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Academic Librarians in Public Service (ALPS) December Meeting 2012 Stephens, Tara; Mackenzie, Scott; McKenzie, Janis; Stang, Sarah; Stephens, Sierra; Mitchell, Julie; Yusko, Gordon; Fields, Erin 2012-12-14

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SFU Library Liaison Review and Information Services Janis McKenzie, ALPS December 2012  Information services:  Change has been incremental and ongoing.   Some of the factors driving recent, ongoing and upcoming changes to information services:    • Activity patterns: More online/virtual services along with slow but steady decline in in-person use. • Staffing changes: Recent retirement of two longtime reference assistants (Bennett I & I). • Facilities: Integrated Information/Loans service area for Bennett Library, coming 2013. • Liaison Review: Institution-wide discussion of priorities for liaison librarians. Liaison review and implications for information services (so far):  Liaison Review:  Defining and clarifying librarians’  roles and priorities “Liaison librarians exist to partner with SFU researchers by effectively deploying professional expertise and other library resources to access and interpret the world of information.”   --  2011 Liaison Review “Liaison librarians focus primarily on the specialised activities of their portfolios which require their professional and subject expertise.”  “Liaison librarians continue to serve as the primary contact between academic departments and the Library, retaining responsibility for the full range of services to their liaison areas but no longer necessarily responsible for personally delivering all services.”  --  2011 Liaison Review “We can always rely on our safety net of trusted colleagues and shared tools.”  “When taking on new tasks, we will each first consider if we are the most appropriate person to do this task."  --  2011 Liaison Review Recommendations included reducing hours of in-person (general) reference desk coverage.     Nuts and bolts (detailed) examples: Bennett Ask Us Desk staffing:  Before   Liaison librarians: • Were scheduled as needed, had to mark their availability, made swaps • Were included in evening and weekend shift rotation • Were subject to same-day schedule changes  Reference assistants, limited-term librarians: • Were scheduled as needed, had to mark their availability, made swaps • Were included in evening and weekend shift rotation • Were subject to same-day schedule changes  Reference associates (managers, AULs, librarians from other areas): • Worked regular (unchanging) shifts every week • Made swaps, volunteered for extra if/as needed   Bennett Ask Us Desk staffing:  After  Liaison librarians: • Work regular (unchanging) shifts every week • Make swaps, volunteer for extra if/as needed  • Are not included in regular evening and weekend rotation  Reference assistants, limited-term librarians: • Continue to be scheduled as needed, mark availability, make swaps • Continue to be subject to same-day schedule changes  Reference associates (managers, AULs, librarians from other areas): • Work regular (unchanging) shifts every week • Make swaps, volunteer for extra if/as needed    Further reading:  Liaison Librarian Review Report and Recommendations, September 2011  • Linked from SFU Library Reports page • http://www.lib.sfu.ca/sites/default/files/9035/Liaison%20Librarian%20Review%202011_Report.pdf     Janis McKenzie janis@sfu.ca   WHERE’S THE REPORT??             UBC Library Gordon Yusko Assistant Director Irving K. Barber Learning Centre Julie Mitchell Managing Librarian Chapman Learning Commons Overview Service Reviews • Planning • Implementation • Assessment Planning • New Strategic Plan in 2010 • Three service reviews were undertaken – Technical services – Reference services – Circulation services Service Reviews Technical Services Nov 2011-Jan 2012  Reference Services Jan 2011-Dec 2011 Circulation Services Sept 2011-Mar 2012  Strategies • Clear project charter & timelines • Multiple employee groups • Consultation • Communication • Transparency Challenges • Silos • Varied timelines • Different approaches 1. Align reference/research desks with circulation/entry desks 2. Place in highly visible locations 3. Enable & support use of self-check machines 4. Review training, competencies, position descriptions 5. Evaluate implementation  Reference & Circulation Services Reviews Implementation           Multi-service Desk Consultation & Participation: • Reference (Sci/Eng, AaRP, Music) • Circulation (IKBLC) • Chapman Learning Commons • LSIT • Library Administration • Library Communications • UBC Project Services • UBC Building Operations  1. Single service point 2. Visible, open connection to IKBLC north wing 3. Combined skills and expertise in one place 4. Person-to-person at desk; checkout-only shifts to machines 5. Continuous improvement  Goals    Transitional changes • Reference Services – 2 moves in 5 months • Circulation/ASRS service – 2 moves in 2 months • Current CLC Help Desk – one relocation • ASRS service model – recalibration   Assessment • Short term – Nimble & iterative  • Longer term – Formal, structured models will be applied & integrated Questions?  Thank You! First-­‐Year	
  Integrated	
  Instruc1on	
  Assessment	
  	
