REFERENCE DEPARTMENT - Stetson
PUBLIC SERVICES DEPARTMENT
ANNUAL REPORT
2001-2002
duPont-Ball Library
Stetson University
DeLand, Florida
Submitted by:
Susan Ryan, Associate Director for Public Services
Jane Bradford, Coordinator of Library Instruction
Barbara Costello, Government Documents Librarian
Rob Lenholt, Electronic Services Librarian
June 2002
Contents
I. Overview …………………………………………………………………………….2
II. 2000-2001 Goals & Outcomes…………………………………………………….4
III. 2001-2002 Accomplishments………………………………………………………5
IV. Reference Services………………………………………………………………… 6
V. Reference Electronic Resources…………………………………………………. .8
VI. Library Instruction (Jane Bradford)………………………………………………..11
VII. Government Information Services (Barbara Costello)…………………………..13
VIII. Electronic Services & Technology Initiatives (Rob Lenholt)…………………….21
IX. Circulation Services………………………………………………………………….29
X. Reserves………………………………………………………………………………30
XI. Interlibrary Loan………………………………………………………………………31
Appendix 1: Reference Desk Statistics………………………………………………………32
Appendix 2: Internet Subscription Database Statistics ……………………………………35
Appendix 3: Online Services Statistics ………………………………………………………43
Appendix 4: Library Instruction Statistics (Jane Bradford)…………………………………44
Appendix 5: Plan for Information Literacy at Stetson (Jane Bradford)……………………51
Appendix 6: Government Information Statistics (Barbara Costello)……………………….65
Appendix 7: Library Hardware Inventory (Rob Lenholt)……………………………………..69
Appendix 8: Workstation Problems Log (Rob Lenholt)………………………………………79
Appendix 9: Library Access Statistics…………………………………………………………102
Appendix 10: Circulation Statistics………………………………………………………………104
Appendix 11: Reserves Statistics………………………………………………………………..105
Appendix 12: Interlibrary Loan Statistics………………………………………………………..108
Appendix 13: Document Delivery…………………………………………………………………111
Attachment 1: Professional Activities: Susan Ryan……………………………………………..112
Attachment 2: Professional Activities: Jane Bradford …………………………………………..114
Attachment 3: Professional Activities: Barbara Costello………………………………………..116
Attachment 4: Professional Activities: Rob Lenholt ……………………………………………..119
Attachment 5: Professional Activities: Angela Story……………………………………………..121
Attachment 6: Professional Activities: Cathy Ervin……………………………………………….122
Attachment 7: Professional Activities: Susan Derryberry……………………………………..…122
Attachment 8: Professional Activities: Sarah Poverud……………………………………………122
Attachment 9: Professional Activities: Dee Buckley………………………………………………122
BLANK PAGES: 68, 78
I. Overview
Personnel: During the 2001-2002 fiscal year, Jane Bradford served as Acting Head of Reference until Susan Ryan returned (August 1, 2001) as Associate Director for Public Services. Rob Lenholt was hired in the tenure-track faculty position of Electronic Services Librarian (June 1, 2001). Christine Stillings, hired as a temporary librarian during the last fiscal year, left at the end of her contract to take a position elsewhere.
In October 2001, as a result of a SACS directive, we hired Angela Story as a part-time reference librarian to cover the lunch and dinner hours at the reference desk. After analyzing eight months worth of data, we concluded that the position was quite successful in meeting additional reference needs of our students, faculty, and staff. Angela’s adjunct faculty contract ended in May 2002 and she was re-hired in June 2002 in the same position, but is now classified as part-time non-exempt staff.
Reference Services: Reference transactions were up overall this fiscal year over last. After experiencing small, but steady decreases in reference transactions since the early 1990s, reference activity jumped 26.7% in 2000-01 and another 12.7% in 2001-02. Not coincidentally, this increase in activity coincides with the renovation and expansion of the Library building. Most gratifying was to see that the addition of lunch (noon-1:00 pm) and dinner (5:00-7:00 pm) reference desk service accounted for 1,368 transactions, or 21.2% of all reference transactions after the hours were added.
Although the work of reference librarians has been under a steady transition from print-based reference assistance to assistance with a myriad of electronic databases and resources, the workload has actually increased with this shift. Not only must a reference librarian be well-versed in traditional print resources, but he or she must also keep up with literally hundreds of subscription databases and other online resources and must have at least basic knowledge of hardware and software issues.
