The director of libraries conceived of Yeshiva University’s institutional repository (IR) in 2018 in part as a cost-effective alternative to Digital Measures, a scholarly productivity tracking program used to determine faculty eligibility for tenure. It was mandated in Yeshiva University’s first Strategic Plan 2016-2010, under Strategic Imperative 2: Advance Faculty Development and Excellence in Teaching and Research. The IR would be a secure, prestigious, university-sanctioned platform for showcasing, documenting, and sharing intellectual output across the globe. It was important that most of the work would be open access, with accompanying Creative Commons Non-Commercial No-Derivatives licenses. In addition to faculty, undergraduate and graduate students would be given a platform to self-archive their intellectual output. Both faculty and students would have the option to opt-out from making their work public, or at least limiting the visibility to the university public only.
{"title":"YAIR (Yeshiva Academic Institutional Repository): How rethinking an open-source institutional repository is changing the visibility of faculty, students, and administration","authors":"S. Gross","doi":"10.5860/CRLN.82.3.129","DOIUrl":"https://doi.org/10.5860/CRLN.82.3.129","url":null,"abstract":"The director of libraries conceived of Yeshiva University’s institutional repository (IR) in 2018 in part as a cost-effective alternative to Digital Measures, a scholarly productivity tracking program used to determine faculty eligibility for tenure. It was mandated in Yeshiva University’s first Strategic Plan 2016-2010, under Strategic Imperative 2: Advance Faculty Development and Excellence in Teaching and Research. The IR would be a secure, prestigious, university-sanctioned platform for showcasing, documenting, and sharing intellectual output across the globe. It was important that most of the work would be open access, with accompanying Creative Commons Non-Commercial No-Derivatives licenses. In addition to faculty, undergraduate and graduate students would be given a platform to self-archive their intellectual output. Both faculty and students would have the option to opt-out from making their work public, or at least limiting the visibility to the university public only.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"129"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70953652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2019, the University of Connecticut (UConn) Library began systematically collecting faculty-authored books (FABs). We envisioned the collection as a service—a program to capture and celebrate faculty work and ensure that their intellectual contributions were represented in the library’s collections. Under the leadership of our new dean, we crafted and communicated jargon-free program parameters, collaborated with liaison librarians and book vendors to purchase more than 220 FABs, and collaborated with communications staff to pursue events and marketing to publicize this new collecting area. UConn is a large public research university with more than 30,000 students and 1,500 full-time faculty who publish scores of books yearly, so this FAB service resonated with faculty and senior administrators alike. Though we are adjusting to the COVID-19 pandemic’s impact, FABs have become a signature initiative for UConn Library.
{"title":"Absolutely FABulous: Collecting and celebrating faculty-authored books","authors":"Michael Rodriguez","doi":"10.5860/CRLN.82.3.125","DOIUrl":"https://doi.org/10.5860/CRLN.82.3.125","url":null,"abstract":"In 2019, the University of Connecticut (UConn) Library began systematically collecting faculty-authored books (FABs). We envisioned the collection as a service—a program to capture and celebrate faculty work and ensure that their intellectual contributions were represented in the library’s collections. Under the leadership of our new dean, we crafted and communicated jargon-free program parameters, collaborated with liaison librarians and book vendors to purchase more than 220 FABs, and collaborated with communications staff to pursue events and marketing to publicize this new collecting area. UConn is a large public research university with more than 30,000 students and 1,500 full-time faculty who publish scores of books yearly, so this FAB service resonated with faculty and senior administrators alike. Though we are adjusting to the COVID-19 pandemic’s impact, FABs have become a signature initiative for UConn Library.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"125"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43737130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During summer 2019, the four reference librarians at the University of the District of Columbia (UDC), an HBCU in the nation’s capital, met weekly to review and discuss each part of the ACRL Framework for Information Literacy for Higher Education. With our student population in mind, we had two goals: establishing a team-wide shared analysis of each frame and developing a collection of student-centered active learning activities, rooted in the Framework’s concepts, that could be mixed and matched during one-shot and embedded library instruction. Prior to this project, the librarians were using a limited group of library instruction activities that were not necessarily related to the Framework. During the project, the librarians found the Framework to be highly theoretical, making it challenging to identify concrete learning activities. However, by deeply engaging with the Framework, it was possible to create student-centered instructional activities that were rooted in the theory, and we were able to expand our repertoire of activities used in library instruction. We were also able to provide faculty with firm examples of how library instruction engages their students in information literacy and lifelong learning.
