Tag Archives: collaboration

My Space, Your Space, Our Space, New Space?

For this week’s post, I had the unique opportunity to review a recently published white paper by Brian Mathews, associate dean at Virginia Tech Libraries and Jenizza Badua, interior design student at Virginia Tech entitled, Curating the Campus, Curating Change.  This fascinating conceptual piece is based on a mixture of ideas, conversations, and some actual realities relating to physical learning spaces across college campuses.

Mathews’ responsibilities for facilities, space planning, and management, combined with a background in user experience, naturally inform his research in this area.  While writing his book Encoding Space (also recently published), Mathews explores “the philosophy and texture of physical spaces and what they enable and inspire people to do”.  Curating the Campus developed out of this research by taking those same concepts beyond the library.

“So when you apply things like design thinking and look at the campus as a system, you start to notice areas that could be improved. We have been so focused on improving our libraries, but these skills and insights we’ve been developing could apply elsewhere.”

The paper challenges readers to build their own new ideas on classroom buildings, research buildings, labs, studios, exhibits & displays, atriums & lobbies, living learning community, and incubators from the 8 vignettes offered. Below are some of the questions the piece brought to my mind that I posed to Mathews.

 

ACRLog: I recognized examples of these ideas occurring in reimagined spaces within the library, can you talk more about how you see this model differently?

Mathews: I think the Hunt Library Teaching and Visualization Lab at North Carolina State (NC State) gets to the point. They have established their expertise in this area.  But, should they not just be contained within Hunt or Hill Libraries, they could extend service delivery — sort of in a franchise model.  For example, maybe the focus is more on data visualization for the social sciences. Working with that College they develop a space and some adaptive service models. Then staff together go in with a designer and informaticist to support teaching and research for this discipline.  I think a “phase one” would be looking at current spaces around campus to see how they could be improved. And the next level is service design and partnerships. When I visit buildings around campus I enter thinking “how could the library enhance what’s happening here.” That doesn’t mean setting up a reference desk. In the paper I tried to outline a few of the possibilities.

 

ACRLog: Where else can we see this is currently happening in academic institutions?

Mathews: Each campus has its own politics and geography. What works at one university might not work in another. So the point of the paper was to express a general ethos with the hope of sparking conversations. I tried to imagine the next five to ten years in the profession and it seems we will reach a point where we burst from beyond our buildings and start applying these ideas and principles in other locations.  I think the Active Learning Center at Purdue provides somewhat of an example: a shared building between libraries and registrar. At Virginia Tech we are working on this concept within a new classroom building. I’m also a co-chair of a campus-wide task force looking at renovating lobby areas of academic buildings and developing a better mix of quiet and collaborative areas.  But the paper isn’t really about spaces, it’s about partnerships. I used the word mash-ups—and that’s the creative challenge. It’s not just taking the library and putting it in Building X, but rather, working with Student Affairs and the Business School to develop an entirely new service or environment within a location that isn’t the library.

 

ACRLog: I’m intrigued by the significant role of partnership that comes up here, and you mention in the beginning of the piece the term interaction scienceHow do you see interaction science in this context? How is it changing the librarian profession?

Mathews: Interaction science to me is about how people work together. How they collaborate. How they cooperate. How they communicate. How they frame and explore problems. How they overcome differences. How they produce. Really — big picture — how they interact with each other and their environment. In the different stages of group work, it’s how they form and perform. In my library we study this. We want to learn from these interactions so we can improve our spaces and services. It’s the difference between offering a few tables and chairs and building a curated learning environment. The former is what I tend to see around campus buildings, whereas the latter is what librarians have been building. I think we can export our knowledge, particularly group commons areas, to other locations.

 

ACRLog: In addition to new opportunities, what problems are solved by decentralizing the programs, librarians, and spaces across campus buildings?

Mathews: Most of us don’t have a lot of free space in our buildings, [but] we would be able to offer emerging services elsewhere. I think we would be better able to integrate across campus rather than with a library-centered service perspective. I think it would open new partnerships and strengthen existing ones. I think it could provide better access to tools, resources, and expertise. I think it could help expand people’s thinking about what a libraries does or has to offer.

 

ACRLog: Yes, the idea (perceived or real) that our libraries are no longer filled with books, has in some cases, put pressure on libraries to re-imagine their own spaces for other campus purposes.  Do you see this an opportunity for, or in opposition against what is proposed here?  Or how does the role of the library building change in this new arena?

