be made in the hope that the information gleaned from these interactions will help in the design of library services. Furthermore, this premise of the development of relationships in the provision of library services for distance learners will be further examined.
Dr. Lillard has past experience as a distance learning librarian, an instructional services librarian and is presently teaching in a library school. She has been working on the embedded librarian project for eight years.
Scott Norwood served as the "distance librarian" for the University of Central Missouri from fall semester 2001 through the end of 2007. Each semester he is "embedded" in a number of courses for online students as well as presenting bibliographic instruction to classes on-campus and at Central's off-campus site.
Alpine E 8:30 A.M. TO 9:25 A.M.
Aligning the Assessment Process in Academic Library Distance Education Services using the Nash Model for Improved Demonstration and Reporting of Organizational Performance
Emily F. Blankenship
Instruction/Reference Librarian
East Carolina University
Greenville, North Carolina
Abstract:
Academic libraries are facing additional calls for improved accountability while the academic library distance education service environment continues a rapid pace of evolution. The Nash Model for Improved Demonstration and Reporting of Organizational Performance assists librarians in the assessment of distance education services by focusing on integrating and aligning the assessment process components of capacity, stakeholders, participation, technology, and organizational leadership to improve effectiveness and increase positive outcomes. Using the Nash Model for Improved Demonstration and Reporting of Organizational Performance, libraries can effectively align their distance education processes and services to the distance education service environment in which they operate and support. Nash Model aligned assessments for distance education services have the potential to be more successful in exhibiting and reporting assessment of their overall performance to stakeholders, therefore opening new doors to strategic opportunities and resources.
Emily is a proponent of the Nash Model for Improved Demonstration and Reporting of Organizational Performance. She has been a member of the Reference Services Team at East Carolina University’s Joyner Library for the past 3 years. She is a coordinator for East Carolina University’s partnership with the North Carolina State Library’s NCKnows, a 24/7 chat service serving both public and academic libraries in North Carolina. She is an administrator for East Carolina University’s partnership with OCLC’s QuestionPoint service. Emily previously spent 10 years with the Florida Department of Education, including 3 years as Distance Education Systems Analyst for the Office of School Board Personnel Training.
Alpine W 8:30 A.M. TO 9:25 A.M.
Every Step You Change: A Process Of Change and Ongoing Management
Gina Matesic, Head, Social Work Library
Wilfrid Laurier University
Kitchener, Ontario
Canada
Abstract:
Established services have the benefit of experienced and knowledgeable staff, confirmed money streams, designated space and resources and recognized links to users and stakeholders. So when change needs to happen, it requires a great deal of patience, skill and an unwavering belief in a better future. After more than 30 years operating in a large academic institution, a distance education library service needed change. Services needed to be added, resources needed to be improved and overall processes needed to be streamlined and upgraded. This presentation will reveal the dramatic changes that occurred over the span of 6 months to change this service from an office literally drowning in paper with a "this is the way we've always done things" orientation to a new paperless service with a Web-based request, monitoring, and statistical tracking system. Screen shots demonstrate how staff track requests and keep separate records for library and Distance Education department reporting purposes.
Gina has been a manager of 3 separate/special libraries over her 8-year career as a librarian. She has been consistently drawn into and hired by new or very old institutions in midst of change. She is a constant seeker of new ideas via multi-disciplinary literature and coursework, has a consistent non-hierarchical stance and willingness to engage cross-departmental boundaries to complete projects and can accept mistakes and transition discomfort.
Canyon C 8:30 A.M. TO 9:25 A.M.
The Virtual Library Liaison: A Case Study at an Online University
Robin Veal, Reference Librarian, Liaison to the School of Education
Erika Bennett , Reference Librarian, Liaison to the Harold Abel School of Psychology and the School of Human Services
Capella University
Minneapolis, Minnesota
Abstract:
In 2007 Capella University, an online university, started its library liaison program. The goals of the program were to increase the use of library resources and services and promote integration of information literacy competencies into coursework. A review of the literature of liaison programs shows a focus on liaison activities in traditional colleges and universities. While some activities are adaptable to the online environment, this setting provides unique opportunities for enhancing the impact of the liaison relationship. This paper will describe key initiatives in three areas: the online courseroom, reference transactions and collaboration with both academic and nonacademic departments. Strategies, activities and tools used to implement the initiatives will be discussed.
Robin Veal is a reference and instruction librarian and a liaison to the School of Education at Capella University, an online university headquartered in Minneapolis, Minnesota. She received her Masters in Library and Information Science from Dominican University and currently she is an Ed.D. Candidate in the Educational Leadership Program at Saint Mary's University, Twin Cities Campus. Her research interests include library anxiety, adult learning and digital reference services.
Erika acts as the coordinator for liaison services for Capella University Library.
THURSDAY April 24, 2008 SESSION 2
Canyon A/B 9:40 A.M. TO 10:35 A.M.
Building a Better M.I.C.E. Trap: Using Virtual Focus Groups to Assess Subject Guides for Distance Education Students
Additional material:
Presentation handout
Lateka J. Grays, Hospitality Librarian
Darcy Del Bosque, Web Services Librarian
Kristen Costello, Systems Librarian
University of Nevada, Las Vegas
Las Vegas, Nevada
Abstract:
Subject guides are often used as an alternative to in-person library instruction for distance education students. However, when students are not on-campus it can be difficult to assess if they are getting all of the relevant information they need. In an organization that serves students located across the United States and even outside of the country, a method was needed to assess the effectiveness of library information provided to distance learners on specific topics. The William F. Harrah College of Hotel Administration at the University of Nevada, Las Vegas, offers a number of on-campus and distance education courses, including classes taught at a satellite campus in Singapore. With diverse course offerings via distance education the conventions and exhibitions subject area was chosen as a case study. Often referred to as M.I.C.E., the study of meetings, incentives, conventions and exhibitions in a hospitality context is a major sub-discipline within the Hotel College. After researching different approaches to studying the effectiveness of subject guides, a virtual focus group was chosen to gather feedback from students. This paper will demonstrate how focus groups can be created and how the information gathered can be used to increase effectiveness of subject guides. Readers will discover effective techniques and pitfalls for using virtual focus groups in conjunction with subject guides assessment.
