LAUC Campus Roles
UCSD -Data curation will be huge. We need expertise.
-Scholarly publishing will increase.
- Libraries can help prepare students for the skills they will need at work, vs. academic skills and training received in their coursework. (15)
-Challenge for us to help patrons in unfamiliar electronic environments via tools such as QP. (4)
-Use of archives for undergraduate teaching and research (4)
-fee based delivery even though users expect free services (3)
-Digital delivery of any digital content (e.g. UC pays for any request, like Questia articles) (6)
-Learn more about use of textbooks: faculty, students, bookstores (5)
-Develop texting reference (6) /USCD
-Eliminating library space raises its own problems which the report acknowledges. Chief among them is the survey result that study space in the library is one of its most highly prized qualities for users, especially students.
-The report also cites the need for improved document delivery of print resources.
-Cal State LA Participants cite the need for electric power and quiet for study that are not available elsewhere for them.
-This protest and the similar one at UC Davis speak to the campus roles of libraries and seem to roll back attempts to minimize the importance of the library building as a part of its services.
-With language as its object of study, the humanities can benefit enormously from digital technologies that can speed up the analysis of language.
-Questions of cost and accessibility have also promoted an uneasy and nascent relationship between faculty and librarians. Faculty, under continual pressure to publish have found the opportunity diminishing as peer-reviewed print journals get more selective (as a result of having their market share squeezed out by digitized information). Digital information does not yet have the same authority in the academy. In theory, the opportunity exists for universities and librarians to circumvent information providers by self-publishing in digital or print form.
-A digitized collection also has implications for patrons. The sciences are seen to be much more advanced in the use of digital information than the humanities which are characterized as being "on the same trajectory" but not as far along. For one reason, the humanities, practically and philosophically, are much more attached to books for which digitization is currently more difficult. … Could it be that the near future of librarianship will lie with the humanities?
- As the saying goes, "Power goes to those who know what they want." And it is only by much greater organization and unity that librarians will gain the self-awareness to find the goals they want and develop a machinery for reaching them.
-To assess the damage from underfunding, the report makes a case study of several departments. The Enology collection in the Biology/Agriculture department is a Level 5 collection designed to gather everything of interest and shortfalls in its budget impact the entire world as a result.
-The mathematics department has been forced to cut back on key journals in its field.
-As a result of underfunding, researchers in history no longer have access to major reference resources and books and interlibrary loan introduces critical delays in their work that sets them at a disadvantage compared to their peers.
-The consolidation of the government documents department into other departments has made it difficult to consult with experts over the material.
-The report ends with a warning that without access to the digitized information that contains the essence of current research, scholars "do not have a chance" to be competitive.
-3. Insufficient support for the Level 5 collection in Enology.
There is no backlog in purchasing materials for this collection.
-4. Lack of essential titles for history and delays in interlibrary loan.
Some titles were omitted as part of clerical error during a shift in approval plans, and the missing titles have been purchased. Interlibrary loan rates at UCDavis are comparable to the other UCs.
-5. Dissolution of the government documents department.
The subject specialists are available for consultation, and the consolidation of this department is consistent with a general trend among libraries. The trend is driven by the fact that 98% of government documents are available online, obviating the need for a physical collection.
-college students. This group tends to use the library more than other groups although, according to their own statements, less than before as a result of the internet.
-College students also retain a faith in the value of a library as an ideal and a potential source of valuable information. Their biggest recommendation is to make the library more physically convenient.
7. Campus Roles
- UWP instruction
- integrated courses, subject specialists
- Re: Search Start paper consulting service
- classes for Learning Skills Center: STEP, term paper workshops
- orientations for new students and graduate students in all departments
- online tutorials and other tools under development
- EndNote to teach research and citation management at all levels.
- subject specialists given new freedom to design subject guides.
