Transcript WELCOME [www.clarku.edu]

WELCOME
SHANDONG UNIVERSITY
OF
SCIENCE AND TECHNOLOGY
COLLECTION ISSUES
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Hyper-inflationary journal costs
Print vs. digital (varies by discipline)
Licensing vs. owning
Identifying key academic programs
Future of Consortia and resource sharing
Document delivery
Preservation and aging collections
Budgeting from the University
Librarian’s Perspective
• Developing a balanced budget in a no- or low-growth budget
environment with hyper-inflationary journal costs
• Ongoing analyses of service statistics like ILL, and reserves;
online usage statistics; and changes in technology and staffing
• Library priorities for budgeting should support University
priorities: University Librarian works with Provost
• Targeting most cost-effective ways of maintaining necessary
services: cross-training staff; using vendors; sharing resources;
emphasizing access not ownership for high-priced titles
FACILITY AND SERVICE ISSUES
• Library architecture and evolving use of library
facilities (Clark’s Academic Commons)
• Demand for digital and print resources
• 24/7 Services and spaces
• Centralize or de-centralized?
• Remote service and online instruction
• Recruitment and professional development on
new librarians
SUPPORTING EDUCATIONAL OUTCOMES
FOR STUDENTS & TEACHING
• Developmental approach both in academic
coursework and in Library
• Educational outcomes can vary from discipline
to discipline
• Main goal: to provide foundation of
information-seeking skills to support students’
academic work at Clark and afterwards, for
life-long learning in professions.
INFORMATION/RESEARCH SKILLS
AND OUTCOMES
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NEASC Standard for Information Literacy
Clark’s Library User Education programs
Identifying Tiers of Information Skills
Assessing Student Information Skills
NEASC Standard #7
Information and Technological Literacy
7.9 The institution demonstrates that students use
information resources and technology as an integral
part of their education, attaining levels of proficiency
appropriate to their degree and subject or professional
field of study.
7.10 The institution ensures that throughout their
program of study students acquire increasingly
sophisticated skills in evaluating the quality of
information sources appropriate to their field of study
and the level of the degree program. (See also 4.7)
Clark Library User Education
• First-Year class instruction and “personal
librarians”
• IDND 101 class orientations
• Course- and subject-oriented classes at midand upper-levels
• CLIPS: personalized, in-depth reference
consultations
• Reference desk (walk-in consultations)
Developing Information Skills at Clark
• Collaborating with faculty within departments
in teaching
• Connecting to the University’s LEEP
developmental emphasis
• Creating subject-oriented “outcomes tiers”
with Library Committee
LIBRARY SKILLS ASSESSMENT
• Determined by faculty assessment of
substantive, culminating student projects for
essential learning outcomes
• Work in progress: optional computer tutorial
for library skills
• Considering Project SAILS participation:
standardized testing for student information
skills https://www.projectsails.org/national
CONCLUSION
• Identifying Library priorities in conjunction with
University goals
• Ongoing analyses of services and resources
across all variables
• CHANGE, CHANGE, CHANGE: Keeping up-to-date
on latest library technology and publishing trends
• Focusing on targeting most cost-effective way to
deliver services and content
• Outreach to students and collaboration with
faculty as means to develop students’
information skills and appropriate assessment