Lateka Grays is the Hospitality Industry Librarian at the University of Nevada, Las Vegas. As a member of the Collection Management department, she participates in the development, management and ongoing enhancement of the Libraries' services and resources for the William F. Harrah College of Hotel Administration. She previously held positions at the Goizueta Business Library at Emory University in Atlanta and at the Conrad N. Hilton College Library & Archives at the University of Houston. She holds an MS in Library Science from the University of North Texas and a BBA in Operations Management from the University of Houston
Darcy Del Bosque is the Web Services Librarian at the University of Nevada, Las Vegas. In addition to her duties related to the library website, she also is responsible for helping distance education students access library resources. She previously held positions as Head of Electronic Information and Reference Services at the University of Texas at San Antonio and as Reference/Government Information Librarian at Texas A&M International University. She holds an MLS from Indiana University, an MA from Ohio University, and a BA from the University of Minnesota.
Kristen Costello is the Systems Librarian at the University of Nevada, Las Vegas. The Systems Librarian provides collaborative leadership for the University Libraries integrated library system. She assists in the creative integration of the ILS with Libraries and campus resources. Previous to her arrival at UNLV, she held a position as Head of Systems at Drexel University. She holds an MS from Drexel University and a BA from the State University of New York at Fredonia
Topaz 9:40 A.M. TO 10:35 A.M.
Embedding General Education Competencies into an Online Information Literacy Course
Srivalli Rao, Associate Professor / Branch Librarian
Mercy College Libraries
White Plains, New York
Agnes Cameron, Assistant Professor / Branch librarian
Mercy College Libraries
Yorktown Heights, New York
Susan Gaskin-Noel, Assistant Professor / Reference Librarian
Mercy College Libraries
Dobbs Ferry, New York
Abstract:
Assessing core competencies for students who are enrolled in purely online programs poses a challenge to colleges and universities. Our institution has chosen an existing online information literacy course to incorporate and assess general education competencies for an overseas cohort of transfer students. This paper will present a brief overview of the course and describe how the course was redesigned to embed and assess the five general education competencies (critical thinking, information literacy, critical reading, quantitative reasoning, and writing) into the course.
Srivalli Rao is Associate Professor and Branch Librarian at the White Plains Campus of Mercy College Libraries in New York state. She is also the Coordinator of the Library and Information Science Program for the Division of Libraries at the College. She has been involved with distance education since the mid-90s and has developed and teaches an online course on Using Electronic Resources for Research to distance education students at Mercy College. This course was recently chosen by the College for embedding and testing general education competencies for a cohort of overseas students, making it a mandatory course for these students.
Mercy College is a multi-campus institution, offering certificate, associates, undergraduate, and graduate degree programs at its five campuses. The College offers courses online and onsite. Students can complete their entire course work online in some programs. We also have cohorts or students who are truly "at a distance".
Agnes is one of the initial instructors incorporating the competencies in the Mercy Online Literacy Course, and developed the competency component of the course. Also she taught LISC 260 - Using Electronic Resources for Research, in both the 8 week and the 6 week formats. On campus she teaches a section of "Critical Reading and Analytical" techniques in addition to Information Literacy instructions during the academic year.
Susan has been teaching the three credit course titled LISC 260 - Using Electronic Resources for Research, for several semesters now, and has had some input into the revised course that now includes the general education competencies. Additionally, her experience in teaching Information Literacy as part of her reference librarian's duties, as well as my collegial interaction with teaching faculty, further enhances my ability to address this topic. Also, her function as the Mercy College Libraries' webmaster allows her the opportunity to deal with all different aspects of online issues, and as a result, this constant exposure to technology enables her to continuously develop her skill in the nuances of teaching online.
Alpine E 9:40 A.M. TO 10:35 A.M.
Lana Ivanitskaya, Ph.D., Associate Professor, Health Sciences
Central Michigan University
Mt. Pleasant, Michigan
Monica Hines Craig, Off-Campus Librarian
Central Michigan University
Troy, Michigan
Susan DuFord, Faculty, Off-Campus Programs
Central Michigan University
Harrison Township, Michigan
Anne Marie Casey, Associate Dean of Libraries
Central Michigan University
Mt. Pleasant, Michigan
Abstract:
This study investigates the impact pre-tests have on the effectiveness of library instruction when students are given feedback on their pre-test performance. Librarians and academic faculty partnered to measure library instruction outcomes in two Master’s degree classes. The Research Readiness Self-Assessment (RRSA) was used as a pre-test (before instruction) and a post-test (after instruction) in Class 1 and as a post-test only in Class 2. Students who completed both tests performed significantly better on a post-test, earning higher scores on obtaining information and overall information literacy. They reported greater library/research experience and less reliance on browsing. Compared to students who did not take a pre-test, students who received pre-test-based feedback had higher scores on library/research experience and lower scores on reliance on browsing. To enhance the effectiveness of library instruction students can be given pre-test-based feedback that compares their actual and perceived literacy and encourages the use of library databases.
Lana is the designer and developer of the Research Readiness Self Assessment (RRSA), an online interactive assessment for measuring information literacy and for providing norm-referenced feedback on students' information competencies.
Monica has been a librarian with Central Michigan’s Off-Campus Library Services for 20 years. She was also a reference librarian for Wayne State University in Detroit.
Susan has been teaching research methods and is a capstone monitor for both the MSA degree and MA in education degree at CMU since 1989. She has an Ed.D. in Educational Leadership from Western Michigan University. She taught communications for 30 years at Macomb Community College in Clinton Township, MI
Anne Marie was an off-campus librarian for 15 years prior to becoming Associate Dean. She taught library instruction classes to off-campus students on a regular basis. She developed the RRSA tool with Lana Ivanitskaya as a measure of library instruction effectiveness and has given several presentations on this tool.
Alpine W 9:40 A.M. TO 10:35 A.M.