- liaison work
- advertising with fliers/ads to dorms
- reference service
- campus committees: academic federation committees, campus administrative advisory committees, LAUC
- webpage: blogs
- consulting: technical services (meta-data, preservation); archives/special collections
c. Optimal future:
- continued robust activity in existing areas
- sponsored seminars with academic focus; cultural events
- library research awards: writing contests
- formalizing/institutionalizing instruction with credit classes,
- technology: mobile bulletin boards in library lobby
- expansion into new areas of service: EndNote to improve research skills
-Organizing, classifying information, integrating and evaluating
-Long term commitment to viability and direction of our collections, researchers have a short-term view.
-Library instruction to end-users and staff:
we plan, prepare, implement and evaluate our library instruction--help people learn how to learn
-Expertise with e-resources - licensing, acquiring, delivering, & maintaining are more complex than with print
-Scholarly communication issues & intellectual property
faculty perspective--where they publish affects what we can buy in the future student perspective—plagiarism
-Functional expertise as important as subject expertise--undergrad services, metadata, cataloging, etc.
-Create new standards--technical services; how to fix something when broken; integrating new materials into existing;
-Subject specialty becoming more important as general surfing becomes easier & more possible.
-Language expertise – our ability work with information in a multitude of languages
-Bringing people into shared spaces (web, 2nd life), commons
-Partner with faculty in teaching classes
-Increase collaboration and partnering across library, campus and off-campus communities
-Partner with businesses to improve search functionality--cataloging, instruction--librarian as search engine
-Find a mechanism for librarians to serve on relevant faculty committees
-Great publicity and marketing of librarians
-Personalize the librarians so we’re not just an institution
-Greater extension of the integration of IL into the general curriculum
-Investigate the adoption of the Management and law Library models of integrating/embedding librarian into other departments
-LAUC should take a bigger role in reminding admin that we are here to advise them on services and policies--check in with us--we are the ones who work directly with users and want to provide assistance in making decisions
-Implement student fees for library services (address student-fee to library services) /UCLA
-Without a central place to access and utilize the fruits of UC's scholarly endeavors, the impact of UC's research efforts will be minimized. Furthermore, the next generation of leaders-today's students-will not excel without the benefit of a robust library system.
-Education and Curriculum Working Group: "Continue timely exploration of online instruction in the undergraduate curriculum, as well as in self-supporting graduate degrees and Extension programs."
-Research Strategies Working Group: "Create multicampus, interdisciplinary 'UC Grand Challenge Research Initiatives' to realize the enormous potential of UC’s ten campuses and three national laboratories on behalf of the state and the nation." Sincerely, /UCSF
-7. Library campus roles Librarians comprehend the issues that surround complete life-cycle curation for digital assets. What is the role of the library in working with faculty and students before, during, and after the creation of digital scholarly information resources?
-7. Library campus roles - How do we convey the "value proposition" of libraries to faculty beyond that of a 'buying club' (which is their growing perception of us according to the recent Ithaka report.)
-Some of changes in student behavior have both led to a decreased reliance on library resources and an increased emphasis on the pedagogy.
-Integrate information literacy into the academic curriculum.
- What are the rewards for this to the library?
- What kinds of technology, education and personnel will be needed to facilitate this approach?
- What is the life-cycle for teaching and how can we update it if it’s taught by faculty?
- How and how often will we evaluate the effectiveness of this strategy?
-Focus on the information commons to create the library as central to the life of the university. Embed the tools of production, such as video, and include less common units such as career centers within the library.
-Create talking points for librarians so that they can actively promote libraries and librarians.
-Act as campus consultants by taking on projects of interest to faculty and researchers that we might normally avoid (e.g. the digitization project that resulted in the Rorty program/conference (http://virtualpolitik.org/rorty/)
-Get involved in the academic senate by changing the role of the librarian or the status of librarians in all of our institutions.
-Our pedagogy is based on a certain art of conversation.
- Our practice is better understood as a diagnostic one, one that assesses both the interpersonal and social context of each project, and leads to decisions, which attempt to enable not only access, but the incrementally improved ability of the patron to take possession of library as a tool and field in their quest to reorganize information as knowledge.