See page 6 for more detail; see Appendix 1 (p. 33) for Reference Statistics.
Electronic Resources: The Library added several new Internet subscription database to its collection, including the D&B Million Dollar Directory, FISOnline (Mergent’s/Moody’s), Music in Print, the Music Index, and PsycARTICLES. PsycARTICLES is a particularly interesting case because the Psychology Department chose to replace some print subscriptions with this database that contains 24 APA full-text journal titles. The popularity of the Internet databases is readily apparent; on the downside, however, the Library has created rising expectations that more and more information will be provided campus-wide via the Internet. To help meet growing demand, we have added two computer Internet workstations by converting CD-ROM workstations.
To meet the growing demand that Library workstations be “full service” workstations where a student can do both email and research, upload and download documents and images, as well as type papers, prepare spreadsheets and PowerPoint presentations and analyze data, the Library installed the basic Office software on all public PCs. Response has been very positive.
See page 8 for more details; see Appendix 2 (p. 35) for Subscription Database Statistics.
Library Web Pages: The Library currently maintains 174 active web pages. This year, the Library Web Team redesigned the home page, completely revamped every “Virtual Collection” page, redesigned and updated every departmental page, and began exploring options for a major reorganization of the database page. Despite repeated requests that CIT provide usage statistics for each of our web pages, we still do not have any way of tracking page hits.
Instruction: Library Instruction was down slightly over last year, yet librarians still held 71 instruction sessions and reached 989 students. An Instruction Team, led by Jane Bradford, was organized and the team meets each week to discuss instruction methods, techniques, reference guides and research aids, and more.
See page 11 for more details on Instruction; see Appendix 4 (p. 44) for Library Instruction Statistics.
A formal Information Literacy Plan was formulated this year by Jane Bradford and reviewed by the Instruction Team and the Library faculty. A written plan now exists as a guide to introduce Stetson students to the concepts of information literacy. In conjunction with this plan, instruction for English 121 classes is being revised and plans are underway to include information literacy instruction in two education classes. (See Appendix 5, p. 52, for Literacy Plan.)
Government Documents:
Distribution of tangible government publications through the Federal Depository Library Program continued to decline due to the ongoing trend toward decentralized federal printing and publishing, and electronic-only distribution. The Documents Department received 6,926 tangible documents this year (15.6% fewer pieces than last year), which increased the collection by .9%.
Uncataloged Florida documents currently totals 3, 523 pieces, a net increase of 22%. Most Florida documents are cataloged and are counted as part of the general library collection statistics.
See page 13 for more details; see Appendix 6 (p. 66) for Government Information Statistics.
Circulation/Reserves/Interlibrary Loans
Circulation increased 11% this fiscal year from 22,655 (plus 2,043 renewals) to 23,932 (plus 3,489 renewals). Reserves circulation was up significantly (77%) over last year with 6,595 reserve items circulated.
Library users asked for 3,397 items on Interlibrary Loan this year, up 7.3% from 3,167 last year. Our fill rate was approximately 84.5%; down slightly from 86% last year. Other libraries asked Stetson for 7,510 items this fiscal year, down 13.4% from 8,516. We filled 4,140 of those requests, down 45% from last years’ filled total of 6,006. Our lending fill rate dropped from 71% to 55.1%.
See pages 29-31 for more details; see Appendices 9, 10, 11, and 12 (p. 102, 104, 107, 108) for Library Access, Circulation, Reserves, and Interlibrary Loans Statistics.
II. 2001-2002 Goals & Outcomes
Continue to develop/weed the reference collection, both print and electronic. ACCOMPLISHED. Public Services librarians undertook a massive reference development/weeding project during spring term 2001 and almost finished the project during the 2001-2002 fiscal year. (One small section remains to be weeded.) The reference collection was significantly updated in most areas, with more addition pending for fiscal 2002-03. Jane Bradford is to be commended for her leadership role on this project. Goal 2002-03: With the very large materials budget cut, almost no additional reference items will be ordered this fiscal year and many planned updates of weeding material will not be ordered. Review reference standing order and serials for possible cancellation.