   	
  The	
  UBC	
  Library	
  Experience	
   	
   Erin	
  Fields	
   Teaching	
  &	
  Learning	
  Librarian	
   Photo	
  by	
  Paul	
  Lesack,	
  HSSD	
   Agenda	
   •  Project	
  Development	
  and	
   Goals	
   •  UBC	
  FYI	
  Program	
   Overview	
   •  Assessment	
  Prac1ce	
  at	
   UBC	
   •  Assessment	
  Development	
   and	
  Outcomes	
   •  First-­‐Year	
  Student	
  Needs	
   •  Assessment	
  in	
  Academic	
   Libraries	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   	
   	
   	
   The	
  UBC	
  Library	
  Strategic	
  Plan	
  2010-­‐2012	
  has	
   iden1fied	
   enhancing	
   student	
   learning	
   by	
   “deliver(ing)	
  a	
  responsive,	
  integrated	
  program	
   of	
   services	
   and	
   create	
   excep1onal	
   learning	
   and	
  research	
  environments”	
  as	
  a	
  core	
  goal…	
  	
   	
   	
   BUT…	
   	
   	
   …	
  the	
  needs	
  and	
  expecta:ons	
  of	
  UBC	
  first-­‐year	
  students	
   as	
  it	
  relates	
  to	
  research	
  support,	
  the	
  larger	
  objec:ves	
  of	
   instruc:on	
   and	
   whether	
   those	
   objec:ves	
   are	
   being	
   aDained	
  through	
  these	
  programs	
  remains	
  unclear.	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   Clipart	
  by	
  Tavin,	
  openclipart.org	
   	
   	
   •  Iden1fy	
  instruc1onal	
  prac1ce	
  and	
  assessment	
  in	
  undergraduate	
  integrated	
  library	
  programs	
   •  Develop	
  a	
  deliver	
  a	
  program	
  of	
  assessment	
  for	
  selected	
  first	
  year	
   integrated	
  courses/programs	
   •  Provide	
  insight	
  into	
  first	
  year	
  needs,	
  expecta1ons	
  and	
   experiences	
  of	
  instruc1onal	
  research	
  support	
   •  Facilitate	
  discussion	
  and	
  provide	
  recommenda1ons	
  related	
  to	
   the	
  development	
  of	
  systema1c	
  assessment	
  and	
  repor1ng	
   outcomes	
  for	
  undergraduate	
  integrated	
  library	
  programs	
   FYI	
  Project	
  Team	
   Jeremy	
  Buhler	
   	
  Ursula	
  Ellis 	
  Erin	
  Fields 	
  Jan	
  GaDrell	
   Katherine	
  Miller 	
  Sara	
  Romkey 	
  Sherri	
  Savage	
   	
  	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   	
   	
   	
   First-­‐year	
   •  100-­‐level	
  undergraduate	
   courses	
  only	
  	
   •  not	
  included	
  professional	
   programs	
  (e.g.	
  COMM,	
   DHYG,	
  MIDW,	
  etc.)	
   Integrated	
  Library	
   Instruc:on	
  	
   •  process	
  of	
  collabora1ng	
  with	
   instructors	
  in	
  embedding	
   library	
  content	
  into	
  courses	
   with	
  a	
  focus	
  on	
  resources	
   and	
  skill	
  development	
   necessary	
  to	
  be	
  successful	
  in	
   engaging	
  in	
  research	
  in	
  a	
   specific	
  subject	
  area	
   	
   	
   	
   	
   Defini:ons	
   Note:	
   There	
  are	
  students	
  in	
  various	
   years	
  of	
  study	
  that	
  take	
  first-­‐ year	
  courses.	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
  Clipart	
  by	
  shokunin,	
  openclipart.org	
   	
   	
   Task	
  1.1	
   Current	
  Program	
   •  284	
  first-­‐year	
  integrated	
   classes	
   •  8134	
  students	
  	
   •  Instruc1onal	
  models	
  vary	
   (i.e.	
  in-­‐person,	
  online,	
   online	
  instruc1onal	
   material)	
   •  Data	
  capture	
  and	
   asynchronous	
  instruc1on	
   	
