conferences

Notes on "Designing the 'Unquiet' Academic Library"

Designing the “Unquiet” Academic Library: Meeting Institutional Needs Through Innovative Learning Space
Dr. Debra Gilchrist, Vice President, Learning and Student Success, Pierce College, Lakewood, WA
Christie Flynn, Faculty Librarian, Pierce College, Lakewood, WA
Michael Slater, Principal Architect, McGranahan Architects, Tacoma, WA

  • Pierce College, WA (community college) needed to build a new library
  • Focus on retention & student success
  • Two things needed:
    • Student engagement
    • Leadership for institutional change
  • They wanted students to be active & engaged in the library; facilitation of learning, rather than management of learning
  • They compiled 8 years of assessment data to assist them with the planning of the new building
  • The library was going to grow from 25,000 sq. ft. to 66,000 sq. ft.
  • Student engagement & persistence
    • Active learning
    • Collaboration among students; relationships & interactions with caring adults; feeling connected
    • Quality of experience is function of quality of effort offered by an institution
    • Respect for diverse learning styles
  • Who can the library be & what can their role be in regards to the entirety of the institution?
  • Collaborate / Learn & discover / Shift perspective of what the library means/is
  • The library design process started 1 year before construction began
  • The library director sat in every week at the facilities meeting during the planning & construction phases; she wasn’t invited to attend, but asked if she could & they allowed her to; she says that attending these meetings were vital to the success of the renovation
  • In addition, the chancellor allowed the librarians to be on the team selecting the architect
  • They had 3D modelling, which allowed the stakeholders to envision the space
  • Ceiling panes, colors, and furniture arrangements were the most difficult for them to decide upon
  • They created all new signage & used informative names/verbs for each service point & area of the library:
    • Reference desk was called “Ask”
    • “Borrow”: Circulation
    • “Learn”: Library classrooms
    • “Connect”: This is the most dramatic change; this area is interactive, loud & collaborative
    • “Reflect”: Quiet areas
    • “Design”: Create & edit film; graphic design
    • “Write”: Tutors
  • The spaces are still evolving in the library
  • The building and signs have an intuitive design; there are no signs telling patrons where to be loud or quiet
  • The library contained rolling whiteboards, laptops & desktops
  • The reference statistics doubled after renovation
  • Instruction statistics jumped hugely as well
  • The library placed a large importance on the acoustics (how quiet or loud could specific areas get?)
  • They purchased rolling foot stools, which proved to be very popular amongst the students. These footstools doubled as extra chairs, as well as a place for students to lay their items on.
  • They focused on purchasing furniture on wheels, so that students can decide where/how to sit.
  • The new building contained an abundance of outlets in the floor for laptops & other electronics; outlets were placed app. every 8 sq. ft.
  • Before the renovation, the library’s statistics tended to dip in the afternoon. Since the renovation, this has changed. Even the student’s “in-between” time is being spent in the library.
  • Other areas include a peer review area for faculty, traditional study rooms with whiteboards & TV screens (students can check out markers)
  • The higher floors were built to be quiet; this has been intuitive for the students and they police each other if someone is making too much noise
  • One of the most popular pieces of furniture they purchased were cubes for students to sit & study in. These cubes provided privacy for the students. Contained bench seats & even coat hooks.
  • Faculty in other departments have begun purchasing any software or equipment that the library cannot afford
  • Some tips:
    • Know our philosophical framework before starting. What’s important to us?
    • What does our institution need from the library?
    • Furniture variety is critical!
    • Mediocre is NOT OK; don’t settle
    • Establish trust with the architect & work as a team; the more time you spend with the architect, the better; they will have a better idea of what you want for the library if they get to know you; do lunch together often
  • Furniture recommendation: Jasper Furniture System (high quality, low cost)
  • They had a fundraiser as a “closing party” for the old library:
    • Games to toss old books into trash cans
    • Ride book carts
    • Book bowling
    • Graffiti art on the old library walls
  • Student newspaper did a large spread on the renovation: http://theroundupnews.com/2013/03/10/newly-constructed-library-to-open-after-spring-break/
  • See the following 2 library journal pages for info on this renovation:

 

Notes on "Beer Cans in the Stacks"

Beer Cans in the Stacks? Using a Photo Study to Reveal How Students Use Library Spaces
Maura  Seale, Research & Instruction Librarian, Georgetown University