Write new help sheets and reference guides. ACCOMPLISHED. The Instruction Team has decided to distribute all instruction guides solely via the web site instead of duplicating paper and web formats. Twenty reference guides and six research aids have been created and/or updated and mounted on the web site at: . Goals 2002-03: Develop a standardized header and style guide for all instruction publications. Continue to add guides and aids and regularly update existing publications.
Write a collection development policy for reference materials. PARTIALLY ACCOMPLISHED.
Reference librarians have discussed collection development and have incorporated this goal into the Library’s Strategic Plan. Goal 2002-03: Finish collection development plan and have it approved by the Library faculty.
Improve communication and collaboration with classroom faculty in developing the reference collection. NOT ACCOMPLISHED. Although it is the ideal, coordinating with classroom faculty on collection development is not an easy task. We have included the appropriate classroom faculty in database trials and have coordinated on individual purchases, but have not formalized or institutionalized a faculty collaboration process. Goal 2002-03: Because there will be almost no additions to the reference collection this year, faculty collaboration on this collection will be put on hold.
Improve/increase efforts to market the resources of the reference collection to the classroom faculty. PARTIALLY ACCOMPLISHED. Librarians have marketed new reference books in the Library’s newsletter, put new reference books on the New Book shelves, and have showcased a few books in special displays. More effort could be made, however, to directly market new, as well as existing, resources. Goal 2002-03: Investigate creating a “new books” web page through SIRSI reports.
Work with the systems team librarians to redesign the look and content of the Virtual Collection and formulate criteria for inclusion of websites in the Virtual Collection. ACCOMPLISHED. The Web Team, with input from library faculty, redesigned the entire Virtual Collection and has standardized the look and content of each page. A web collection development policy was created, including a link selection policy, this fiscal year. Goal 2002-03: Work on a redesign of the Library’s database page.
Conduct formal training for librarians for specific reference materials and databases. PARTIALLY ACCOMPLISHED. Librarians did have some training sessions, but not as many as we should have. Goal 2002-03: Continue to provide in-house training for databases and/or other reference material.
III. 2001-2002 Accomplishments
As dictated by the SACS Accreditation Report, the Library was able to hire a part-time Reference Librarian to cover the Reference Desk during the lunch and dinner hours. After a national search, Angela Story was hired and began her duties as part-time Reference Librarian in October 2001. This added 15 librarian hours and 13 reference desk hours to Public Services. Reference statistics indicate that the position has been very successful in increasing the amount of research assistance given at the Reference Desk. Goal 2002-03: Continue to evaulate this position and advocate for conversion to full-time.
Quite a few Internet databases have been evaluated on trial and some have been added to the collection. Databases added this fiscal year include the D&B Million Dollar Directory, FISOnline (Mergent’s/Moody’s), Music in Print, the Music Index, and PsycARTICLES. Goal 2002-03: Conduct database trials as appropriate and investigate shared funding opportunities with academic departments. (This goal will be difficult to achieve given the huge materials budget cut for 2002-03.)
Microsoft Office Software was added to all public Library workstations. In keeping with the growing demand that Library workstations be “full service” workstations where a student can read email and do research, upload and download documents and images, as well as type papers, prepare spreadsheets and PowerPoint presentations and analyze data, the Library installed the basic Office software on all public PCs. Response has been very positive. Goal 2002-03: Replace old machines on the south wall with new “full-service” workstations and printers.
Stand-alone CD-ROMs have been evaluated for usefulness and withdrawn if necessary. No current bibliographic databases are on CD-ROM and we were able to move all the reference CD-ROMs to two workstations and convert another CD-ROM workstation to an Internet workstation. All current CD-ROM databases are static products that are not ongoing. Goal 2002-03: Continue to evaluate the CD-ROM databases that remain, and remove as warranted.
A suggestion box was provided at the Circulation Desk. As one of the Library’s strategic plan worksteps, a suggestion box was purchased. Answers to suggestions made both in the suggestion box and by email are posted to the Library’s web site at: . Many of the suggestions have been facility-related and are out of the control of the Library. Those that can be addressed in-house, however, have been considered and/or implemented. Goal 2002-03: Work with Facilities Management to address facilities concerns brought up by specific suggestions.