Mathews: I explore this a bit in my book. The problem I see is that many libraries are trying to do too many things. We want to accommodate digital humanities centers, visualization studios, maker spaces, quiet areas and collaborative areas, and collections, and on and on. There is a lot of pressure on our buildings. I love libraries being filled with books. I think the diffused approach helps us to push out services so that we can maintain collections or repurpose our space accordingly. But it starts by establishing expertise in this area. That’s what I really admire about NC State — their laser focus on learning environments. They have built a solid reputation and could probably advise and partner other units on their campus.I view libraries as prototyping environments. We can test emerging service designs and technologies, improve upon them, and then spin them out elsewhere on campus. I think that is an exciting possibility for our spaces. Our expertise is shaping environments, services, and resources for communities so we can serve as a testing ground for new ideas until they can move on.

Wrapping up our interview by phone, Mathews and I talked further about issues around partnership, like the geopolitics of space and the important role a supportive University administration plays.  The fun things about a piece like this is the way it generates new ideas and connections.  It’s a conversation-starter.  And it seems that reality underlies the whole premise of these spaces – to foster imagination and partnerships that are not just intentional and deliberate, but also spontaneous.  You don’t know what you don’t know, which is my favorite opportunistic problem!

References:

Mathews, B., & Badua, J. (October, 2016). Curating the campus, curating change: A collection of  eight vignettes. http://hdl.handle.net/10919/73191

Mathews, B., & Soistmann, L. A. (2016). Encoding space: Shaping learning environments that unlock human potential.

 

The Rock and the Hard Place (Part 2): Opening Up License Negotiation

The following is the second in a series of posts on the subscription-based model and open access alternatives, and how each get stuck from their respective ends of the scholarly information supply chain.  In addition to the usual disclaimer regarding my own opinions expressed here, these should also not be interpreted as a substitute for legal advice.

In my last post I outlined one side of scholarly communication — the subscription renewal process – in underrepresented detail, revealing places where it is stuck in arduous workflow, inefficient systems, and complex, problematic licenses. In addition to pointing out the subscription model’s own struggles, I acknowledge its perpetuation works directly against investment in open access alternatives. Seeing the shared predicament from each respective end, I wondered how these two workflows come together in practice. Beyond our company in misery, this post will explore where collaborations, specifically in the realm of licensing, have made progress toward alternatives to traditional publishing and subscription-based acquisition.

Licensing
Contract negotiation is an activity associated with the subscription model that most often occurs when placing new orders or at renewal. In many cases this responsibility is performed by collection management or acquisitions, usually with support of the institution’s general counsel. Scholarly communication staff also interpret contracts as they assist authors in negotiating publishing terms and retention of authors’ copyright. The scholarly communication office might also be involved in contract negotiation if they are a publishing entity themselves. A third player, interlibrary loan, also plays a role in licensing terms, interpreting copyright and fair use as it relates to day-to-day borrowing and lending, and copyright fee payment associated with these activities.

For other obvious reasons, these areas of the library are key stakeholders in the subscription renewal process. If we cancel, what will the faculty reaction be? How will the subscription savings through cancellation effect the cost of ILL? If we renew, what does this say about our efforts in promoting open access? In addition to this, the skillset these faculty share in negotiation and the interpretation of copyright in particular reveals a unique collaborative opportunity for subscription and open access workflows.

Bringing these shared skillsets together in the licensing process allows for a more comprehensive awareness of where contracts can restrict rights granted by copyright law. More specifically these perspectives can quickly identify key terms that can best mitigate that risk and influence other favorable objectives. The LIBLICENSE project is an excellent starting point for understanding general license terms and those specific to the needs of libraries. I highlight examples of some commonly sought terms below for which the collaborative contexts I’ve mentioned have been most helpful in addressing. Relevant pages and discussion threads from LIBLICENSE and other resources are linked within.