Kristine Holloway
Senior Assistant Librarian / Distance Services Coordinator
California State University Bakersfield
Lancaster, California
Abstract:
Academic libraries serve greater numbers of distance learners and must address the unique challenges faced by these students. Technology can bridge the gap in terms of access and use of library resources. Academic librarians working with distance students must examine their student population, determine the needs of their users, and be prepared to adapt technology available to meet those needs. Many academic libraries have adapted OCLC ILLiad to allow better support of distance learners. Library models that have used OCLC ILLiad or similar software for distance services are discussed and can be used as a model for change in library distance services programs.
Kristine has worked as a Distance Services Librarian for two years, working with students at multiple fixed site locations as well as online. She is currently using ILLiad, traditionally used for Interlibrary Loan, to better manage a distance services program. Students have greater autonomy over their accounts, work processes are streamlined, and she gains access to statistical information that helps her develop her program by showing her who is using what type of resource. She is located at the primary satellite campus that serves approximately 900 students. This provides her with an immediate understanding of the challenges that distance students face. She has experience with multiple types of distance education, off-site, in-person, instructional television, and online. She took courses as a distance student while pursuing her Masters in Library and Information Science from San Jose State University.
Theater - Workshop 9:40 A.M. TO 11:45 A.M.
Online Collaborations with Elluminate™ Live!
Judy Green, Instruction and Reference Librarian
Kathy Murray, Health Sciences Librarian
University of Alaska Anchorage
THURSDAY April 24, 2008 SESSION 3
Canyon A/B 10:50 A.M. TO 11:45 A.M.
Beyond the Library's Walls: Using Library 2.0 Tools to Reach Out to All Users
Jill Sodt, Reference and Instruction Librarian
Terri Summey, Head of Access and Children's Services
Emporia State University Libraries and Archives
Emporia, Kansas
Abstract:
The Library 2.0 movement emerged as a response to the technologies and concepts in the Web 2.0 movement and has been taking the library world by storm. Web 2.0 takes the stagnant Web 1.0 and makes it more user-driven, collaborative, participatory, and personalized. Library 2.0 takes the tools of Web 2.0 and moves them into a library setting with libraries that are user-centered, networking faculty, students, and librarians to create a vital and evolving organization designed to meet the needs of the current information culture. Library 2.0 is especially relevant to institutions providing services to off-campus students. Many students taking courses remotely have full-time jobs and busy lives beyond their coursework. Providing those students with a customizable, personalized and collaborative library assists in their success as a student. Using Web 2.0 technologies and other social networking tools in the library setting brings the library to our users making them more relevant in today’s information society.
Terri has worked at Emporia State University since 1987 and has participated as the university developed distance learning courses and programs. As the Head of Access Services, she is a vital link between the University Library and the university community, whether on campus or not. She has served as the Distance Learning Services Librarian, writing the plan and policies for Distance Learning Library Services. In the last year, she has been exploring and using Library 2.0 technologies and concepts to reach out to all users no matter where they are located.
Topaz 10:50 A.M. TO 11:45 A.M.
Taking Library Instruction into the Online Classroom: Best Practices for Embedded Librarians.
Amy C. York, Distance Education Librarian
Middle Tennessee State University
Murfreesboro, Tennessee
Jason M. Vance, Regional Campus Librarian
Morehead State University
Morehead, Kentucky
Abstract:
The proliferation of online courses has led librarians to adapt their instructional techniques and follow teaching faculty and students into the online environment. Moving beyond web pages and online research guides, librarians are now becoming instructional partners in online course management systems. Through an online survey of librarians and a literature review, the authors examine best practices for these “embedded librarians”.
Amy has taken on the role of embedded librarian in over 100 courses at MTSU since 2004. She has given presentations on her experiences in the online classroom at a number of state and regional conferences.
Jason has worked with distance learning and off-campus classes at Morehead State University in Morehead, Kentucky for the past seven years as the Regional Campus Librarian and continues to embed himself in Blackboard classes in his new position as Assistant Dean.
Alpine E 10:50 A.M. TO 11:45 A.M.
Brian Ryckman, Reference Librarian
Valeria Long, Librarian
Emily Yedinak, Librarian
Grand Valley State University
Grand Rapids, Michigan
Abstract:
The model replacing a dedicated OCLS unit was one of having librarians provide services to both on- and off-campus students and faculty within their liaison disciplines. A year after this model was implemented, faculty in subjects taught both on and off-campus were surveyed to assess their awareness of library resources and whether this impacted course assignment design. Findings from this survey, and a planned review of off-campus course syllabi, will help identify areas of concern and lead to ways to strengthen awareness and usage of library resources.
Brian Ryckman studied to be a secondary education foreign language teacher before switching gears to librarianship (he discovered that he preferred books because they don't talk back; however, he has sometimes found that computers can be just as challenging as a disagreeable teenager). Since beginning his career at a small college in Michigan, Brian has instructed adult learners, graduate students, people with varying aptitudes and abilities as well as working with a varied assortment of colleagues. When he arrived at Grand Valley State University in 2006, he inherited a well-established off-campus program in a blossoming institution. This program, as well as, traditional library instruction, has allowed him to continue with his passion for teaching.
Alpine W 10:50 A.M. TO 11:45 A.M.
Getting Published: An Overview for Off-Campus Librarians
Michael Lorenzen, Head of Reference Services
Central Michigan University
Mt. Pleasant, Michigan
Abstract:
Librarians who provide service to distance education patrons have a lot of knowledge that they could share with the wider profession by publishing. Fortunately, this is easy to do. This paper provides information on the different kinds of publishing that are available from book reviews to submitting articles to peer-reviewed journals. It also offers advice on how to find the right journal to submit to including looking at factors such as the audience, prestige, and length of time to publication for the journal. Further, this paper includes tips on what to do when submitting a manuscript, including the query letter, following author guidelines, and proof reading. It also has ideas on how to respond to comments from editors and peer-reviewers. Finally, this paper covers what to do when a manuscript is rejected and examines non-traditional publishing options such as blogs and Wikis.