IV. Reference Services
Reference Librarians:
Susan Ryan, Associate Director for Public Services
Jane Bradford, Instruction Coordinator
Barbara Costello, Government Documents Librarian
Rob Lenholt, Electronic Services Librarian
Jane Deighan, Part-time Reference Librarian
Angela Story, Part-time Reference Librarian
It is clear that people are still coming into the Library and asking for help both at the reference desk and directly from reference librarians. The total of all reference transactions were up 12.6% and both reference and extended reference questions also increased over last year (6.4% and 2.8% respectively). We seem to finally be reaching a fairly steady level of service after the tremendous increases that were seen in the previous year (20.3% reference and 200.4% extended reference) after the building was renovated and expanded.
Documents reference questions were down 19.2% and email reference questions dropped 55%. Email reference accounts for less than 2% of reference questions (excluding directional and machine transactions). We expected that email questions would become a greater percentage of total reference transactions, but they have not. I suspect that this is because students want “instant” answers to email questions and we can only answer quickly during reference desk hours. Some of the decrease may also have come from the removal of the “New” graphic that made the email reference prominent on the home page. Directional questions continued to decrease slightly as many students and faculty have become familiar with the current layout of the building. Unfortunately, help with machines increased 41.8% -- problems with printers account for the largest number of hardware-related questions.
National trends indicate that reference queries are down as people turn to the Internet for “Ready Reference” questions that librarians used to answer. I expect that reference transactions (excluding machine questions) will decline somewhat as users become more adept at using subscription databases and other Internet resources. In particular, “ready reference” look-up questions should almost disappear as people use the Internet to find quick facts.
Whether users are using the “best” resources (and we have plenty of indications that they are not choosing wisely) is unfortunately irrelevant. Only a small percentage of information users have ever approached the reference desk, so we must assume that users will continue to use “whatever” information they find rather than the “best” information. Our time would be better spent trying to find new ways to provide gateways to information electronically than to sit and wait for the next printer jam. Reference librarians should begin to explore a new model for providing reference services that focuses on true research assistance – and that model may or may not include the traditional reference desk.
During the 2001-2002 academic year, reference librarians almost finished the huge task of evaluating, weeding, and purchasing for the reference collection. (One small section remains to be weeded.) This effort, led by Jane Bradford, significantly enhanced and updated the collection. The reference budget was approximately $85,000 for fiscal 2001-02. Of that, more than half is tied up in standing orders. With the huge impending reference materials budget cut that takes effect June 1, 2002 much of our progress on enhancing the reference collection will be halted. In fact, we will have to consider cutting some standing orders and perhaps even subscription databases.
Debbi Dinkins, Technical Services Librarian, has reclassified most of the Reference Zs and should finish the project during the summer of 2002. The reclassification required the shifting of the entire reference P section after the Spring semester ended. Because of the comprehensive nature of the OCLC catalog, the decision has been made to withdraw the massive (about 900 volumes) National Union Catalog in the coming fiscal year. This will free up one entire side of a reference shelving range and will require a more comprehensive shifting effort of the reference collection.
A new Canon microfiche reader/printer was purchased during the Spring semester. This replaced several machines that were 15 years old. We now have one microfiche and two microfilm reader/printers that are relatively new.
V. Reference Electronic Resources
Internet
The Library continued to support Internet use of quality sources in three ways. First, the Library offers 24 Internet public workstations on the main floor of the Library (including the scanner workstation). This is an increase on the main floor of two Internet public workstations from last year (due to conversion from CD-ROM workstations). All but four of those workstations have printers attached. Four public Internet workstations without printers are also provided on the mezzanine floor, northwest corner.
We updated 4 printers this year, adding HP 1200s. Additional HP 1200 purchases are planned in the coming fiscal year. We still have 4 NEC 860 printers and 4 HP 5-L printers that are in need of replacement. See Appendix 7 for the Library Hardware Inventory. See Appendix 8 for the Workstation Problems Log.
With our current computer deployment, we are meeting the needs of the students and other users at almost all times. An increased demand for Microsoft Office software applications led the Systems Team to decide to load Word, Excel, Access, and PowerPoint on all the public workstations during the spring semester. Although the reference librarians had concerns about the added demand for software assistance that this move would bring, for the most part the only questions that are coming up are about the idiosyncrasies of retrieving and saving files (due to our workstation security measures).