In terms of content and acquisition:
• Post-cancellation access (see perpetual license)
• Emergency cancellation clause (see force majeure and early termination)
• Title swap and cancellation allowance
• Content caps on changed or lost content
• Pricing caps – the larger or longer the deal, the lower the cap

In terms of ILL and copyright:
• Allowing ILL with more liberal interpretation for electronic access (see 1997 ILL straw poll)
• Assert/Do not remain silent on copyright (see section 3.3 model license “ No Diminution of Rights” and Fair Use assumptions discussion thread)

In terms of open access:
• Assert author rights (see 3.4 model license “Authors’ Own Works” and also COAR’s 2013 report: OA Clauses in Publishers Licenses )
• Eliminate or ameliorate confidentiality and non-disclosure clauses (see also ARL recommendation)
• Allow for text and data mining (see Request: Text and Data Mining Licenses…Language thread)

Negotiation
Though many of these terms are generally accepted among the library profession and even have the backing of national and international organizations, publishing and other industries have their own generally accepted clauses and the backing of their organizations. This is why it can be difficult, unrealistic even, for the single acquisitions staff responsible for negotiation to push for all these on her own.  A major subscription contract renewal is an important opportunity for many to speak with a unified voice, not just on behalf of buyers and content, but on behalf of authors and of a wider audience of users. In addition to bolstering well known terms and issues, these multiple perspectives are key to introducing new ideas into a traditional negotiation.

Sometimes new ideas (and even traditional ones) will not result in accepted contract terms because they are dealt with entirely separately from the renewal process, or because they do not otherwise match the other party’s entrenched business practices. This can be advantageous from a negotiating standpoint, as losing out on some issues can favorably influence the advancement of others. The fact that some issues are perceived as entirely separate from the renewal process can also be advantageous. Author rights, for example, are often handled through individual author contracts or separate institutional open access policy agreements. While this can sometimes prevent their inclusion subscription agreements, by recognizing the separation itself the negotiation lends a stage to raise important issues more boldly without directly jeopardizing the terms of renewal.

New ideas I’d like to see in renewal negotiation discussions involve taking what is often the licensee’s obligation and making it a mutual or licensor obligation. One example is caps on changed and added content. Publishers often allow a clause that addresses when a percentage of content lost by a publisher can trigger breach or renegotiation. But aside from title cancellation and swap clauses – which are rare and require a significant amount of time and effort by the library to invoke — there is nothing to prevent a publisher from acquiring and adding content to a package for which the libraries are required to take on in their renewal spend. Another has to do with advance renewal or offer deadlines. As outlined in my previous post, publishers often require advance notice of cancellation, but there is nothing that requires publishers to provide the library with advance notice of major changes that might influence a cancellation decision, like new package offerings or an entirely new license contract. I’d also like to explore clauses that might address the myriad ways payment for published research is replicated across the institution (aka double-dipping), such as with the libraries paid subscription and the author’s open access article processing charges.

Closing the deal
In any change, the individual and organizational commitment to cooperation can be the hardest, but most important first step. In future posts, I’ll lay out ways organizational structures, workflows and individual skills might lead to more frequent and improved collaborative work on these issues.

Breaking the big deal of a major subscription renewal and reinvesting in open access will certainly require a deeper investigation into economics of open access and subscription infrastructure already well-covered by the literature. Perhaps, as with licensing, if we look at these economics more carefully with a different group of eyes and minds, new practical alternatives will emerge.

Following the road of assessment

This Fall semester has been taking off like a rocket. It’s been a little less than a month, but library instruction has been taking up a good chunk of my time. At my institution, American University, we have a program called College Writing. This program requires all incoming freshman to take at least one section of College Writing.

Every faculty member that teaches College Writing is paired with a librarian. At least one library instruction session is required and it’s up to us to shape the lesson so that it’s relevant to the student’s’ current assignment.

This semester is a bit different. I had a total of 18 sections of College Writing, compared to the nine sections I had last Fall. I was prepared for a busy semester. Oh boy, has it been busy and it’s only been 2 weeks!

I could be as detailed as I want about my routine, but it’s basically a chain of communication. I ask the faculty member about learning outcomes, what they want out of this library instruction day, what skill level their students are at, and are the students quiet? Do they participate? Details like these help me out a lot, since I will only see the students in the classroom once or twice in the semester.

As I scheduled classes, reserved rooms, and worked on my class outlines, I struggled with how I would incorporate assessment into my lessons. Assessment is a topic I have been thinking about for a while. To be honest, this was a subject that I had been avoiding because it was something that made me uneasy. I have always told myself “I’ll do it next semester” or “I’ll find more information about it later.”

However, it’s been a year since I have started my job at American and decided that this semester it was time to incorporate assessment into my library instruction. When I think of assessment, I tend to think of a ton of data, a desk full of papers everywhere, and an endless amount of work (OK, I like to exaggerate). Now, I do have some forms of assessment in my classes, but it’s in the form of the questions I ask the students in order to evaluate their familiarity with not only the library, but the resources that we are using in class.