   	
   	
   	
   	
   	
   Goal	
  1	
   	
   Iden1fy	
  instruc1onal	
   prac1ce	
  and	
  assessment	
  in	
   undergraduate	
  integrated	
   library	
  programs	
   	
   Tasks	
   1.   Current	
  Undergraduate	
   Integrated	
  Library	
  programs	
   2.   Survey	
  of	
  First-­‐Year	
   Integrated	
  instruc:on	
   prac:ces	
   	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
  Clipart	
  by	
  shokunin,	
  openclipart.org	
   	
   Task	
  1.2	
   Survey	
  of	
  FYI	
  Instruc:on	
   Prac:ces	
   	
   •  Target	
  iden1fied	
  UBC	
  first-­‐ year	
  integrated	
  instruc1on	
   librarians	
  (15)	
  for	
  a	
  survey	
  of	
   assessment	
  prac1ces	
  (9)	
   •  Assessment	
  used	
  to	
  gauge	
   student	
  emo1onal	
  states	
   related	
  to	
  instruc1on	
  and	
   content	
  (Reac1on	
   Assessment)	
   •  Online/in-­‐class	
  quiz,	
   ques1onnaires,	
  in-­‐class	
   ac1vi1es	
  (e.g.	
  pair-­‐and-­‐share,	
   ques1on	
  and	
  feedback)	
   •  Limited	
  repor1ng	
   Results	
   Behaviour	
   Learning	
   Reac1on	
   Kirkpatrick	
  (2006)	
  Model	
  of	
  Training	
  Evalua1on	
  	
   Clipart	
  by	
  shokunin,	
  openclipart.org	
   	
   	
   	
   	
   	
   Goal	
  2	
   	
   Develop	
  a	
  deliver	
  a	
  program	
   of	
  assessment	
  for	
  selected	
   first	
  year	
  integrated	
  courses/ programs	
   	
   Tasks	
   1.   Overview	
  of	
  programs	
  and	
   selec:on	
  	
   2.   Evalua:on	
  of	
  goals	
  and	
   objec:ves	
  of	
  the	
  program	
   3.   Assessment	
  tool,	
   implementa:on,	
  and	
   outcomes	
   	
   	
   	
   ASTU	
  150	
   ASTU	
  150	
  is	
  a	
  required	
   course	
  for	
  all	
  arts	
  students.	
  	
   The	
  course	
  introduce	
   students	
  to	
  research	
  culture.	
  	
   Students	
  read	
  scholarly	
   journal	
  ar1cles	
  in	
  a	
  variety	
  of	
   disciplines	
  and	
  write	
  their	
   own	
  research	
  paper.	
   Challenges	
   •  One-­‐shot	
  instruc1on	
   •  Faculty	
  partnerships	
   •  Objec1ves	
   •  Time	
  and	
  resourcing	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
  Clipart	
  by	
  shokunin,	
  openclipart.org	
   	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   	
   	
   	
   “The	
   benefit	
   of	
   isola0ng	
   key	
   concepts	
   and	
   thinking	
   of	
   synonyms	
  for	
  them	
  to	
  limit	
  your	
  search	
  results.”	
   “Choosing	
   synonyms	
   for	
  words	
   to	
   broaden	
   the	
   scope	
  while	
   adding	
  and	
  narrows	
  it.”	
   “You	
   kind	
   of	
   jump	
   from	
   the	
  main	
   topic	
   to	
   a	
   ques0on	
   right	
   away.	
   	
  How	
  do	
  get	
  you	
  there?!?	
   	
  Narrowing	
  down	
  the	
  main	
   topic	
  to	
  a	
  ques0on	
  is	
  the	
  part	
  of	
  my	
  research	
  that	
  I	
  find	
  most	
   difficult!	
   but	
   I	
   guess	
   this	
   class	
   is	
   more	
   about	
   finding	
   resources.”	
   Quotes	
  from	
  ASTU	
  150	
  Survey	
  (2010-­‐2011)	
   According	
  to	
  McDavid	
  and	
  Hawthorn	
   (2006),	
  one	
  key	
  thing	
  to	
  consider	
  in	
   assessment	
  programs	
  is:	
   Previous	
  Data	
   	
   	
   	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   Task	
  2.2	
  Evalua:on	
  of	
  Goals	
  and	
  Objec:ves	
   	
   	
   “Iden0fying	
  learning	
  outcomes	
  is	
  a	
  first	
  step	
  toward	
  crea0ng	
  concrete	
   objec0ves.	
  	