{"title":"Transforming theory into practice: Creating student-centered instructional activities rooted in the Framework","authors":"M. Kowalski, C. Meals, Faith Rusk","doi":"10.5860/CRLN.82.3.114","DOIUrl":"https://doi.org/10.5860/CRLN.82.3.114","url":null,"abstract":"During summer 2019, the four reference librarians at the University of the District of Columbia (UDC), an HBCU in the nation’s capital, met weekly to review and discuss each part of the ACRL Framework for Information Literacy for Higher Education. With our student population in mind, we had two goals: establishing a team-wide shared analysis of each frame and developing a collection of student-centered active learning activities, rooted in the Framework’s concepts, that could be mixed and matched during one-shot and embedded library instruction. Prior to this project, the librarians were using a limited group of library instruction activities that were not necessarily related to the Framework. During the project, the librarians found the Framework to be highly theoretical, making it challenging to identify concrete learning activities. However, by deeply engaging with the Framework, it was possible to create student-centered instructional activities that were rooted in the theory, and we were able to expand our repertoire of activities used in library instruction. We were also able to provide faculty with firm examples of how library instruction engages their students in information literacy and lifelong learning.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"114"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48543457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In March 2020, academic libraries across the United States closed and sent everyone home, some destined to not reopen for months. University offices closed. Classes were moved online. Suddenly, librarians and staff pivoted to working from home and to all remote services, without time for planning logistics or training. To study the impact of this extraordinary and sweeping transition on virtual reference services (VRS), we conducted a major study of academic library responses to the pandemic that focused on librarian perceptions of how services and relationships with users morphed during this COVID-19 year. Academic librarians rallied to our call, and we collected a total of 300 responses to two longitudinal surveys launched at key points during the pandemic. Data collection focused on two phases in 2020: 1) shutdown and immediate aftermath (mid-March to July), and 2) fall ramp up and into the semester (August to December). Via Zoom, we also interviewed 28 academic librarian leaders (e.g., heads of reference and/or VRS, associate directors for User Services) from September to November. Surveys and interviews centered on adaptations and innovations to reference services, especially VRS and perceptions of changes in user interactions.
{"title":"Surging virtual reference services: COVID-19 a game changer","authors":"M. Radford, Laura Costello, Kaitlin E. Montague","doi":"10.5860/CRLN.82.3.106","DOIUrl":"https://doi.org/10.5860/CRLN.82.3.106","url":null,"abstract":"In March 2020, academic libraries across the United States closed and sent everyone home, some destined to not reopen for months. University offices closed. Classes were moved online. Suddenly, librarians and staff pivoted to working from home and to all remote services, without time for planning logistics or training. To study the impact of this extraordinary and sweeping transition on virtual reference services (VRS), we conducted a major study of academic library responses to the pandemic that focused on librarian perceptions of how services and relationships with users morphed during this COVID-19 year. Academic librarians rallied to our call, and we collected a total of 300 responses to two longitudinal surveys launched at key points during the pandemic. Data collection focused on two phases in 2020: 1) shutdown and immediate aftermath (mid-March to July), and 2) fall ramp up and into the semester (August to December). Via Zoom, we also interviewed 28 academic librarian leaders (e.g., heads of reference and/or VRS, associate directors for User Services) from September to November. Surveys and interviews centered on adaptations and innovations to reference services, especially VRS and perceptions of changes in user interactions.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"106-113"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45093716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I interviewed for my dream academic librarian position in July 2020. I was thrilled beyond words to be hired as the nursing librarian for the University of San Diego in August 2020. Yes, August 2020. Yes, during the COVID-19 pandemic. I interviewed, was hired, and began working entirely on Zoom. It has been, and continues to be, a unique and strange experience. I have joined my new colleagues for committee meetings and faculty meetings. I have collaborated with them on our library’s newsletter and on our annual report. I have consulted with some of them on my LibGuides, my instructional videos, and my faculty’s database usage and interlibrary loan statistics. I have done all this sitting at my kitchen table, which, like many of our kitchen tables, has quickly morphed into my work area. I have yet to be in the physical presence of my new co-workers. I engage exclusively with their heads and torsos on my laptop screen. I do not know what kind of shoes any of them wear.
