The Small College Librarian – Part 1 – Introduction

January 4, 2010

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The Small College Librarian – Part 2 – So Many Jobs, So Little Time

The Small College Librarian – Part 3 – Multitasking/

This is a first of a series of sections I plan to write regarding the balance librarians of small college libraries must strike between service to their user population and other activities regarding professional development.  These activities include many of the traditional activities that librarians in tenured track positions must be involved in to gain tenure.  They are also important to those desiring to remain at a small college for reasons I will explain later.  These include research and publishing, involvement in professional organizations and committee work, service to the university or college or perhaps even community service.  Librarians of small colleges with few staff members, operate in a very different world than those of larger universities.  First, many of these positions are not tenured track, thus there is little if any institutional incentive to publish or be engaged in professional activities outside of their library.  This librarian must be more self motivated and see the long-term benefit for their career in doing so.  But simply being motivated to do so does not make it easier.  Small college librarians often must wear multiple hats and carry on the duties that are done by many librarians and staff members at larger Universities.  Multitasking becomes the norm, both over the course of a stretch of time and within a short amount such as within the hour.  For example, that last sentence was interrupted by a student requesting virtual reference assistance.  Seriously! I kid you not!  I had to switch gears while writing a sentence on multitasking.  How is that for irony?  We have two librarians that provide reference assistance in addition to many other duties and so “reference time” in whenever someone needs help, not necessarily during our scheduled desk time.   I will expand upon the multiple roles we have at Logan Library in my next installment.  While I fully understand the drawbacks of multitasking, I have learned that multitasking can be managed in a way that minimizes the negatives and allows one to control their multitasking rather than having their multitasking control them.   Of course, there are exceptions.

Working in a small college library can be rewarding and fulfilling.  But whether you plan to move onto a tenure track position or remain a small college librarian, there is still a juggling act that one must contend with.  In the middle of this juggling act, service to our users should always come before personal gain.  What time there is for professional development, self education, and service is often fragmented and fitted in when time allows.  Therefore, transitioning from a small academic library to a University can be challenging for those who so desire.  Small college librarians must learn balance in serving their users and staying involved in the library profession to avoid staleness.  This series shall touch upon such topics as performing regular job duties, librarian scholarly publishing, multitasking, keeping up with the latest innovations and avoiding burnout.


Teaching Information Literacy in 15 Minutes

October 14, 2009

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What?  Teach information literacy in 15 minutes?  Are you mad?  It can’t be done!  OBSURD!  Yes, I admit, the notion is absurd.  That is not my goal today.  In fact, I would be happy if all of our students were information literate by the time that they graduate in four years.  My goal today is to give 271 Freshmen (in addition to 208 already) a sliver of information literacy in 15 minutes.  Goals in the fifteen minutes:  1) Library website and LibGuides navigation and how to use it for research, 2) How to use our EBSCO AtoZ search tool, and 3) How to make an Interlibrary Loan Request.

So what is this all about?  All Freshmen at Rose-Hulman must be enrolled in a one credit College & Life Skills course their first semester.  They will spend five of their ten weeks in small group discussions with their mentor and the other five weeks they are introduced to an important academic support service that they need to know about.  This week they meet with the Library and the Learning Center downstairs whose primary duty is tutoring.  They spend a half an hour in each area.  The first 15 minutes in the library is spent on the main floor where our library director talks to them about the library and gives them a quick tour.  Then they come upstairs where I am set up with a laptop and LCD projector to give them a crash course in the basics of navigating the library website to conduct research.

Information literacy encompasses a wide area of knowledge including but not limited to, knowing what kind of formation is needed, how to select quality information resources, what access points to use, how to evaluate the quality of resources and how to understand the economic, legal, and social issues surrounding the use of information in an ethical and legal manner.  As mentioned in my previous post The Challenges of Teaching Information Literacy, we are grappling with revamping our library instruction program to incorporate all of the ACRL guidelines for information literacy so that our students are proficient in all of these areas by the time they graduate.  Since most library instruction sessions are only 55 minutes long, we have to come up with an approach on what points to cover for Freshmen Composition classes through Senior Design and graduate level classes.  So naturally since these are Freshmen, it makes sense to introduce them to the website / LibGuides and how to use it for research.  But I also took the time to touch upon our number one reference question “How do I find out if we have a specific journal, or how do I find this article?”   If I had a dollar every time I’ve been asked that question, I would be rich.  And so WHAM!  There you have it!  Information Literacy in 15 Minutes…kind of!

P.S.  I spoke to four sections last Friday, four sections yesterday, and ten sections today.


Redefining Library Relevance at Rose-Hulman

October 6, 2009

ACRL Value of Academic Libraries Comprehensive Research Review and Report is a RFP “seeking proposals for the development and delivery of a comprehensive review of the quantitative and  qualitative literature, methodologies, and best practices currently in place for demonstrating the value of academic libraries.”  The relevance of academic libraries is being questioned as a result of changing user expectations due to search engines like Google.  Libraries are scrambling to define themselves as relevant to their user community.  At Logan Library, we are doing this in a few ways.  One is through increased emphasis on information literacy.  We are changing the way we teach library instruction and trying to reach more classes each year.  Our goal by the end of this academic year is to develop a more comprehensive methodology for turning out information literate students by the time they graduate.  This process starts Freshmen year and builds in complexity throughout their four years at Rose.  Since we are starting with Freshman through Seniors all at once, it will take four years before we will see a group of students move through this process.  We are still hashing out this process which we will continue to do throughout this academic year.

The second way in which we are redefining our relevance is by our transformation to a Library 2.0.  While our users may not have any idea what this means, or simply think we are making up some trendy  sounding name for ourselves, they are aware of web 2.0 technology as it is already an integral part of their lives online.  We have done this through the implementation of LibGuides; chat widgets available on our LibGuides pages, Twitter to inform our users of changes to LibGuides and other library news.  We have also added a Twitter widget to our library home page to make our tweets visible to those who are not followers.  We will soon explore uses for facebook .

The transformation is taking slowly taking place.  So far the response has been positive.  We already knew that most research by students is being done outside of the library, so the chat option was implemented to reach students at their point of need.  So far, so good; we are getting several chat reference requests per day.  We have gotten positive feedback from the professors we have conducted library instruction for, and the students seem to be more engaged during the process.  While we do not have the funds currently to build a new library or add a number of new resources, we are in the process of redefining our role within the institution and hopefully increasing our relevance as well.


This Week’s Agenda 10-5-2009

October 5, 2009

Wow, I am finally getting some breathing space.  I still have much to do this week before I can start working on long term projects again, but at least I won’t be under the gun anymore.  Of course, things could always change.

  • Staff meeting today at 4 PM
  • College & Life Skills class Wednesday – Meet with Registrars Office
  • Finish ASEE- ELD Punch list
  • Start working on records to be updated in EBSCO AtoZ
  • Conduct presentations to two College & Life Skills sections on Friday (Set up on Thursday)

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