Michael Lorenzen is the editor of MLA Forum which is a peer-reviewed journal indexed by Library Literature and LISA. He has also published over 25 articles over the last 14 years of his academic career. He enjoys writing and helping others learn how to get published in the library literature.
Theater - Workshop Continued 9:40 A.M. TO 11:45 A.M.
LUNCHEON NOON TO 1:00 P.M.
THURSDAY April 24, 2008 SESSION 4
Canyon A/B 1:15 P.M. TO 2:10 P.M.
Additional material:
Presentation handout
Jane Hutton, Electronic Resources/Reference Librarian
West Chester University of Pennsylvania
Parkesburg, Pennsylvania
Abstract:
Digital collections of full-text e-books are proliferating on the Web and provide a wealth of open content for students. To examine whether academic libraries are providing a digital gateway to these resources, ten e-book titles from open digital collections were searched in the online catalogs and Web pages of ten academic libraries serving distance learners. Only three of the digital collection e-books were available from any of the library catalogs and none were found on library Web pages. Availability of the ten e-book titles through Google and other digital discovery tools also had mixed results. Continued projects for improved delivery of open online content are necessary. In order to fulfill their role as digital gateways for their academic communities, libraries must pursue metadata standards to support cross-searching, collaborative projects, and development of e-resource search software, which integrates with the library catalog.
Jane has a Master of Library and Information Science, Drexel University and is currently pursuing a Master of Distance Education at University of Maryland University College. She is an active member of the Distance Learning Section, Association of College & Research Libraries. Jane has had responsibility for library web sites since 1999, experience as a library system administrator and has been an academic reference librarian. Previous presentation topics include web searching and use of blogs in academic libraries.
Topaz 1:15 P.M. TO 2:10 P.M.
Modularizing Information Literacy Training via the Blackboard eCommunity.
Mike Knecht, Assistant Dean - Library Services & Off-Campus Programs
Kevin Reid, Assistant Library Director
Henderson Community College
Henderson, Kentucky
Abstract:
The eCommunity feature of the course management software, Blackboard, is used by the librarians at Henderson Community College to determine student success with their information literacy program. Pre- and post-tests are used along with brief lessons on variety of library and course-specific topics to create learning modules. Advantages of this new electronic information literacy tool include greater collaboration with faculty, immediate feedback for students, convenient access from remote locations, and compliance with accreditation guidelines. Progress is documented, and popularity of the eCommunity is increasing throughout the community and technical colleges of Kentucky
Mike Knecht received his Master's degree in Library Science from Emporia State University (KS) and his Master's degree in Business Administration from Western Kentucky University. After working as an associate librarian for South Arkansas Community College, he accepted the director's position at Henderson Community College in 1995. He has also served as an Interim Dean of Business Affairs, and currently supervises both library services and off-campus operations for the college. He has written and presented papers at local, state, and regional conferences with emphasis on information literacy and management issues.
Kevin B. Reid received his Master’s Degree in History from Purdue University and his Master’s Degree in Library Science from the University of Kentucky. He has been working as Librarian since 1993, first at the University of Kentucky then at Henderson Community College (HCC). At HCC he has been very involved in teaching Information Literacy through library assignments. He has written for a number of professional journals and co-presented with Mike Knecht at a number of conferences for educators.
Alpine E 1:15 P.M. TO 2:10 P.M.
Using Online Tutorials to Reduce Uncertainty in Information Seeking Behavior
Elizabeth Jean Brumfield, Distance Service Librarian II
Prairie View A&M University
Spring, Texas
Abstract:
Uncertainty is defined as affective symptoms of stress, anxiety and frustration when faced with an information need. Traditional face to face instruction allows sender and receiver to fulfill information needs using multiple sources, visual, auditory, tactile and verbal. Distance learners may experience high levels of uncertainty when most or all of the communication and interaction takes place in an electronic environment that does not allow for these multiple information sources. Research on face to face communication and uncertainty suggests that people attempt to reduce uncertainty by acquiring more information and also by using structured or familiar information resources. This paper suggests that many of our behavioral motivations in face to face activities would also apply in the online environment. By creating online tutorials that combine structured hierarchical instructions with familiar modes of communication we may be able to reduce symptoms of uncertainty in the library search process.
Elizabeth is currently the Distance Services Librarian for Prairie View A&M University, serving off campuses in Houston, Spring and Dallas, Texas. She is Adjunct Professor at the University of Pittsburgh teaching in the online FastTrack program in the Library and Information Science Department where (Ms. Brumfield) is also a doctoral student with research interest in distance education and library science.
Alpine W 1:15 P.M. TO 2:10 P.M.
Delivery to the Sharp End of the Spear: Responding to the Need for Library Support to the Deployed and Downrange Military Community.
Edward W. Murphy
Worldwide Services Librarian
Embry-Riddle Aeronautical University
Daytona Beach, Florida
Abstract:
Abstract: Libraries that support military patrons often face unique challenges. One of the most traumatic is the temporary transfer, or sudden deployment of members of the university community, often in the middle of an academic term, and sometimes without notice or without adequate preparation time. Not too long ago such an event would almost certainly have interrupted, if not altogether halted a student’s academic progress until they could return to the parent institution. Technology now in place has allowed many of these students to continue their education regardless of their physical locations, and libraries will have to improvise with regards to the delivery of resources and materials to the “sharp end of the spear
Ed is a second generation librarian, literally having grown up in different libraries around the world. His professional career has dealt primarily with digital/virtual libraries and the support of distance learning programs while at the University of South Florida, Florida Gulf Coast University and Embry-Riddle Aeronautical University.
Theater – Workshop 1:15 P.M. TO 3:20 P.M.
Off Campus and Off the Web Site: Reaching and Teaching Library Users Online on Social Networks
Beth Evans, Associate Professor / Electronic Services Librarian
Brooklyn College Library
Brooklyn, New York
Eric Fisher, Information Services Librarian
University Libraries, Ball State University
Muncie, Indiana
THURSDAY April 24, 2008 SESSION 5
Canyon A/B 2:25 P.M. TO 3:20 P.M.
Poster setup time
Topaz 2:25 P.M. TO 3:20 P.M.