{"title":"Virtually hired: Why I can’t wait to meet my colleagues after working with them for six months","authors":"Karen O’Grady","doi":"10.5860/CRLN.82.3.112","DOIUrl":"https://doi.org/10.5860/CRLN.82.3.112","url":null,"abstract":"I interviewed for my dream academic librarian position in July 2020. I was thrilled beyond words to be hired as the nursing librarian for the University of San Diego in August 2020. Yes, August 2020. Yes, during the COVID-19 pandemic. I interviewed, was hired, and began working entirely on Zoom. It has been, and continues to be, a unique and strange experience. I have joined my new colleagues for committee meetings and faculty meetings. I have collaborated with them on our library’s newsletter and on our annual report. I have consulted with some of them on my LibGuides, my instructional videos, and my faculty’s database usage and interlibrary loan statistics. I have done all this sitting at my kitchen table, which, like many of our kitchen tables, has quickly morphed into my work area. I have yet to be in the physical presence of my new co-workers. I engage exclusively with their heads and torsos on my laptop screen. I do not know what kind of shoes any of them wear.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":" 12","pages":"112"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41253143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A movement to encourage and increase the creation and use of open educational resources (OER) in U.S. higher education has been growing for about 20 years. In Massachusetts, for example, 71 percent of public colleges are already using OER to some extent, although the total number of courses affected remains relatively small. The most common number of OER courses per school is between 11 and 20. Studies continue to show that the high cost of textbooks is a burden for students, to the point that many states have adopted legislation to reduce textbook costs or promote OER. However, in a study that surveyed faculty from the Virginia Community College System, Dr Braddlee and Amy VanScoy concluded that use of OER is still a “niche phenomenon, the province of innovators and early adopters.” Any change, no matter how potentially beneficial, takes both time and effort.
{"title":"Ladders in the orchard: What’s next for OER?","authors":"Chelsea Contrada, Kathryn Good-Schiff","doi":"10.5860/CRLN.82.3.132","DOIUrl":"https://doi.org/10.5860/CRLN.82.3.132","url":null,"abstract":"A movement to encourage and increase the creation and use of open educational resources (OER) in U.S. higher education has been growing for about 20 years. In Massachusetts, for example, 71 percent of public colleges are already using OER to some extent, although the total number of courses affected remains relatively small. The most common number of OER courses per school is between 11 and 20. Studies continue to show that the high cost of textbooks is a burden for students, to the point that many states have adopted legislation to reduce textbook costs or promote OER. However, in a study that surveyed faculty from the Virginia Community College System, Dr Braddlee and Amy VanScoy concluded that use of OER is still a “niche phenomenon, the province of innovators and early adopters.” Any change, no matter how potentially beneficial, takes both time and effort.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"132"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45783673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
You might think that there would not be enough to do at home for a staff working with archival materials—after all, most of the collection consists of rare items that never leave the building. When it began to look like the University of North Florida (UNF) would be closed in March 2020, our small team in the Thomas G. Carpenter Library Special Collections Department had to get creative.
{"title":"Adapting to a remote life: Using a work environment at home to our advantage at University of North Florida Special Collections","authors":"Susan Swiatosz","doi":"10.5860/crln.82.2.66","DOIUrl":"https://doi.org/10.5860/crln.82.2.66","url":null,"abstract":"You might think that there would not be enough to do at home for a staff working with archival materials—after all, most of the collection consists of rare items that never leave the building. When it began to look like the University of North Florida (UNF) would be closed in March 2020, our small team in the Thomas G. Carpenter Library Special Collections Department had to get creative.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46385027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The editorial board of the ACRL Academic Library Trends and Statistics Survey is pleased to announce response rates have improved over the past five years with 51.6% of U.S. libraries responding in 2019 compared to 48.2% in 2015. Thank you to all libraries that contributed fiscal year 2019 data as well as prior years. Increased participation leads to a more comprehensive understanding of what is happening in academic libraries and generates more robust data for benchmarking and impact analysis. Survey participants receive complimentary access to the summary data via the ACRLMetrics platform. Those who wish to dive deeper into the data can subscribe to ACRLMetrics, an online tool providing access to all ACRL survey data from 1998 to present. Additionally, a print edition of the 2019 data is also available for purchase through the ALA Store. This article highlights some of the key findings from the 2019 survey with respect to the principles in the Standards for Libraries in Higher Education to illustrate how the data can be used by institutions to demonstrate impact and influence. ACRLMetrics also offers a rich body of data for researchers investigating trends across the profession.