  Objec0ves	
  are	
  measurable,	
  specific,	
  definable,	
  and	
  observable	
   behaviours,	
  and	
  indicate	
  the	
  expected	
  level	
  of	
  aKainment.”	
   Sonntag	
  and	
  Meulemans	
  (2003)	
   	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   	
   ASTU	
  150	
  Curriculum	
   Redevelopment	
   •  2	
  performance	
  indicators	
   •  3	
  standards	
   •  3	
  objec1ves	
  to	
  be	
  assessed	
   	
   	
   Good Bye 2010-201 1 ASTU 150  Curriculu m!! Clipart	
  by	
  shokunin,	
  openclipart.org	
   Audience	
   Behaviour	
   Condi:ons	
   Test	
  Ques:on	
   Degree	
   ASTU	
   150	
   Students	
   To	
  be	
  able	
   to	
  iden1fy	
   the	
   elements	
   of	
  	
  a	
   scholarly	
   ar1cle.	
   Students	
   will	
  be	
   given	
  a	
   scholarly	
   ar1cle	
  to	
   review.	
   Which	
  of	
  the	
  following	
  best	
   described	
  an	
  ar1cle	
   published	
  in	
  a	
  scholarly	
   journal?	
   a.  The	
  ar1cle	
  includes	
  a	
  list	
   of	
  references.	
   b.  The	
  author	
  has	
   academic	
  creden1als.	
   c.  The	
  ar1cle	
  has	
  been	
   evaluated	
  by	
  editors	
  or	
   peers.	
   d.  All	
  of	
  the	
  above.	
   e.  I	
  don’t	
  know.	
   Students	
  are	
  to	
  work	
  in	
  a	
   group/pairs	
  to	
  iden1fy	
  the	
   elements	
  of	
  a	
  scholarly	
   ar1cle.	
   	
   A	
  comparison	
  of	
  the	
  pre-­‐ test	
  and	
  post-­‐test	
  ques1on	
   related	
  to	
  the	
  scholarly/ popular	
  materials	
  will	
  show	
   an	
  increase	
  in	
  correct	
   responses.	
   Task	
  2.3	
  	
   Assessment	
  Tool	
  &	
   Implementa:on	
  	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   Task	
  2.3	
  Outcomes	
   	
   Analysis	
   Data	
  Anomalies	
   Oversimplifica1on	
  of	
  Ideas	
   •  Keywords	
   Ques1on	
  Bias	
   •  Tes1ng	
  ques1ons	
   •  Terminology	
  used	
   Tes1ng	
  Delivery	
   •  iClickers	
  as	
  assessment	
  tool	
   Total	
  Incorrect/ Correct	
  	
   First	
  Asking	
   Second	
  Asking	
   Total	
  	
   Ques:on	
  2	
   Correct	
   	
  	
   Incorrect	
   Correct	
   Incorrect	
   	
  	
   286	
   287	
   352	
   232	
  	
  	
   Total	
  Answer/ Ques1on	
   573	
   584	
   1157	
   Average	
  Correct	
   Responses	
   49.9%	
   60.3%	
   55.1%	
   %	
  Change	
   23.1%	
  	
  	
   Ques:on	
  3	
   Correct	
   	
  	
   Incorrect	
   Correct	
   Incorrect	
   	
  	
   	
  	
   506	
   106	
   540	
   69	
  	
  	
   Total	
  Answer/ Ques1on	
   612	
   609	
   1221	
   Average	
  Correct	
   Responses	
   82.7%	
   88.7%	
   85.7%	
   %	
  Change	
  	
  	
   	
  	
  	
  	
   	
  	
   6.7%	
  	
  	
   Yes,	
   134	
   No,	
   399	
   Have	
  you	
  taken	
  a	
  library	
  workshop	
  at	
  UBC	
   or	
  another	
  post-­‐secondary	
  ins1tu1on?	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   	
   	
   Task	
  3.1	
   Focus	
  Groups	
   	
   •  ASTU	
  150	
  and	
  ENGL	
  112	
   (UBC-­‐V)	
   •  ENGL	
  100s	
  (UBC-­‐O)	
   •  4	
  focus	
  groups,	
  2	
  per	
   campus	
  	