Visual Tutorials for Point- of-Need Instruction in Online Courses
Additional material:
Presentation handout
Debra Kimok, Senior Assistant Librarian
Holly Heller-Ross, Associate Librarian/ Coordinator, Information Outreach
State University of New York at Plattsburgh
Plattsburgh, New York
Abstract:
This paper will discuss a method of incorporating demonstrations into online Information and Technology Literacy courses. The demonstrations are designed to increase the visual component and to address point-of-need questions and problems. Also discussed will be experimentations with this method in other library services, such as electronic reference services, one-shot course-related instruction, subject research guides, and outreach to faculty for their own professional development and as a way to incorporate information and technology literacy in their courses. Recent developments in tutorial software have made it possible to quickly create brief demonstration modules to visually illustrate information literacy concepts and research tools. The primary example presented here is the incorporation of short, task-oriented demonstrations into lesson modules, answers to student questions, and in assignment instructions and feedback in an online Information and Technology Literacy course. Initial comments from students and instructors indicate high satisfaction with this method.
As a member of the Benjamin F. Feinberg Library faculty, Debra has been teaching a one-credit required library skills course for six years. She has been teaching the course online for several semesters, first through the SUNY Learning Network (SLN) and now using our Angel course management system. She has created tutorials with Captivate software for class, for use in reference services, and for other department faculty to use in their courses. Her primary responsibility as a member of the library's Instruction Unit has been to also create interactive tutorials for use in some of our one-shot, course-related sessions.
Holly has been an Outreach and Distance Learning Librarian for 14 years, and an online instructor of a one-credit information and technology literacy course.
Alpine E 2:25 P.M. TO 3:20 P.M.
How It’s Done: Examining Distance Education Library Instruction and Assessment
Samantha Schmehl Hines, Distance Education Coordinator and Social Sciences Librarian
University of Montana
Missoula, Montana
Abstract:
While articles on individual studies, surveys, and programs abound, there is a lack of baseline data regarding what and how libraries provide instruction for their distant populations. Do libraries generally provide information literacy or library instruction to students at a distance? How is instruction usually provided? Is instruction generally assessed? If so, how is instruction assessed? These questions were asked of librarians in an online survey of 143 institutions offering distance programs, randomly sampled from the College Blue Book. With a 55% response rate, data about instruction offerings and assessment were cross-tabulated with information about library staff size, budget, and student enrollment. The expectation was that larger libraries with more money and students would provide more and better services, but interestingly these factors had far less influence than anticipated. It seems that the individual efforts of librarians was the major determinant for services offered by libraries at institutions with distant students.
Samantha received her MS in Library and Information Science from University of Illinois-Urbana in 2003, including a semester in the LEEP distance program. She started her current position in 2004. This research grew out of her interest in how other librarians and libraries provide services to their distant populations.
Alpine W 2:25 P.M. TO 3:20 P.M.
Do Off- Campus Students Still Use Document Delivery? Current Trends
Michele D Behr, Off Campus Services Librarian
Julie L. Hayward, Resource Sharing Assistant
Western Michigan University
Kalamazoo, Michigan
Abstract:
The tremendous increase in the availability of full text electronic resources has been particularly beneficial to distance education students who do not have easy access to print collections. However Western Michigan University (WMU) has been experiencing a decrease in requests for traditional document delivery of print based materials. This article presents a case study of WMU document delivery services for the distance education community. A survey was also conducted of libraries serving distance education programs to determine whether other institutions are also experiencing a decrease in usage of document delivery. Survey results show a more universal trend toward decreasing requests for delivery of print based articles; book requests are also decreasing but not at the same rate. The article concludes with some possible reasons for the decrease in usage of document delivery for distance education.
Michele has been working with distance learners for about seven years, providing and coordinating library services for all WMU's off campus programs. She has also written another article on the topic of document delivery for distance learning: "Streamlining Document Delivery and Interlibrary Loan Services for Distance Learners: Survey and Case Study." This article will appear in volume 18, number 2 of The Journal of Interlibrary Loan, Document Delivery and Electronic Reserve.
Julie has been providing materials to off-campus students for approximately 12 years. During this time, she experienced the evolution of this service through many technological advancements; from paper forms to becoming paperless where every aspect of the service can be provided online. Currently, she is enrolled in the Library and Information Science Master's Degree program at the University of Wisconsin-Milwaukee.
Theater – Workshops- Continued 2:25 P.M. TO 3:20 P.M.
POSTER SESSIONS, CANYON A/B AND
Central Michigan University Student Satisfaction Survey: Document Delivery Service, 2005-2006
Anita M. Gordon, Electronic Specialist
Central Michigan University
Mt. Pleasant, Michigan
SPONSOR PRESENTATION, TOPAZ
3:35 P.M. TO 4:45 P.M.
DINE-OUTS
FRIDAY April 25, 2008 SESSION 6
Canyon A/B 8:30 A.M. TO 9:25 A.M.
Additional material:
Presentation handout
ANTS
Google Analytics Screencast
Paul Betty ***Conference AWARD Winner***
Distance Learning Librarian
Regis University
Denver, Colorado
Abstract:
The Distance Learning department of the Regis University Library is charged with providing library instruction for undergraduate and graduate students enrolled in accelerated courses offered at six distance campus locations and online. The department has created a series of animated online tutorials (i.e. screencasts) accessible via the library Website. These interactive tutorials cover basic library services and resources, and represent an effort to provide asynchronous bibliographic instruction to remote library users. This paper describes the use of screencasting software to create library tutorials and related issues including software options, production tips and techniques, and project management. In addition, the author describes the use of Google Analytics to record usage statistics and perform assessments.
Paul is a recent graduate of the School of Library and Information Science at Indiana University. Since his employment at Regis University, he has been involved in the creation of library tutorials. He has presented workshops for librarians in Colorado about the use and development of screencasts in libraries. Paul has previous experience in web design and architecture, including some experience with ActionScript and JavaScript programming languages.
Topaz 8:30 A.M. TO 9:25 A.M.