Assessment comes in many forms, but I specifically had one method in mind. Over the summer, I worked with another colleague in doing library instruction for the Summer Transition Enrichment Program (STEP). This program provides incoming freshman with preparation for academic success. STEP is a 7 week residential program that helps students with the transition from high school to college. They have a class that is very similar to a College Writing class, meaning, they have a research paper due by the end of the program. One of the components of that class is a library instruction day. As my colleague and I started preparing to co-teach one of the classes, she asked what form of assessment I do for my College Writing classes.

Immediately, I felt ashamed. All the time I had put assessment off and this was the moment where I finally had to own up to it. However, I have awesome colleagues who don’t poke (too much) fun at me. She talked about the post class questionnaire that she usually did with her students. Together, we came up with a couple of questions for the students in the STEP class. It was not a long process whatsoever, but I came to see that there is actually nothing scary about it, like I had thought.

There are many different types of assessment, ones more complicated and time consuming than my little questionnaire. However, I wanted to start small and with something I was comfortable with.  My library instruction classes only started last week, but I remember getting back the questionnaires and leaving them on my desk for a couple of hours. I was afraid to look at them. What if the students did not learn anything? What if they hated me? What if I was the worst librarian ever?

After a couple hours, I needed to log my classes into our stats. I counted the questionnaires and look through them. To my surprise, the students did well. Now, this is an assessment to help me analyze what the students had trouble comprehending and also the areas where I need to do better.

And guess what happened? I found one area where I realized I needed to explain better and spend a little more time on. It’s only the beginning of the semester and I have already found ways to improve upon and this is what it’s really about. To me, assessment is an opportunity to learn about your teaching and improve as you go along.

As someone who is new to this, I want to continue to learn about assessment. There are a couple of resources that one can turn to:

-Look at your own institution to see if they offer any workshops on assessment. What resources do they offer to help their staff or faculty?

-Research other institutions to see if they have assessment in place or an assessment toolkit

-Research the literature on instruction and assessment to see how other institutions go about it

Finally, your colleagues will be your most valuable tools. What assessment do they do? Take them out for coffee and ask them!

I still have a couple more College Writing classes, but I am going to make it my goal to incorporate even more assessment for next semester’s classes. In other words, I am going to make myself accountable. For next semester, I will write another post on how I plan to incorporate more assessment into my teaching, but I also want to know from our readers, what assessment do you do for library instruction? Stay tuned!

The Rock and the Hard Place (Part 1): Renewal Season, No Big Deal?

The following is the first in a series of posts on the subscription-based model and open access alternatives, and how each get stuck from their respective ends of the scholarly information supply chain.  As a reminder: Opinions expressed here are my own and do not express the views or opinions of my employer or of ACRL.

September is renewal season when the largest percentage of a typical academic library’s collection budget is committed to the hands of publishers and vendors, thereby determining the largest part of what research is accessible in January of the following year.  This four-month lag between getting what you paid for is just one of the many problematic examples of the slow-churning scholarly information supply chain.

Here’s another.

These problems have been raised by a crisis of economic sustainability most commonly blamed on the serial subscription model.  The movement toward remedying this problem, however, often comes from the perspective of authors, copyright, and open access.  I think shedding light on some of the practical economics at play in the subscription renewal process can help show where both the subscription model and open access movement get stuck in this process, and may reveal ways to join forces for change.

“No big deal…”

In the grand scheme of the subscription renewal process, four months is not really too much to ask considering a subscription vendor must have time to process its multitude of customers’ orders from a further multitude of publishers, and all by the start of the calendar year. In a typical renewal year library staff must also build in sufficient advance processing time to meet that September deadline.  Accounting for fiscal close, data gathering and normalization, as well as faculty review and input, means renewals can require anywhere from 9 to 12 months of advance preparation.  Without any problems you might have a 3-month breather between January and March before the full cycle of renewal processing begins again.

Significant exceptions to  a typical cycle occur with the renewal of what’s called a “Big Deal” package.  These packages are so named because they are, well, big, both in terms of number of total titles and the fact that the titles represent most, or all, of a publisher’s content. The deal, beyond the size of what you get, lies (pun intended!) in the unique way in which the package is priced. Traditionally this is based on a library’s historic total spend with a publisher at a given time, rather than the title-by-title value of the list.

