Hey, have you heard there’s a recession on? (Yes, that’s a rhetorical question.) It’s nearly impossible to avoid news from all sectors–including higher education–about the continued economic challenges facing the country. Stories about funding difficulties for both public and private institutions, rising tuition, and declining endowments fill news outlets daily. And of course academic libraries (like libraries of all types) are feeling the budget pinch, too.
Often we focus on the economics of our libraries (i.e., fallout from the serials crisis) when we discuss open access publishing with other faculty and administrators at our institutions. Last week in the class I’m teaching my students and I discussed scholarly communication. I’m a strong supporter of open access publishing, and it was great to have the opportunity to see these issues through the eyes of my students. They were genuinely surprised to find that the results of scholarly research are often so difficult to access for those outside of academe.
After my class discussion I was particularly struck by one aspect of the economics of open access: accountability. It’s likely that as the effects of the recession continue to be felt over the next few years, the calls for accountability in higher education budgets will grow more insistent. Open access advocates can use this situation to highlight the advantages of OA scholarly journals. Broad access to and wide dissemination of the research and scholarship happening at colleges and universities can provide visible proof of the relevance of higher education.
Increased access to research can also bring positive publicity to our institutions. The importance of research is growing even at institutions that have traditionally focused on teaching, and recruiting and retaining talented faculty is crucial. Widespread good publicity can also help attract students, and especially highlighting increasing opportunities for student research. Many institutions run ads in the local media promoting their scholars and programs. Wouldn’t it be great if prospective students could easily find and read about some of the research going on in those programs?
While it’s hard to say whether discussions of accountability will, in and of themselves, win the open access movement many new converts, I think accountability is a valuable addition to the growing list of arguments in favor of open access publishing.
I was planning to post last week about something interesting I’d read in the library or higher ed news and literature, but I haven’t kept up with my reading as much as usual recently. The task that’s been occupying my time? Scheduling our English Comp library instruction sessions. It’s not the most glamorous or fun part of my job, but it’s one of the most important. Every semester the scheduling process seems to drag on and on, and I find myself thinking that there has to be a better way. But once the schedule is set my grumpiness fades away, conveniently forgotten until the beginning of the next semester. I always intend to spend time between semesters researching scheduling alternatives, but there’s usually a project that’s so much more interesting that it elbows scheduling out of the way.
We use Google Calendar to keep track of the library’s schedule (not just instruction, but reference, meetings, etc.), and I’m reasonably satisfied with it. It’s the process of scheduling classes and librarian instructors that I think could use some tweaking. In the past I’ve waited until a few days into the semester to get the final list of classes from the English Department (sometimes sections are added or canceled at the last minute, depending on enrollment). Then I’ve taken the class list and our calendar and slotted all of the sections into our library classroom schedule. And then I’ve tentatively assigned instruction librarians to the schedule, trying to make sure that no one is responsible for too many early morning, evening or weekend sessions. Once the instruction librarians have approved their schedules, each of us has contacted the English instructors for the library sessions we’re teaching. Occasionally there’s a bit of horsetrading when an English instructor requests a date change, but usually not too much.
This semester we tried something a bit different and asked the English faculty when in the semester they’d like their library session to be scheduled, emphasizing that we’d like their students to come to the session with a research topic in hand that they can use to practice searching for library and internet resources. I got a preliminary list of classes from the English department and contacted faculty a few days before classes began, but there were still a handful that I wasn’t able to get in touch with until the second week of classes. About two-thirds of the instructors responded with their preferred dates, and I was able to give most of them their first choice (I’d asked for 3 possibilities). I put the remainder of classes in our schedule as before and contacted those instructors to let them know. We also decided we’d try asking the instruction librarians to pick the classes they’d like to teach, so each of us chose our sections once the schedule was set.
I do think that scheduling went a bit smoother this semester, but it’s hard to know exactly why. We have significantly fewer sections of English Comp this spring than we had in the fall (64 rather than 126), which definitely impacts scheduling. But in some ways I feel like the amount of time spent scheduling hasn’t changed, it’s just been spread out more evenly: I’m fielding emails from faculty and putting sessions into the calendar in dribs and drabs over the course of the two weeks rather than in a couple of big, multi-hour scheduling binges. We’ll see if this method can hold up in the fall.
How does your library schedule instruction sessions? Are there any tips or tricks for streamlining the process that you can share?
Classes started at my college last Thursday, officially bringing the winter intersession to an end. While the library was fairly quiet in January, I kept myself busy with a couple of big projects, including getting ready to teach our library’s first credit-bearing course this semester.
It’s been exciting (and, I admit it, a little scary) prepping for the course. I spent lots of time researching courses offered by academic libraries while creating our course last year before it passed through the college’s curriculum approval process. I’m using a textbook and supplementing it with lots of readings from articles, books and websites. I’ve sincerely appreciated the willingness of my fellow academic librarians to share their syllabi and class plans online, which helped enormously as I updated my syllabus last month.