Using WebCT, Wiki Spaces, and ePortfolios for Teaching and Building Information Literacy Skills
Mona Florea, Education & Curriculum Materials Librarian
University of Rhode Island
Kingston, Rhode Island
Abstract:
Librarians, as service providers, are always looking for innovative ways of using technology for designing and improving information systems that allow teaching and building of information literacy skills. Online learning and teaching tools offered teacher librarians undreamed of opportunities to enhance face-to-face information literacy instruction. The paper describes the librarian’s research, discoveries, and experience with using WebCT Campus Edition and Vista, ePortfolios, and Wikis to deliver online information literacy instruction as part of fully-online, Web-enhanced, or hybrid courses. Models of librarian/faculty partnership and collaboration are also illustrated.
Besides offering online information literacy instruction by designing and creating library web pages and online instructional materials, Monica was a member of the WebCT/Vista Implementation Team and a member of the WebCT/Vista Teaching and Learning Workstream for twelve Connecticut Community Colleges. Her research goal for about three years was to explore the learning and teaching possibilities that WebCT/Vista offered for libraries. She currently does research work with a faculty member at the University of Rhode Island on the use of wikis for information literacy instruction.
Alpine E 8:30 A.M. TO 9:25 A.M.
Off-Campus Post Graduate Students’ Perceptions About Distance Library Support Services: A Case Study of Allama Iqbal Open University Libraries Network
Muhammad Arif, Lecturer, Library and Information Science
Khalid Mahood
Allama Iqbal Open University
Islamabad, Capital
Pakistan
Abstract:
The present study is conducted to assess distance learning students’ perceptions about location and physical set up of libraries, collections, resources and library services rendered at thirty four regional campuses as well as main campus libraries network of Allama Iqbal Open University (AIOU) all over Pakistan. A structured questionnaire was sent by post to 250 randomly selected students enrolled in eleven postgraduate programmes in the country during spring semester 2007. The response rate was 61.2% with 43.1% females and 56.9% males. The analysis of data showed that about 50% of respondents agreed, 20% disagreed and 30% of respondents showed no opinion with the distance library support services. A majority of the respondents was dissatisfied with the virtual reference services, online database facilities, Interlibrary Loan, library membership and borrowing of library material from the AIOU libraries. They were satisfied with the location and physical setup of the libraries, collections and resources of the central library of the University. The study revealed that most of the respondents used the libraries for research purpose, during workshops and exams only. T-test value (t =.550, Sig. = .970) showed that there was no significant difference between the opinion of females and males. Data was analyzed by using Statistical Package for Social Sciences (SPSS) 10.0 for Windows.
Arif has selected his research topic "Off-campus Post Graduate Students' Perceptions about Distance Library Support Services: A case study of Allama Iqbal Open University Libraries Network" of Pakistan for the Thirteenth Off-Campus Library Services Conference because no such research work was carried out before this effort. His paper is the first study of distance education students' perception about library services in Pakistan. He is a Life Member of the Pakistan Library Association, a Special Library Association (SLA) member, a member of the National Curriculum Revision Committee, Higher Education Commission Pakistan, in the Subject of Library and Information Science.
Alpine W 8:30 A.M. TO 9:25 A.M.
Information Literacy Successes Compared: Online vs. Face to Face
Joanna M. Burkhardt, Professor/Head Librarian
University of Rhode Island, Providence Campus
Providence, Rhode Island
Jim Kinnie, Associate Professor/Reference Librarian
University of Rhode Island
Kingston, Rhode Island
Carina M. Cournoyer, Lecturer/Reference Librarian
University of Rhode Island
Kingston, Rhode Island
Abstract:
This paper compares the results of a comprehensive exam taken by undergraduates enrolled in face-to-face and those in online sections of a 3-credit course in information literacy. Authors discuss choosing, adapting, and implementing the comprehensive exam. Questions are mapped to the ACRL Competency Standards for Information Literacy for Higher Education to assess the effectiveness of the course. Preliminary results indicate that online students performed slightly better than their face-to-face counterparts.
In 1999 a colleague and Joanna created a three-credit course for the University of Rhode Island: Introduction to Information Literacy. Demand for the course has grown exponentially from one section to 7-8 sections per semester (Fall and Spring) and 2 sections in the summer. During the fall and spring semesters the course is taught face-to face. During the summer session the course is taught online. She has taught both face-to face and online classes for the past 4 years. We have recently administered an assessment instrument to all students as the final exam for the course. With the results of the assessment we are able to determine whether or not students are reaching our learning outcomes goals for the class. Last summer we administered the instrument to the online sections of the class for the first time. Although our numbers during the summer are small, we have compared them to the larger numbers for the face-to face sections, to see if there are any major differences in the outcomes. Joanna co-authored two books and a number of papers on teaching Information literacy, creating an institution-wide plan for information literacy, and assessing student learning outcomes for information literacy. She has presented information literacy related workshops at national, regional and local levels and completed the ACRL Immersion Track 2 in 2003.
Jim has taught an online section of URI's credit-bearing course, LIB120 Introduction to Information literacy, each summer session since 2001 as well as a face-to face section of the course each regular semester. He has become the de facto distance learning librarian on the Kingston campus and serves on the URI Online Learning Committee.
Carina graduated from University of Rhode Island as a Prism Fellow, with an MLIS and a certificate in information literacy. She had the opportunity to evaluate all comprehensive examination data for the University Library's 3-credit information literacy class as part of her final project for the fellowship, and built on that data for the project being presented. She is currently an instructor of LIB120 Introduction to Information Literacy, a former secondary education teacher and GED instructor at the Community College of Rhode Island.
FRIDAY APRIL 25, 2008 SESSION 7
Canyon A/B 9:40 A.M. TO 10:35 A.M.
Going Global: Providing Library Resources and Services to International Sites
Zhonghong Wang, Coordinator of Technology and Information Services
Paul Tremblay, Coordinator of Reference Services
Long Island University
Brooklyn, New York
Abstract:
The Brooklyn Campus Library of Long Island University (LIU) seized the opportunity to take a proactive approach to providing library resources and services to the university’s Global College community. An active link connecting the library, Global College headquarters, and international sites has been created. After carefully evaluating the needs of faculty and students across the globe, the authors recount how the library supports the teaching and learning activities of this unique user group. This article describes the LIU Brooklyn Campus Library’s efforts to promote and implement customized resources and services to users on different continents.