Second, the Library continues to add reviewed links and recommended Internet sites on its Virtual Collection web pages. The Virtual Collection was completely redesigned this fiscal year and now has a consistent look and structure. External links were aggressively “weeded” and only a small collection of high quality sites is provided for each discipline. These sites are checked periodically to make sure they remain active and up-to-date.
Finally, the Library subscribes to more than 80 subscription databases. This academic year we added D&B Million Dollar Directory, FISOnline (Mergent’s/Moody’s), Music in Print, the Music Index, and PsycARTICLES. PsycARTICLES provides the full-text of 24 APA journals and takes the place of several print psychology journals that were cancelled by the Psychology Department in favor of the electronic version.
Many of the Library’s Internet subscription services have statistics-tracking features. Highlights of the database statistics are noted below. See Appendix 2 for detailed Internet database statistics.
EbscoHost, our first large aggregator database, continues to be popular. Although overall searches are down 17.6% from 66,981 to 56,939 this year, this is likely because we keep adding databases so students have more from which to choose. While Ebsco abstract views are down by almost half (47,758 down from 84,190), full-text article views are up considerably (50,315 up from 38,424) and PDFs are up from 739 to 3,578. These differences reflect the aggressive addition of full-text and PDF (full image) files to the EbscoHost database. EbscoHost accounts for 156 searches per day and had 10,797,401,852 total hits this fiscal year.
The top EbscoHost full-text titles tend to be the popular newsstand titles. The likely cause is that the titles tend to be dailies or weeklies and are in the database many more times than a scholarly publication that may come out monthly or quarterly. The top ten full-text titles viewed (in order of use) are: Economist, Christian Science Monitor, Newsweek, Business Week, Journal of Personality & Social Psychology, Time, US News & World Report, Lancet, Forbes, Maclean’s.
The EbscoHost periodical abstracts accessed the most times tended to be popular newsstand titles in the past. This year, the trend was for more scholarly material. I believe that this is because most of the newsstand titles are in full-text now and users are not interested in the abstracts. The top ten titles with abstracts viewed (in order by use) are: the New York Times, ERIC documents, Wall Street Journal; Dissertation Abstracts: Sciences and Engineering, Journal of Personality & Social Psychology, Dissertation Abstracts: Humanities & Social Sciences, Perceptual & Motor Skills, Psychological Reports, American Journal of Psychiatry, and the Times Educational Supplement.
The number of FirstSearch (FS) searches (22,373) continued to climb as it has every year since we began subscribing to the FS databases. This year total searches were up 23% over last year. FirstSearch I searches, paid for by the state of Florida, increased by 8.4% while FirstSearch II searches, funded by Stetson, increased by 35.3%. State-funded searches accounted for 40% of total searches (8,956); Stetson-funded searches accounted for 60% (13,417).
The most-searched FS databases are (in order of use) WorldCat (State); Basic Biosis (Stetson); Medline (State); ATLA Religion (Stetson -- separate subscription); Arts & Humanities (Stetson), ERIC (State); Newspaper Abstracts (Stetson); EconLit (Stetson); Article1st (State); and Dissertation Abstracts (Stetson).
An average of 62.3 total searches per day were used during this fiscal year (up from 49.7 searches per day last year); an average of 24.5 state-funded searches were used per day (up from 22.6 last year) and an average of 36.8 Stetson-funded searches were used per day (up from 27.2 last year).
Unlike all of our other databases that have fixed subscription costs, our FS databases are charged on a per-search basis. The cost of each search (currently 64 cents/search) will rise significantly (to 85 cents/search) in the coming year. In order to keep costs down in the coming fiscal year, the Web Committee, in consultation with all the librarians, will evaluate all Stetson-funded FS databases and block those in which the subject matter is covered in another fixed-cost subscription database.
Clearly, our users are searching our databases in great numbers and appreciate those databases that include full text. Looking at the statistics in Appendix 2, it is obvious that some of our databases are getting tremendous use while others are under-utilized. Databases that should be carefully monitored because of low usage are: ABSEES, BGMI, Ethnic NewsWatch and GenderWatch. All of these databases, based on their content, have a limited, but important audience. The Web Team is exploring a redesign of the database page that may have a positive effect on usage. Some of these smaller databases may be “lost” on the database page and may get more use with more prominent placement.