-How can our tools, websites and our people, not only provide easy access to known documents, but teach discovery techniques and the diverse ways in which information is organized?
-With so many databases marketed as automatic, simple and direct we can be tempted to forgo the hard work education demands.
-** Where do faculty publish? One member of our breakout session cited the recent Ithaka Faculty Survey 2009 (http://www.ithaka.org/ithaka-s-r/research/faculty-surveys-2000-2009/Faculty%20Study%202009.pdf).
-Changing the scholarly communication landscape is difficult because we are fighting against a longstanding culture. Does this mean we should be targeting younger faculty and graduate students?
-Everyone agreed that Tenure and Promotion is the elephant in the room. We didn’t want to go there.
-How do we change things? Maybe we should be targeting administrators who control the purse strings and would support libraries when we walk away from expensive journal packets.
-We have mixed feelings about eScholarship. Not much uptake from faculty. On the other hand, it is a great place for publishing so-called grey literature and eScholarship is very good at surfacing its contents in Google.
-We all have to understand that while some of us may be excited about Open Access, it is not free. Many question whether it is even a sustainable model. On the other hand, just because there are questions about its sustainability we should not discount it (as many faculty and publishers do). Most importantly, we need scholars to understand that open access IS peer reviewed; it is not vanity publishing!
-The good news: some in-roads have been made in the health and medical sciences. The NIH Mandate requires all recipients of NIH funding to submit an electronic version of their final, peer reviewed manuscript to PubMed Central. Now anyone with NIH funding knows about open access and the fact that research in traditional journals creates a barrier to accessing their findings.
-More good news: there is starting to be a buzz about textbook affordability. Maybe this is a good way to get attention from the academy about the sustainability (or lack thereof) of the current publishing industry.
-How about a Library Office of Technology [or Innovation] (maybe a library committee?) - Library Systems Office is focused on (overworked) keeping existing systems working. A lot of universities have an emerging techs office - Duke Digital Initiatives (developed to foster use of digital repository) -
-changed structure to make Digital Initiatives report directly to university president - freed from university layers of bureaucracy
-situated in the library (powerful symbolic meaning).
-Responsible to interpret and facilitate; three groups (IT, Library, Teaching/learning) sitting together, working together as functional group.
-Need a librarian in the systems office; lack of structured liaison with IST and Library Systems Office Is also a barrier to innovation
-Library funding brings quality collections; quality collections attract the best faculty and students. As State support for UCB decreases, so will the number of Nobel prizes and the ability to retain the best faculty will wither. At what point will the public notice?
-We all agreed that LAUC could play a role in providing feedback on NextGen Melyvl. Having a good catalog is too important to continue with the current status. /UCB
-Thanks to the popularity of database experience, time spent on teaching ‘how to search’, can now be devoted to teaching patrons ‘how best to search’ in respect to the particular research project at hand.
-I can now concentrate on showing patrons how to trace a document’s authority, provenance, and how one might uncover future citations or link to common vocabulary terms in related datasets
-Today the reference librarian needs to have a handle on the discourse, and better, a foot in the intellectual world she or he is charged to serve. Knowledge of a subject’s own language or jargon, its intra-disciplinary fragmentation, the distribution and repudiation of its publishers is increasingly necessary.
-The subject specialist/bibliographer, trained both formally and through ongoing collection development work, can make connections between schools, publishers, and intellectual movements. Librarians are often called upon to orient researchers in rapidly hybridizing fields of study.
-The undergraduate especially benefits from this contextualization. After meeting with subject specialists, and walking the contours of their topic of inquiry, after situating their question within their field of study, and then situating their field within the larger information landscape, the student can engage their projects from firmer ground.
-To maximize quality reference service the Librarian needs to work in partnership with teaching faculty. She or he must have a familiarity with the work of the professors, an understanding of what their assignments are designed to teach, and how the class project fits into the course’s wider disciplinary context.