Zhonghong is the Coordinator of Technology of Information Services, experienced in providing library resources and services to all users on main and remote campuses, including international sites. Paul is in charge of reference services, including instruction, and library services to off-campus sites. They have the expertise and experience in utilizing technology to support the delivery of library resources and services.
Topaz 9:40 A.M. TO 10:35 A.M.
Building A Virtual Campus: Librarians As Collaborators In Online Course Development and Learning
Susan E. Shepley ***Conference AWARD Winner***
Distance Education Librarian
Saskatchewan Institute of Applied Science & Technology (SIAST)
Regina, Saskatchewan
Canada
Abstract:
In 2001, the Saskatchewan Institute of Applied Science and Technologies (SIAST) Libraries began an informal partnership with the college’s online course development unit: the Virtual Campus. What initially began as a relationship based on the traditional reference model has continued to evolve. Librarians now act as integral team members in course design and delivery, along with providing information literacy instruction. This paper discusses the evolution of SIAST Libraries’ relationship with the Virtual Campus and presents a model of the collaboration that has taken place. Additionally, it describes how this relationship has impacted the role of SIAST’s librarians as well as improved communication with and services for off-campus students and faculty.
Susan Shepley is the Distance Education Librarian at the Saskatchewan Institute of Applied Science and Technology (SIAST), the province’s primary public institution for skills training and technical education. A new librarian, Susan holds an M.L.I.S from the University of Western Ontario, along with an M.A. and B.A. in History. Since joining SIAST in April, 2007, Susan has been working to enhance library services and support to distance students and faculty across the province.
Alpine E 9:40 A.M. TO 10:35 A.M.
Johanna Tuñón, Ed.D., Director of Distance and Instructional Library Services
Nova Southeastern University
Fort Lauderdale, Florida
Bruce Brydges ,Ed.D., Coordinator of Assessment
State University of New York, Potsdam
Potsdam, New York
Abstract:
This study used citation analysis in conjunction with a subjective rubric with five validated criteria to assess the quality of a purposive sample of 452 education dissertation reference lists produced at a nontraditional institution from six doctoral programs. These programs used a variety of distance education models. The citations were then compared with the 100 reference lists selected from doctoral education programs at 10 traditional institutions. Criteria included the breadth of resources, the depth of the literature review as shown through the citing of critical historical and theoretical works, depth as demonstrated through the scholarliness of citations chosen, currency, and relevancy. The study discusses how the expanded sample of traditional reference lists continued to demonstrate consistent patterns. In contrast, although the sample of reference lists from distance education programs was much expanded, the patterns of the subsets of reference lists at the nontraditional institution were significantly diverse. The patterns of 35 doctoral reference lists from another for-profit, nontraditional institution known for providing distance education were also examined to compare the results of the two nontraditional programs. Possible reasons for differences in citations patterns by traditional and nontraditional programs are discussed, and the possible role of distance education and program criteria are examined for insights they offer into the use of citation analysis as an assessment tool of the library research skills of doctoral students.
Johanna Tuñón and Bruce Brydges have won two grants to research the topic of using citation analysis and rubrics for assessing the quality of dissertation reference lists. They have presented on the topic at several conferences including American Education Research Association (AERA) in Montreal, the Canadian Association for Distance Education (CADE) in Vancouver, International Federation of Libraries and Associations (IFLA) in Norway, and the NSU Health Professions Educational Research Symposium (HPERS) in Fort Lauderdale.
Alpine W 9:40 A.M. TO 10:35 A.M.
The Subject Specialist Librarian's Role in Providing Distance Learning Services
Mary Cassner , Subject Specialist Librarian
Kate E. Adams, Distance Education & Undergraduate Services Coordinator
University of Nebraska-Lincoln
Lincoln, Nebraska
Abstract:
Subject specialist librarians play a role in providing resources and services to distance students. The authors surveyed subject librarians and distance librarians, examining how and to what extent subject librarians provide service to distance learners.
Kate is the Distance Education and Undergraduate Services Coordinator at the University Libraries, University of Nebraska-Lincoln. She has co-presented at Off-Campus Library Services Conferences since 1998, and has given presentations at other distance learning conferences. She has served as distance education coordinator since the Libraries developed its distance library services program in 1990. She has served on several ACRL Distance Learning Section committees since 1992.
Mary is the Subject Specialist Librarian for the College of Education and Human Sciences at the University of Nebraska-Lincoln. She has co-presented at each Off-Campus Library Services Conference since 1996 and has co-authored two journal articles related to library services for distance students. She has a strong interest in distance learning, having earned her M.L.S. degree through a distance program. Her job duties include working with distance students and faculty within her liaison departments.
Theater – Workshop 9:40 A.M. TO 11:45 A.M.
Beyond Screencasting: Using Adobe Captivate to Create Scenario-Based Library Instruction
Michael L. Porter, Distance and Instructional Librarian
Nova Southeastern University - Alvin Sherman Library
FRIDAY APRIL 25, 2008, SESSION 8
Canyon A/B 10:50 A.M. TO 11:45 A.M.
Do Off-Campus Students Use E-books?
Pamela Grudzien, Head of Technical services
Anne Marie Casey, Associate Dean of Libraries
Central Michigan University
Mt. Pleasant, Michigan
Abstract:
The number of electronic books (e-books) that are available is increasing rapidly. Libraries are acquiring them individually, in large groups, and as part of collections. Off-Campus librarians perceive them to be the best solution to the problems and expenses related to loaning and shipping print books to off-campus students. This study looks at the usage of e-books by off-campus students at Central Michigan University to see if usage patterns can assist librarians with e-book collection development to support off-campus programs.