  • Paper forms for headcounts were entered into online database.
  • Staff took pictures every hour the library is open, from mid-Feb to mid-May. They put up signs informing students of this project, so that students not wanting to be photographed would know not to sit in certain areas. They also received a large article in the student newspaper informing students of this project and making sure they knew it was to improve library services to them.
  • Data was counted into Tableau Public (free version; http://www.tableausoftware.com/public/).
  • Staff created video from all of the pictures taken. (Specific areas of the library at each time of day).
  • Findings:
    • From this project, staff discovered that there was a lot of wasted space in their library & that students had very clear space, location & furniture preferences. Students preferred any tables near windows. Armchairs aren't heavily used, but when they are, it's for napping. Students were even moving furniture to different floors via the elevator! The library's print material was still being used a lot. Printer lines were long. The reference collection, however, was not being used much.
  • What Changed:
    • Half of the print reference collection was weeded & shelving removed for more space for students.
    • Printers were moved to a better location.
    • Circulation was locked up after hours, which allowed them to keep an entire floor of the library open 24 hours.
  • PDF report available at http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/Seale_BeerCans.pdf.

 

Notes on "Hacking the Learner Experience"

Hacking the Learner Experience: Techniques & Strategies for Connecting with Your Instructional Ecosystem
Brian Mathews, Associate Dean, Virginia Tech, Blacksburg, VA
Andy Burkhardt, Emerging Technologies Librarian, Champlain College, Burlington, VT
Lauren Pressley, Associate Director of Learning and Outreach, Virginia Tech, Blacksburg, VA

  • The presenters had mapped out class-by-class what students need to learn from each course.
  • “Threshold concept”: New way of thinking; without this “portal,” student learning cannot progress. The threshold concept is:
    • Transformative
    • Irreversible
    • Integrative
    • Bounded
    • Troublesome (difficult concepts)
  • Taxonomies:
    • “Blooms”: Pyramid learning invented by Benjamin Bloom. The items lower in this pyramid are easier to teach than the items higher.
    • Perry’s taxonomy: 9 stages that students progress through in college:
      • 1st year: Students are very receptive to authority figures and believe they all know the answer
      • 2nd & 3rd years: Contextual relativism; everyone has a right to his or her own opinions
      • 4th year: Commit within the contextual relativism approach
    • Kolb taxonomy: “Learning is a holistic process of adaptation to the world”:
      • Assimilators
      • Convergers
      • Accomodators
      • Divergers
  • We need to understand who our students are & where they are in the pyramid.
  • Our instruction has to be learner-centric; not content-centric. We should teach not just tools, tips & tricks, but attitudes & habits of mind. We should not just help on specific assignments, but help our students to succeed overall in their college career.
  • We should also be question-centric; not answer-centric.
  • Poll students:
    • Where do you get your information from?
    • What do you want it to do?
    • How do you search?
  •  We need to teach habits of mind. This serves students much longer than showing them how to search a database.
  • We need to create skilled questioners.
  • Instructors should become co-learners. Inquiry-based learning is a shift in perspective. We need to give up some of our power to empower our students.
  • Students are afraid to fail. This leads to the feeling of incompetence & disrupts learning. Acknowledging this difficulty could stop this vicious circle from happening. The importance of learning by failing is HUGE.
  • Things that work:
    • Gamification of learning
    • Real world experience
    • Maker spaces

Notes on "Creating a Culture of Assessment"

Creating a Culture of Assessment: Determinants of Success
Presenters: Meredith Farkas, Head of Instructional Services, Portland State University, Portland, OR, Lisa Hinchliffe, Coordinator of Instruction and Information Literacy Services, University of Illinois at Urbana-Champaign, Urbana, IL & Amy Harris Houk, Information Literacy Program Coordinator and Reference Librarian, University of North Carolina at Greensboro, Greensboro, NC