-The rise in programs and departments on our campuses combined with the level of staffing currently supported by our budgets makes an ideal symmetry between subject expertise and academic programs impossible to obtain.
-It not only serves as the symbolic center for our activities, it continues as the physical embodiment our mission to the campus. It is, of course, not our only point of contact.
-In this environment, the Reference Desk is used increasingly to ameliorate the confusion encountered online. The opportunity to speak directly with the librarian offers patrons a clear and direct communication of their needs and their challenges. The Reference Desk provides the much needed space and time to listen and provide information and advice in a relatively unmediated way.
-The librarian at the Reference Desk is also uniquely positioned to convey the institution’s message and mission. She or he wears the University’s public face, offering the best attributes of what is too often dismissed as mere customer service.
7. Campus Roles How does your campus view the role of librarians, currently? In which ways do you see this evolving? What are some practical approaches librarians should consider regarding their campus roles? UCD -Not only does the library have an opportunity to intervene in the life of the campus, but it has a history of doing so which was news to me as a relatively new member of the campus.
-In anything to do with cross-disciplinary education, it makes sense that the library should be at the forefront of such an effort, and it will be interesting to see what unique contributions that the library can make in the upcoming year. /UCD
- We need to find new ways to communicate to others on our campuses about what librarians have to offer, and make library spaces and services an indispensible component of research and study on every UC campus.
-As collections move to the online environment, library spaces must be repurposed to meet the needs of the learning community. The creation of the Information Commons is a growing trend in academic libraries that has developed in response to the need for a more user-centered approach to resources and services. The Information Commons supports and enhances student learning and research by providing state of the art technology and resources in an academic environment that promotes collaborative work. The new Teaching & Learning Center at UCSF is a tailored version of an Information Commons that includes a simulation and clinical skills education center, technology-enhanced active-learning classrooms and computing labs. Other possible models for future Information Commons include creating spaces for students to play with and receive instruction with technology (video-editing, presentation software, poster production, etc).
-Information literacy skills need to be integrated into the academic curriculum. A for-credit library course would be desirable in some ways, but this is unlikely to be accepted by the University as librarians do not have faculty status.
-A better approach may be to work with academic departments to get information literacy objectives written into course outcomes. Although librarians across campuses have been fairly successful in collaborating with individual faculty members, faculty and librarian turnover make these partnerships tenuous.
-Academic Senate If librarians want a voice in the in the academic senate, they will need to fight for faculty status.
-Campus Consultants Librarians need to be willing to act as research consultants for other units on campus. This means that we may have to say yes when asked to be involved in some projects that we previously would not have accepted. Ann Frenkel (AUL - UCR) gave two examples from her campus. (1)An academic committee at UCR asked for librarian assistance using ISI for impact factor/citation analysis. Their librarians wrote searches for citation information in response to this request. (2)The photography museum approached the library with a request to catalog images and place them in the library collection. Though this request was not feasible, Ann saw this as a great opportunity. Opportunities like these exist on all campuses, particularly with the Office of Research (impact factor questions can lead to opportunities to inform about other research metrics) and the Office of Development (research on potential donors).
-Librarians need to be equipped with talking points about the library to effectively communicate with faculty and other key stakeholders about libraries services/resources/initiatives.
-Publish outside the Library Literature Publishing outside the library literature and attending conferences in other disciplines has the potential to make library services more visible to campus stakeholders. For example, Josephine Tan UCSF librarian recently published an article in an academic medical journal with several UCSF faculty members.* We are aware that some social science librarians have also published outside of the library literature, but these efforts need to be encouraged and expanded.
Communicate the Message “Use It or Lose It” We need to send the message that library resources are costly to acquire and maintain. None of the resources that students and faculty use on a routine basis would be available without librarian expertise. Instruction librarians should deliver this message during instruction sessions to help raise awareness of all the behind-the-scenes work done by librarians.