And it’s no surprise that it’s a big time investment to teach a semester-length course. Since this is the first semester out for us our enrollment is on the low side, which will lessen the amount of time I’ll spend on some aspects of the course, like grading. But we expect enrollment to increase in the future. There are several new majors in development at my college, and some of the faculty in those departments have expressed interest in requiring their students to take our new course. It’ll be interesting to see how the course develops.
There has been and continues to be lots of debate over whether credit-bearing courses are the best way for academic librarians to advance information literacy at their institutions. I’m of the opinion that there’s no one right way for IL, and that different strategies will be successful at different institutions. I see our course as another way to offer library instruction; we’re still continuing with our one-shots, individual research consultations, and other instruction options.
One of the things I’m most looking forward to is the chance to work with students for a full semester. While I enjoy teaching one-shot BIs, of course there’s never enough time to cover everything I’d like to in one or even a few library instruction sessions. It’ll be great to tackle topics like the production of information, evaluation, and information ethics in much more detail in the course than is possible in a one-shot. Let the semester begin!
January always brings lots of discussion about the future, and probably even more so this year now that we’re a decade into the second millennium. Collections are central in much talk about the future of academic libraries, which naturally leads me to thoughts about browsing.
I have a confession to make: I don’t browse through academic library stacks much anymore. There seem to be a few reasons for this:
- I work at a small college library which is part of a larger university system that includes over 20 schools, each with its own library. Many of the books I need I borrow from the other colleges in the system via our shared catalog.
- The discovery methods I use have shifted away from browsing. Typically I learn about new books through association news, ads in library science journals and magazines, or via blogs, Twitter or other internet sources. (It’s hard to say whether there’s a feedback loop here: if I worked in a larger library would I browse more?)
- I also read across a wider range of disciplines than I did before I was a librarian. When I was an archaeologist there were a couple of call number ranges in close proximity to each other that I’d occasionally browse through (good old CC and GN), but if I tried that now I’d be all over the library.
- And, I sheepishly admit to a bit of browsing fear: I always seem to have plenty to read, from journal articles to the biblioblogosphere to the three work-related books sitting on my desk right now. So I’m somewhat scared to spend time browsing in case I find more than I have time to read.
Though they definitely use the library, I don’t typically see faculty at my college browsing our stacks, either (maybe their reasons are similar to mine?). But I have noticed that students often want to browse in the library. Many students, especially those new to the college, stop by the reference desk and ask â€œWhere’s the psychology section?” or “I need to look at the architecture books.” It’s easy to forget how opaque an academic library, even a small one, can seem to undergraduates. Last semester a student said to me, in an awed whisper, “the library is so big.”
All of this leads me to wonder about the future of collections at my library. If faculty don’t browse much anymore, how would they feel if we were to propose moving some of the lesser-used materials to off-campus storage? Though common at many college and university libraries, faculty may not agree with this strategy, as we saw late last year with the faculty protest at Syracuse University.
On the other hand, if students are still browsing, how can we make it easier for them? We have those nifty bookmarks from ALA with the Library of Congress call number ranges printed on them, and I like to pass those out to students who ask about broad subject areas. Would it be helpful to students if we added signage that displayed the subject names next to the call number range signs on our shelves?
Whatever happens, I’m sure that the next decade will bring lots of change for our collections, and I’m eager to see what’s in store for the future.
Finals end today at the college where I work, and the semester is coming to a close. I really value the stretch of slower days in the library during the intersession; it’s a great time to take stock of what we’re doing and where we’re headed. This semester was incredibly busy, with a big increase in enrollment and much more instruction than last fall, so I’m even more grateful for the temporary slowdown. This winter break I’ve got three big projects to I’m hoping to tackle:
1. Planning for Next Semester
The core of our library instruction program is a mandatory one-shot for all English Composition classes, and our instruction librarians met last week for a debrief and planning session. For next semester our focus is on increasing both student and faculty participation in these sessions. We brainstormed a number of strategies at our meeting and will start to implement them over the next few weeks. I’m looking forward to teaching the revised sessions next semester — it’ll be interesting to see how these changes impact student engagement.
2. Long-term Program Ideas
In addition to prepping for our Spring instruction sessions, I’m hoping to take some time this intersession to think more about the future of our information literacy and library instruction program. I’m especially interested in learning more about programs that feature intensive, one-on-one collaboration between librarians and faculty in other departments. I’m excited to dig into research on faculty development programs like the Undergraduate Information Competency Initiative at Cornell University, the information literacy workshops at James Madison University, and the Information Literacy Quality Enhancement Plan at Trinity University.
3. Research and Scholarly Work
I’ll have a few research leave days in January, so I’m planning to catch up on some research and writing. I’m working on a research project with a colleague this year and we’ve got a pile of data from interviews with faculty and students to start to analyze; I’m also beginning a study with another colleague. And, despite my best efforts at keeping up, I still have a stack of articles that I haven’t found time to get through this semester. If I can shrink that tower of paper by the end of the winter break, it will definitely feel like an accomplishment!