Unfortunately, not all of our databases provide usage statistics and we should continue to pressure database producers to provide this valuable assessment tool.
CD-ROM
The Department currently offers access to 7 CD-ROM and 1 floppy disk databases on two (down from three) computers dedicated to stand-alone databases. Most of these databases are “closed” and are not current subscriptions. The exception is Current Contents, which is loaded from floppy diskettes on a regular basis. We may be able to withdraw a few more databases and get down to one stand-alone workstation. In addition to the few titles mounted in the public area, hundreds of government CD-ROM titles are available for use and/or checkout upon request.
Mediated Online Searching
The number of mediated searches of our two commercial database services, Dialog and Dialog’s Classroom Instruction Program, was up 26.8% (41 last year, 52 this year). Even this relatively small number (given that we did 367 searches just 6 years ago) is deceptive because 18 were done in conjunction with the Chemistry Junior Seminar and 9 were internal searches done for the Department of Marketing & Communication. Only 25 searches, therefore, were done for research purposes outside classroom use. Of those 25, fifteen were done by librarians to aid them in answering a research question – which leaves just 10 searches that were initiated by faculty or students.
Clearly, we are meeting the needs of most of our students through the subscription Internet databases the Library offers. Although 19 student searches were done this year, the majority of those were done for students doing searches for the Chemistry Junior Seminar which required searching as a class assignment.
The only disciplines that required a Dialog search were: Chemistry (18); Biology (4); American Studies (2); Business (1); Communication Studies (1); and History (1).
As has been the case in recent years, the databases being searched reflect a science and history emphasis: Chemical Abstracts (22); Beilstein (8); Newspaper Abstracts (5); Basic Biosis (4); Historical Abstracts (3); America History & Life (2); Social SciSearch (2); Agro (1); FindEx (1); History ALL (1); Papers (ALL) 1; SciSearch (1).
The total cost of online searching during this fiscal year was $1,201.46 ($397.61 less than the previous year). The average cost of a search totaled $23.11 ($15.89 per search lower than last year). All searches were subsidized by the Library.
VI. LIBrary Instruction
Report by Jane Bradford
A milestone was reached this year with the formulation of a formal Information Literacy Plan for Stetson University (see Appendix 5). The Plan was reviewed by those librarians involved in instruction and was then discussed and approved by the entire Library faculty on May 23, 2002. Such a plan had been on the “to do” list for many years, and its completion signals a new path for the Library’s instruction program. There is now a written plan of incremental steps to introduce students to the tenets of information literacy. The plan also includes several options for assessment. In light of this plan, instruction to English 121 classes is being revised and plans are underway to include information literacy instruction in two standard education classes. We will begin some of the assessment options in the fall term of 2002.
Overall, librarian-led, course-related instruction in accessing and evaluating information enjoyed a good year during the 2001-2002 academic year. As the statistics show (see attached list of statistics), while the number of sessions librarians led was down (60 instruction sessions down from 71, a16% decrease), the number of students who participated in a library instruction class remained close to 1,000 (989). There was an inexplicably large drop in the number of sessions requested in the spring term of 2002 (12 in the spring of 2002 compared to 23 in the spring of 2001). Each library instruction session was requested by a professor, and the objectives of the session, along with the materials used, were reviewed and agreed upon by both the professor and the librarian leading the session. This philosophy of course-related or course-integrated instruction has long been a guiding principle of Stetson’s instruction program.
Efforts were begun in the spring of 2002 to provide some basic training for inexperienced librarian teachers. Several short sessions were held weekly covering such topics as how to set up an instruction session and what information to keep once the session is over; readings on the philosophy of the learning library; readings on characteristics of today’s traditional undergraduate student; learning styles of today’s traditional undergraduate; and tips for getting a class session off to a good start. Topics for future training sessions include standardizing the format and content of class handouts and Reference Guides and Research Aids; active learning techniques for the classroom; and moving content now in the Library Handbook to the Web.