Another exception is these deals are often negotiated in multi-year contracts, requiring a comprehensive review only every 2-5 years, as opposed to annually. Yet all of the annual renewal steps above must still happen in a multi-year contract renewal.  If your library budget is under close scrutiny, that more comprehensive analysis probably involves more people, such as deans and directors, sister campuses, and often consortia. More than likely the analysis also involves more data, such as usage, interlibrary loan (ILL) or other article level access options, overlap analysis, or citation analysis.  A communication plan may also be necessary whether the purpose is justifying continuing expenses or considering cancellations.

“No Big Deal?”

When looking for savings these packages seem a reasonable option for cutting costs, given their large portion of the budget and the number of included titles, sometimes hundreds of which get little to no use.  Unfortunately, however, because the Big Deal is not designed according to title-by-title spend, attempting to subscribe to fewer titles at list price can mean paying more in the end.  Outright cancellation is not without risk either, since in addition to a major loss of revenue for the publisher, this can translate to unpredictable and shifted costs for the library.

Some publishers sensitive to the workflow and economic challenges of libraries — usually those with MLS degrees or a background in libraries — make an effort to negotiate for alternative solutions rather than lose large sums of subscription revenue.  Such alternatives, however, rarely include an ability to cut costs through cancellation or by swapping out underused titles.  Nor has there been much effort to limit the amount of content publishers may acquire that libraries must take on in additional spend.

According to a longitudinal ARL study on the topic of Big Deals, however, this model persists because “[n]either market studies or market forces have produced a sustainable new strategy for pricing and selling e-journals” (Strieb & Blixrud, 2014, p 587).  Or in words heard from some of the big names in the business:

“Our business model is not designed to save you money.” – Elsevier

“As long as we’re making money, we’re not inclined to change.” – Springer

Without an on-the-ground budget crisis or other disruptive force, institutions often continue to renew, stuck in a mess of our collective making.  I observed a parallel “stuck” reasoning on the open access side of things when I reported on Garnar & Knox’s ACRL 2015 conference session, “Ethical Issues in Open Access” (tweet above).   This shared state of paralysis led me to wonder how advancing scholarly communication and negotiating subscriptions renewals could work together to get ourselves unstuck.

New Dealings

On the surface these two areas appear to work against each other, since perpetuating renewal of subscription-based models can diminish purchasing power or investment in open access alternatives.  But there is evidence that this is changing both organizationally (MIT) and in the evolving models for open access (see OAWAL, NISO).   As my library prepares to renew four big deals in the near future there is real incentive to explore alternatives.

I would love to hear others’ experiences working with subscription renewals or open access workflows.  What intersections do you see?   Where are you are most stuck?  What alternatives have you tried? Anyone you making inroads to jointly address these issues?

Feel free to share responses in the comments, or email them to atruthbrarian@gmail.com

 

References:

Emery, J., & Stone, G. (n.d.) APC Processing Services. OAWAL: Open Access Workflows for Academic Librarians, 2.6. Retrieved from https://library.hud.ac.uk/blogs/oawal/workflows/2-6/

MIT Libraries (n.d.). About Scholarly Communication & Collections Strategy. Retrieved from http://libguides.mit.edu/c.php?g=176063&p=3015339

NISO (2016). Managing an Open Access World, Part 1: Open Access & Acquisitions. [Webinar] Retrieved from http://www.niso.org/news/events/2016/webinars/sep7_webinar/

Strieb, K.L., & Blixrud, J.C. (2014) Unwrapping the Bundle: An Examination of Research Libraries and the “Big Deal” portal: Libraries and the Academy, 14 (4), 587–615. https://www.press.jhu.edu/journals/portal_libraries_and_the_academy/portal_pre_print/articles/14.4strieb.pdf

Bite-sized Change

Editor’s Note: We welcome Veronica Arellano-Douglas to the ACRLog team. Veronica is a Research and Instruction Librarian at St. Mary’s College of Maryland. Her research interests include critical librarianship, information literacy, and pedagogy; graphic design and visual communication in libraries; and diversity, equity, and inclusion in LIS.

For years I believed that for change to have any kind of impact, it had to be drastic. I place the blame for this misapprehension squarely on the shoulders of cable TV producers and women’s magazine editors, who seem to have an uncanny ability to tap into the power transformation holds over the human psyche.  

Watch an exhausted working mom’s stunning makeover! See this outdated kitchen become a chef’s dream space! Read about the man who went from couch to triathlon in just 3 months!