   •  27	
  students	
   •  1.5	
  hours	
   •  Audio	
  recorded	
  and	
   observa1on	
  notes	
   	
   	
   	
   	
   	
   	
   Goal	
  3	
   	
   Provide	
  insight	
  into	
  first-­‐year	
   needs,	
  expecta1ons	
  and	
   experiences	
  of	
  instruc1onal	
   research	
  support	
   	
   Tasks	
   1.   Focus	
  groups	
  to	
  be	
  held	
  on	
   both	
  UBC-­‐V	
  and	
  UBC-­‐O	
   campuses	
   	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
  Clipart	
  by	
  shokunin,	
  openclipart.org	
   Using	
  the	
  library	
  is	
  a	
  skill	
  that	
  is	
   preKy	
  obsolete	
  because	
  most	
  of	
  the	
   things	
  you	
  can	
  find	
  online…but	
  when	
   you	
  have	
  qualified	
  librarians	
  and	
  you	
   have	
  people	
  to	
  help	
  you	
  why	
  spend	
   hours	
  learning	
  how	
  to	
  use	
  the	
   library.	
  (Physical	
  library)	
  	
   Research	
  is	
  a	
  lot	
  more	
  open	
  ended.	
  	
   There	
  is	
  so	
  much	
  more	
  informa0on,	
   so	
  many	
  more	
  ques0ons	
  out	
  there	
   that	
  you	
  never	
  really	
  think	
  about	
   because	
  when	
  you	
  are	
  in	
  high	
  school	
   you	
  have	
  a	
  specific	
  topic.	
   …oRen	
  I’m	
  trying	
  to	
  find	
  one	
   sta0s0c,	
  one	
  fact,	
  for	
  my	
  essay.	
   …I	
  could	
  have	
  figured	
  it	
  out	
  by	
   myself.	
  (searching	
  for	
  resources)	
  	
   	
  	
   	
  	
   Focus	
  Group	
  Themes	
   Convenience	
   Ownership	
   Individuality	
   Need	
   Focus	
  Group	
  Goals	
   1.  To	
  iden1fy	
  the	
  workshop	
   content	
  students	
  consider	
   most	
  beneficial.	
   2.  To	
  understand	
  whether	
  and	
   how	
  students	
  apply	
  that	
   content	
  in	
  their	
  academic	
   work.	
   3.  To	
  determine	
  whether	
  library	
   workshops	
  lead	
  to	
  further	
  use	
   of	
  library	
  services.	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
  Clipart	
  by	
  shokunin,	
  openclipart.org	
   	
   	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
   	
   	
   	
   Asynchronous	
  Data	
  Collec:on	
   Analysis	
  of	
  Focus	
  Group	
   •  Transcrip:on	
   •  Encoding	
   Development	
  of	
  a	
  Tool	
  Kit	
  for	
   Assessment	
  Prac:ces	
   •  Development	
  of	
   Assessment	
  Objec:ves	
   •  Analysis	
  of	
  Workshop	
   Objec:ves	
   •  Selec:on	
  of	
  Tools	
   •  Development	
  of	
  Focus	
   Groups	
   •  “Database”	
  of	
  Ques:ons	
   •  Ethics	
  Review	
  Processes	
   What’s	
  Next?	
   	
   	
   	
   Photo	
  taken	
  from	
  UBC	
  Library	
  flickr	
  stream	
   Thank	
  You!	
   Erin	
  Fields	
   Teaching	
  &	
  Learning	
  Librarian	
   erin.fields@ubc.ca	
   Photo	
  by	
  Paul	
  Lesack,	
  HSSD	
   References	
   Kirkpatrick,	
  D.	
  L.,	
  &	
  NetLibrary,	
  I.	
  E.	
  C.	
   (1998).	
  Evalua:ng	
  training	
  programs:	
  The	
   four	
  levels.	
  San	
  Francisco,	
  Calif:	
  BerreD-­‐ Koehler	
  Publishers.	
   Sonntag,	
  G.	
  &	
  	
  Meulemans,	
  Y.	
  (2003).	
   Planning	
  for	
  assessment.	
  In	
  In	
  E.	
  F.	
  Avery	
   (Ed.),	
  Assessing	
  student	
  learning	
   outcomes	
  for	
  informa:on	
  literacy	
   instruc:on	
  in	
  academic	
  ins:tu:ons.	
   Chicago:	
  Associa:on	
  of	
  College	
  and	
   Research	
  Libraries.	
  

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