{"title":"The 2019 ACRL Academic Library Trends and Statistics Annual Survey: Mapping results to the ACRL Standards for Libraries in Higher Education","authors":"Janine A. Kuntz, Jeannette E. Pierce","doi":"10.5860/CRLN.82.2.87","DOIUrl":"https://doi.org/10.5860/CRLN.82.2.87","url":null,"abstract":"The editorial board of the ACRL Academic Library Trends and Statistics Survey is pleased to announce response rates have improved over the past five years with 51.6% of U.S. libraries responding in 2019 compared to 48.2% in 2015. Thank you to all libraries that contributed fiscal year 2019 data as well as prior years. Increased participation leads to a more comprehensive understanding of what is happening in academic libraries and generates more robust data for benchmarking and impact analysis. Survey participants receive complimentary access to the summary data via the ACRLMetrics platform. Those who wish to dive deeper into the data can subscribe to ACRLMetrics, an online tool providing access to all ACRL survey data from 1998 to present. Additionally, a print edition of the 2019 data is also available for purchase through the ALA Store. This article highlights some of the key findings from the 2019 survey with respect to the principles in the Standards for Libraries in Higher Education to illustrate how the data can be used by institutions to demonstrate impact and influence. ACRLMetrics also offers a rich body of data for researchers investigating trends across the profession.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"87"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43372590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the first things you see when you enter the Kurt R. Schmeller Library on the Queensborough Community College campus are three display cases arranged in a horseshoe, accented with a poster display case on a stand. This prime floor space often serves as a waiting space as students read their texts or wait for friends to join them in the library. Historically, the displays featured rotated content, generally heritage months and other broad topics, with the cases packed full of books (in varying states of repair and condition), artifacts, and matted description and information labels and captions. According to everyone, the displays were routinely ignored.
{"title":"The display’s the thing: A successful interactive, analog community college library display","authors":"Vikki C. Terrile","doi":"10.5860/CRLN.82.2.80","DOIUrl":"https://doi.org/10.5860/CRLN.82.2.80","url":null,"abstract":"One of the first things you see when you enter the Kurt R. Schmeller Library on the Queensborough Community College campus are three display cases arranged in a horseshoe, accented with a poster display case on a stand. This prime floor space often serves as a waiting space as students read their texts or wait for friends to join them in the library. Historically, the displays featured rotated content, generally heritage months and other broad topics, with the cases packed full of books (in varying states of repair and condition), artifacts, and matted description and information labels and captions. According to everyone, the displays were routinely ignored.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"80"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44055564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information literacy is one of the fundamental skills to acquire to be able to navigate today’s complex information ecosystem, succeed as a lifelong learner, and make critical decisions as an active and informed citizen. Today’s information environment—saturated with misinformation, fake news, misleading information, propaganda, etc.—poses a great challenge to form unbiased views of the world and make sound judgment and decisions.
{"title":"Moving up the ladder of source assessment: Expanding the CRAAP test with critical thinking and metacognition","authors":"G. Liu","doi":"10.5860/CRLN.82.2.75","DOIUrl":"https://doi.org/10.5860/CRLN.82.2.75","url":null,"abstract":"Information literacy is one of the fundamental skills to acquire to be able to navigate today’s complex information ecosystem, succeed as a lifelong learner, and make critical decisions as an active and informed citizen. Today’s information environment—saturated with misinformation, fake news, misleading information, propaganda, etc.—poses a great challenge to form unbiased views of the world and make sound judgment and decisions.","PeriodicalId":55882,"journal":{"name":"College and Research Libraries News","volume":"82 1","pages":"75"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46186330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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