Currently, as Head of Technical Services at Central Michigan University, the acquisition and access to e-books and tracking usage of electronic resources are parts of Pamela’s management responsibilities. In a previous position as Head of Collection Development, she initiated the CMU Libraries' first steps into purchasing e-books--a consortium group purchase of NetLibrary books. About a year ago she co-wrote an article with Julie Garrison on the use of electronic journals by off-campus students. She has also presented papers at previous Off-Campus Conferences on document delivery and interlibrary loan topics. Library services to off-campus students, studies of use patterns, and a background in electronic collection development are all blended in her experience.
Anne Marie was an off-campus librarian for 15 years prior to becoming Associate Dean. She has been heading the collection development team at Central Michigan University for three years. In this capacity, she has worked closely with Off-Campus Library Services to assist librarians in selecting and acquiring e-books.
Topaz 10:50 A.M. TO 11:45 A.M.
Study Abroad Students: Designing Library Services to Meet Their Needs
Alica White, Head Librarian, Mont Alto Campus
Pennsylvania State University
Mont Alto, Pennsylvania
Yunshan Ye, Collection and Research Services Librarian
Dickinson College
Carlisle, Pennsylvania
Margaret Guccione, Information Technology Librarian
Goucher College
Baltimore, Maryland
Abstract:
This paper focuses on the design of library services to best meet the information needs of U.S. college students studying abroad. The authors begin by developing a possible theoretical model, first to explain the needs and information seeking behavior of U.S. students abroad, and second to utilize this framework to design library services. The empirical grounding of the paper consists of research conducted by a Pennsylvania State University librarian at four study abroad sites in Rome and Bologna, and the work of two librarians at colleges with high student participation in foreign study programs. In regard to the latter, the authors will discuss how Dickinson College began a new program of library services to study abroad students, and present a Goucher College librarian’s experience as a collaborative participant in a study abroad program.
Alice is interested in the provision of library services to U.S. college students studying abroad and has conducted research at four study abroad sites in Bologna and Rome. She also participated in a Penn State study abroad program in the spring of 2007 in which she acted as an embedded librarian in a three course, seven credit program. The program ended in an eleven day study tour in Rome and Florence focused on Renaissance art and literature.
As liaison librarian to international studies department and global education program at Dickinson College, Yunshan worked with various constituencies in the past three years, such as Global Education Office and directors of Dickinson overseas centers, and successfully established an infrastructure of library support for the faculty and students in various study-abroad programs.
Margaret is the liaison to the International Scholars Program at Goucher; a member of the faculty team for Intensive course Abroad-Vietnam 2007-2008 and was a Fulbright lecturer in information science-Romania
Alpine E 10:50 A.M. TO 11:45 A.M.
Branching Out: Communication and Collaboration among Librarians at Multi-campus Institutions
Timothy Bottorff, Reference Librarian
University of Central Florida, Universal Orlando Foundation Library
Orlando, Florida
Robbin Glaser, Technical Services Librarian
Troy University, Dothan
Dothan, Alabama
Andrew D. Todd, Librarian
BCC/University of Central Florida Joint-Use Library
Cocoa, Florida
Barbara Alderman, Librarian
University of Central Florida
Cocoa and Palm Bay Florida
Abstract:
Communication and collaboration are vital aspects of 21st century librarianship, particularly for librarians in branch and regional settings who are often separated from their system colleagues by both physical distance and administrative structures. For this study, the authors conducted an exploratory survey to examine collaboration, communication, and networking behaviors and perceptions among librarians in multi-campus academic library systems. Results of this investigative study will lead to better understanding of these issues within the profession, suggest possible approaches and solutions for better models of communication and collaboration, and lay the groundwork for future research on these topics.
For the past four years, Tim has worked at a branch campus library of a major, growing research university. Tim and his colleagues (who also work at branch or regional campus libraries) found that very little literature exists regarding issues such as communication and collaboration among librarians in multi-campus institutions, so they undertook the present project to better quantify and understand the nature of such interactions. This is the first study devoted to this important area of research.
Robbin’s primary qualification for this topic is one of experience. Since obtaining hermaster's degree in 1991, she has worked in three multi-library systems and experienced many of the opportunities and challenges that incurs. She participated in this project to investigate ways to enhance cooperation among multi-campus librarians.
Andrew Todd has been a reference librarian with the University of Central Florida (UCF) Regional Campus libraries since 2003 and currently works at the UCF/BCC Joint-Use Library in Cocoa. Mr. Todd received his M.L.S. degree from the University of South Florida and is also the Information Literacy Faculty Fellow for the University of Central Florida Quality Enhancement Plan.
Alpine W 10:50 A.M. TO 11:45 A.M.
How May We Help You? Online Education Faculty Tell Us What They Need from Libraries and Librarians
Beth Thomsett-Scott, Coordinator of Science and Technology Reference
Frances A. May, Coordinator of User Education
University of North Texas
Denton, Texas
Abstract:
With the rapid rise in distance education and online courses, the need to provide effective library services to the faculty and students involved in online courses is vitally important. Traditional services cannot always be transferred easily to the online environment and may need to be modified or new services may need to be created to meet the needs of online users. This paper examines the needs and wants of faculty involved in offering online courses. A Web-based survey was administered to all faculty teaching an online course within the past two years at the authors’ organization. Faculty were asked a series of questions including their use of current library services, their emphasis on students using library services, and what services and resources they would like the library to provide in the future. Questions for the survey were inspired by LibQual comments received during our 2005 and 2007 surveys as well as comments received from both faculty and students while teaching and participating in online courses. Faculty involved in the survey teach in a variety of disciplines and have different experience levels with teaching online courses. Results of the survey will be presented along with inferences from the current literature. The audience will be invited to share their innovative service ideas. Participants will gain ideas for updated or new services to faculty teaching online courses.
Beth’s professional passion is ensuring that all users, both on campus and remote, receive effective and efficient access to library information. Beth has a concern that users are not aware of services and that we are not aware of what they need. She has been involved in user surveys and user needs analyzes for the last 10 years.
Theater – Workshop Continued 10:50 A.M. TO 11:45 A.M.
Luncheon Noon-1:15 P.M.
Closing 1:00 P.M. to 1:15 P.M.