Transcript William Paterson University Five Strategic Areas of Focus at the Cheng Library

William Paterson University
Five Strategic Areas of Focus at the
Cheng Library
Fairleigh Dickinson University
June 18, 2009
Anne Ciliberti
[email protected]
Libraries in Transition
3,000 BC
To
1992
Focus
Print
Collections
Physical Space
Individuals
Independence
Teaching
Inward focus of staff
Manual systems
1993
To
2019
T
R
A
N
S
I
T
I
O
N
2020
-
Focus
Digital
Users
Digital Space
Individuals & Groups
Collaboration
Learning
Outward focus of staff
Automated systems
Cheng Library Long Range Goals
•
Maximize our partnership with the campus community
in fulfilling the University’s teaching, learning and
research missions
•
Embrace evolving models of information management
and access
•
Ensure that the Cheng Library’s physical and virtual
spaces meet the needs of tomorrow’s users
•
Exceed users’ service expectations
Five Strategic Areas of Cheng Library Focus
•
•
•
•
•
Maintain and expand academic engagement
Provide campus-wide leadership for the integration of
information across the curriculum
Demonstrate a culture of assessment
Redesign the library’s physical and virtual spaces
Stimulate and motivate staff; exceed users’ service
expectations
Academic Engagement
•
•
•
“Engagement” think of the NSSE… active, meaningful, relevant
Integral to the academic mission of the University
Why is this an issue?
– Competition from other information providers
– New pedagogies that require fewer information resources
– New teaching tools that embed content
Strategies
•
•
•
•
•
Be involved on campus; participate broadly in faculty and
student activities
Emphasize the library’s role in teaching, learning and research
Be relevant and responsive to changing needs and behaviors;
understand what’s happening on your campus
Be visible, communicate and market your services and resources
Use assessment methodologies to help describe your VALUE
Information Literacy
•
•
•
IL is what we are all about: accessing, obtaining, using, and
evaluating information
A life-long learning skill
Teaching faculty embrace the need to teach critical thinking, but
usually not information literacy
Strategies
•
•
•
•
Seek support from administrators
Look for academic opportunities: First Year Experience? English
curriculum? General education? Capstones?
Accreditation stick vs. the carrot of student success
Learning literacies: critical thinking, information literacy,
technology skills, quantitative reasoning
A Culture of Assessment
•
•
Why? Improvement, accountability, accreditation
Provides a foundation for describing how the library contributes
to the University’s mission; describes its VALUE
Strategies
•
•
•
Develop a meaningful Assessment Plan; focus on outcomes, not
inputs our outputs
Measure student learning outcomes as part of information
literacy initiatives
Expand the measurement focus to all library services and
resources; consider enabling and process outcomes
Redesign Physical and Virtual Spaces
•
•
•
•
Develop a user-centric philosophy
Two important portals; The building and the webpage
Think about millennials; users have changed!
Importance of first impression, usability, design
Strategies
•
•
•
•
•
Ensure that the building has adequate and appropriate study
space, wireless access, areas for multi-tasking, for groups, for
individuals, for noise, for quiet, SEEK INPUT FROM FACULTY and
STUDENTS
It is no longer about US
Clean, well-lighted, attractive
Furniture that can easily be rearranged
Redesign web pages; Stephen Bell argues that many users have
already found work arounds for our traditional pages; maximize
the opportunity to market our VALUE; what we do that Google
does not
Stimulate Staff and Exceed Users’ Service Expectations
•
•
•
•
Staff is any library’s most important resource
Challenging times; budgets are difficult
Opportunities for training, reflecting, networking; thinking
Provide the tools and time to learn
Strategies
•
•
•
Emphasize a culture of customer service that exceeds
expectations
Encourage a habit of mind that questions why and explores
alternatives
Reward fresh perspectives that take the user point of view
Library Assessment: Demonstrating Benefit/Impact/Value
to the Teaching, Learning and Research Mission of the University
Library Assessment
User Education
Library Resources & services
Relevant Assessment Measures
Instructional programs (FYE)
One-shot class sessions
Extended reference services
Student Learning Outcomes
Circulation
Reference Assistance
Reserves
Interlibrary loan
Periodicals Services
Building facilities
Enabling Outcomes
Resource Management
Acquisitions
Cataloging
Collection development
Database management &
analysis
Systems support
Web page development &
maintenance
Process Outcomes
Skills
Knowledge
Use
Satisfaction
Answer/fill rates
Turnaround time
Availability
Awareness
Accuracy
Cost
Efficiency
Cost Effectiveness
Pre/post tests
Diary Analysis
Interviews
Portfolio Assessment
Analysis of products
Case Studies
User surveys
User testimonials/feedback
Observation studies
Data analysis
Focus groups
Conspectus-type studies
Expert opinion
Focus groups
Benchmarking
Qualitative studies
Log analysis
Performance Indicators
Methods
User Services