  • Assessment of library services – particularly Instruction – should be the norm; it should be a regular part of our practice
  • Assessment is done for improvement first and foremost; not just for accountability & accreditation
  • It should be user-focused
  • All staff involved in assessment need to be learning- and curiosity-focused
  • All data retrieved should be used in decision-making
  • Library assessment is intended to improve student learning & allows us to become better teachers
  • It also helps us advocate for the library and grow our instruction program; it demonstrates the library’s value within the campus community
  • We should be holding ourselves to the same standards as other academic departments
  • We need to align faculty culture, institutional structures & leadership for change
  • Assessment requires a real change in staff thinking. The ideal internal culture needed by staff should have the following assets:
    • Trusting
    • Positive/Optimistic
    • Adaptive
    • Open communication
    • Staff feel safe experimenting
    • User-focused
    • Learning culture
    • Tolerance for the unknown/ambiguity
  • There should be both leadership from above (admins/supervisors), as well as commitment from below (other library staff)
  • Leaders need to lead by example by using data that’s collected
  • Staff should feel empowered, receive training, and know that assessment results will not be used against them
  • The presenters of this panel conducted a survey of 1,604 library directors. 672 (42%) of them responded. This survey asked the directors or heads of their library’s instruction department questions related to assessment in their library. These are the results:
    • 59% of respondents said that their institution had a culture of assessment
    • 40% said that their institution does NOT have a culture of assessment
    • 84% of respondents stated that their campus has an assessment initiative
    • 54% of respondents said that their library has no clear expectations of assessment
    • Only 59% of libraries say that they have learning outcomes
    • 59% of libraries say they do not have an assessment plan
    • 54% of respondents say that there is a shared understanding of the purpose of assessment within their library
  • These findings showed that if there is a campus-wide assessment initiative, the library is far more likely to have a culture of assessment
  • Organizing an on-going committee for assessment is a very good idea
  • These findings also showed that the libraries that did not have a culture of assessment tended to not be user-focused
  • These issues hinder a culture of assessment:
    • Lack of staffing
    • Lack of time
    • Lack of library administration leadership/support
    • Lack of expertise and access to training
    • Institution does not prioritize assessment
  • Without an institutional commitment to assessment, it’s difficult for the library to develop a culture of assessment
  • Institutions accredited by SACS are more likely to have a culture of assessment due to SACS requirements (87% of libraries)
  • We need to have a clear understanding of & expectations for assessment
  • Their article on this should be published soon

Notes on "What Will Libraries Be When They Grow Up?"

What Will Libraries Be When They Grow Up?:  Responding to the Innovations of Technology and Imagining the Future
Presenter: Samantha Hines, Head Librarian, Missoula College of The University of Montana, Missoula, MT

  • Jaron Lanier: “You are not a gadget.”
    • Concerned with loss of context and that scholarly material is being reduced to snippets
    • Lack of deep thinking & ownership of ideas
    • Wikipedia & the bullying of experts trying to correct its entries, but are shouted down by the mob
    • Lanier develops concept of digital humanism
      • Take ownership of one’s creations
      • We are not machines & so we should act with information mindfully
  • Nick Bilton: “I live in the future & here’s how it works”
    • Print no longer meets his needs
    • Online sources are cheaper & more useful
    • He worked for the New York Times & tried to solve how they can profit from digital content
    • “Consumer of the future”
      • Searching for experience, rather than physical goods
      • Need to get back to storytelling
      • Think about what libraries are in order to move forward
      • Creating, thinking & consuming
      • Blend of technology & space planning
      • Studying, learning & customer service
    • Hold the library as a house of learning & knowledge, but allow people to interact with the content in new & useful ways
    • We need blended librarians focused on building and maintaining relationships on campus
    • We’re facing the opportunity to create “The Great Age of Libraries”
    • Know our relevance & adjust our mission accordingly

ACRL 2013 Conference: Notes from a 1st Time Attendee

I was very fortunate to receive a scholarship this year to attend the ACRL 2013 conference in Indianapolis. I am amazed at how well organized this conference was and how many great presentations there were. My notebook quickly filled with new ideas and insights and I thought I might share some of them on this blog for anyone unable to attend. All conferences listed are organized into broad categories. Feel free to poke around some and leave a comment if you'd like.