I suppose I share some of the blame as well. No one forced me to watch hours of HGTV and What Not to Wear, and yet the promise of drastic change lured me in every time I turned on the TV. There’s inspiration that comes from seeing extreme transformation. It can teach us to dream big and marvel at the amazing capacity humans have for change. It can also be paralyzing. It can overwhelm us with the enormity of the process of change and leave us feeling like we’ll never live up to our potential.

How does change begin?

My library has been in a period of transition over the past few years. Expected retirements, unexpected departures, well-deserved parental leaves, and new additions have all had a significant impact on our library services and the day-to-day work of our library faculty and staff.  Understandably, we’ve been in reaction-mode for a while now–trying to maintain our core mission while deflecting potential negative impacts on services and workflow.

This last academic year was different. It was time for a change of our own making.

Although we continued to tread water in our daily practice, my colleagues and I decided to take a more proactive approach to our relationship with our students. Knowing that our Anthropology faculty frequently collaborated with campus units on ethnographic research projects for its majors, in fall 2015 we offered ourselves and the Library as “clients” to students in an Applied Anthropology course. Our intent was the learn more about the students at our quirky, small, public, liberal arts, honors college. We wanted to know more about how they integrate the library’s resources into their academic work, interact with librarians, and use the library space throughout their day. Working under the guidance and mentorship of their professor and experienced researcher Dr. Bill Roberts, the Applied Anthropology students created research questions, determined which ethnographic research methods would best answer those questions, and carried out the methods with us–the librarians–as additional researchers.

It was participatory action research at its best. Librarians and students were both researchers and research “subjects,” continuously making meaning from discussions with one another and modifying research questions as new information was gathered. Everyone had a stake in this project. The anthropology faculty member and students were so enthused that they continued their work in a new class in the spring and will likely take it up again this coming fall. You can read more about the project and our specific methods on our Library Ethnography Project Libguide.

What do we do with all this information?

This ethnographic project was meaningful as an act of collaboration and as an opportunity for faculty, students, and librarians to learn from one another. But it was also important to all of us that this process be practical, that it produce data that would lead to positive change for the library and students. Or, in the words of one of my amazing colleagues, “So… we’re actually doing to do something with this information, right?”

Right. But what exactly should we do?

Qualitative data (the kind gathered from surveys, focus groups, and free-listing) is big, unwieldy, and complex. It can feel intimidating and overwhelming. It’s easy to give into the mistaken belief that just because the project itself was big–lots of time, lots of people involved–the changes it inspires need to be equally big. There’s pressure to create the kind of dramatic transformation that would lead to a research article, a feature in Library Journal, or a mention in AL Direct.

But change doesn’t have to be big to be impactful.  

One of our project collaborators, a cataloger by training, grouped and categorized much of the qualitative information gleaned from our open-ended survey questions and focus groups into “actionable issues.” (Annie Armstrong, Catherine Lantz, Annie Pho, and Glenda Insua gave a fantastic presentation at LOEX 2016 on action coding, or coding qualitative information for change if you’re interested in learning more about this practice.) What was most surprising to us was the mundanity of the issues and concerns our students brought up again and again:

  • The temperature in the building is erratic and uncomfortable.
  • Our discovery layer is confusing and unhelpful at times.
  • There are never enough outlets available.
  • It is not clear where certain things are located in the library or what services are available.
  • Reservations for group study rooms are confusing.
  • The library is too loud.

There were of course, other issues, but you can see that the over all theme centers around quite small, ground-level, day-to-day issues. They don’t require a giant library renovation or a complete overhaul of services, but they do inspire change. Through this project, we’ve learned that there are small things we can change about our library and our work that can positively impact our students’ experiences in the library. Things like

  • Designating a portion of our 2nd floor as quiet study space.
  • Posting daily reservation schedules on our group study room doors.
  • Creating aesthetically-pleasing and cohesive signage for our library.
  • Changing our implementation of the default discovery layer settings.
  • Creating monthly PSAs and advertising campaigns highlighting specific library services, parts of the collection, or aspects of the building.
  • Making more extension cords available around the building for student use.

These are our immediate responses to things that are directly under our control. They aren’t earth-shattering, but we think they’ll make a difference to our students and be noticeable to them in the fall. We also have long-term actions we’d ultimately like to see happen, but we aren’t letting the need for radical transformation prevent us from making the small, necessary changes that are easy for a small library like ours.

There’s still another month left before our students return and classes begin, and we’re using the time to carry out some of the actions listed above. What kind of changes (big or small) have you implemented or discussed in your library this summer?