 

Info Lit & Assessment:

Creating a Culture of Assessment: Determinants of Success
Meredith Farkas, Head of Instructional Services, Portland State University, Portland, OR
Lisa Hinchliffe, Coordinator of Instruction and Information Literacy Services, University of Illinois at Urbana-Champaign, Urbana, IL
Amy Harris Houk, Information Literacy Program Coordinator and Reference Librarian, University of North Carolina at Greensboro, Greensboro, NC

 

Hacking the Learner Experience: Techniques & Strategies for Connecting with Your Instructional Ecosystem
Brian Mathews, Associate Dean, Virginia Tech, Blacksburg, VA
Andy Burkhardt, Emerging Technologies Librarian, Champlain College, Burlington, VT
Lauren Pressley, Associate Director of Learning and Outreach, Virginia Tech, Blacksburg, VA

 

Innovation in Libraries:

Think Like a Startup: Creating a Culture of Innovation, Inspiration, and Entrepreneurialism
Brian Mathews, Associate Dean, Virginia Tech, Blacksburg, VA
Carly Strasse, DCXL Project Manager, California Digital Library, Oakland, CA
Susan Payne, Virtual Services Librarian, Johns Hopkins University, Baltimore, MD
Steve Morris, Head, Digital Library Initiatives and Digital Projects, NCSU Libraries, Raleigh, NC

 

What Will Libraries Be When They Grow Up?:  Responding to the Innovations of Technology and Imagining the Future
Samantha Hines, Head Librarian, Missoula College of The University of Montana, Missoula, MT

 

Learning Commons:

Beer Cans in the Stacks? Using a Photo Study to Reveal How Students Use Library Spaces
Maura  Seale, Research & Instruction Librarian, Georgetown University

 

Designing the “Unquiet” Academic Library: Meeting Institutional Needs Through Innovative Learning Space
Dr. Debra Gilchrist, Vice President, Learning and Student Success, Pierce College, Lakewood, WA
Christie Flynn, Faculty Librarian, Pierce College, Lakewood, WA
Michael Slater, Principal Architect, McGranahan Architects, Tacoma, WA

 

The Location-less Library: Examining the Value of the Library Building
Melissa Gold, Science Librarian, Millersville University, Millersville, PA Krista Higham, Access Services Librarian, Millersville University, Millersville, PA

 

Seating Sweeps: An Innovative Research Method to Learn About How Our Patrons Use the Library
Mott Linn, Head of Collection Management, Clark University

 

Transformation Begins When the Renovation is Done: Reconfiguring Staff and Services to Meet 21st Century Research Needs
Marta Brunner, Head of Collections, Research, and Instructional Services, UCLA Library, Los Angeles, CA
Zoe Borovsky, Librarian for Digital Research and Scholarship, UCLA Library, Los Angeles, CA
Allison Benedetti, Librarian for Advanced Research and Engagement, UCLA Library, Los Angeles, CA
Ms. Jennifer Osorio, Team Leader, Humanities and Social Sciences, UCLA, Los Angeles, CA

 

LibGuides:

Hidden Patterns of LibGuides Usage: Another Facet of Usability
Dr. Gabriela Castro Gessner, Research and Assessment Analyst, Cornell University Library, Ithaca, NY
Wendy Wilcox, Access Services Librarian, Cornell University Library, Ithaca, NY
Adam Chandler, Electronic Resources User Experience Librarian, Cornell University Library, Ithaca, NY

 

Mother of all LibGuides: Applying Principles of Communication and Network Theory in LibGuide Design
Carol Leibiger, Associate Professor, University of South Dakota, Vermillion, SD
Alan Aldrich, Associate Professor, University of South Dakota, Vermillion, SD

 

Professional Development:

Finding Inspiration from Within: Harnessing Your Library’s Knowledge for Professional Development Programming
Carissa Tomlinson, First Year Experience Librarian, Towson University- Albert S. Cook Library, Towson, MD

 

Statistics & Data:

Information in a Dash: Painless & Penniless Statistical Reports
Joyce Neujahr, Director of Patron Services, University of Nebraska at Omaha, Omaha, NE
Emily McIllece, Reference Associate, University of Nebraska at Omaha, Omaha, NE

 

Know Thy Project: What Creation and Analysis of an Online Data Stream Can Teach You About Output and Efficiency
R. Niccole Westbrook, Coordinator of Digital Operations, University of Houston Libraries, Houston, TX

 

The Suma Project: Integrating Observational Data Assessment Into Space and Service Design
Jason Casden, Lead Librarian, Digital Services Development, NCSU Libraries, Raleigh, NC
Bret Davidson, Digital Technologies Development Librarian, NCSU Libraries, Raleigh, NC

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