In general, the Coordinator of Library Instruction feels that we are moving forward on the goals for the program which were set out in last year’s Annual Report: we have an Information Literacy Plan now in place; as soon as we have a bit of experience working with a revised EH 121 program, with the Department of Teacher Education, and with a department in the School of Business, we will be ready to present our Program to the three Deans and to a larger University audience in general; and we are working on involving more librarians in the Instruction Program. The Coordinator feels that we should continue pursuing the goals established last year: “the program should begin instituting an information literacy program across the curriculum. The Library’s Planning Document calls for working with two departments in the College of Arts and Sciences and one in the School of Business Administration to act as prototypes for developing an information literacy program within departments. . . . The Coordinator of Instruction also feels that the Deans (particularly of Arts and Sciences and Business) need to be brought into the planning stages of an articulated information literacy program. Relating to the nuts and bolts of the current program, more librarians need to be involved with teaching instruction classes.” (quoted from the 2000-2001 Instruction Annual Report)
VII. Government Information Services Department
Report by Barbara Costello, Government Documents Librarian
OVERVIEW
Distribution of tangible government publications through the Federal Depository Library Program continues to decline sharply due to the ongoing trend toward decentralized federal printing and publishing, and electronic-only dissemination. The Government Documents Department received a total of 6,926 tangible federal documents during the 2001-2002 fiscal year. The federal collection currently totals 371,622 pieces, a net increase of .9% over last year. The Documents Department received 1,272, or 15.6%, fewer pieces this fiscal year than last. Paper receipts were down by 2,791 pieces, and there was a 29% percent decline in the number of CD-ROM receipts this year, from 427 in FY 2000-2001 to 305 in FY2001-2002. The floppy diskette format appears to have ceased; none were received this year. The diminishing numbers reflect the trend in recent years of decreasing distribution of government documents in these formats. The only deviation from this trend during FY 2001-2002 was in microfiche receipts, which increased by 1,650 pieces, representing a 78.9% increase, compared to the last FY, which saw a 56.9% decrease in microfiche receipts. The increase cannot be explained by the addition of more microfiche format item numbers in the annual selection profile. It would appear, then, that this FY’s substantial increase and last FY’s substantial decrease in microfiche receipts might possibly be two sides of the same coin. The higher receipts of microfiche in FY 2001-2002 could be the result of clearing up a microfiche backlog that existed in FY 2000-2001, reducing receipts in that year. Therefore, the increased microfiche distribution should be seen only as an anomaly, and not as an indication of changing GPO distribution policy. The Florida state uncataloged collection housed in the Documents Department totals 3,523, a net increase of 22% percent. The majority of state documents are cataloged and integrated into the main library collection upon receipt.
A vast amount of new government information continues to be added to the Internet, with an increasing number of federal agencies making their publications available in “electronic only” format on the Internet. The duPont-Ball Library’s "Virtual Collection" has links and pointers to all government agencies with an Internet presence. Increasingly, the full text of many government publications is available through GPO Access, Thomas, and other agency sites. GPO Access currently contains over 203,000 electronic titles and points to over 84,000 others. Close to 2,400 government databases are now available through GPO Access. There were 355 million document retrievals from GPO Access during its FY2001.
Ongoing progress was made during the past year in the transition to a more electronic FDLP. Online electronic government information has become the dominant medium for disseminating federal government information through the Federal Depository Library Program. Between October 2001 and April 2002, an additional 13,636 online titles were made available through GPO; this represents 61% of the total titles disseminated thorough the FDLP. Many government periodical titles previously received in paper or microfiche have migrated to electric-only availability within the documents program. Similarly, an increasing number of monographs are no longer being distributed in tangible format through the FDLP, but are being identified and cataloged by GPO as electronic-only documents. FDLP predicts a continuing shift of its resources from acquiring and disseminating tangible products to managing the FDLP Electronic Collection and cataloging online products. The Documents Department added 136 of the “online only” electronic document titles to WebCat in FY 2001-2002.
A new threat to GPO’s role as the centralized printer and distributor of United States government information emerged in the spring of 2002. This time it came not from Congress through budget cuts, but from the Executive Branch. On May 3, the Office of Management and Budget issued a memorandum encouraging executive branch agencies to select from a variety of printing options, including in-house printing of publications, using private sector printers, or the printing services of GPO. The determining factors for choosing an option would be quality, cost, and speed of delivery. The rationalization behind OMB’s campaign is that decentralized printing will break up the monopoly on printing services enjoyed by the GPO, as well as reduce overall printing costs of the federal government by taking advantage of competitive bidding for agency printing contracts. In response to the OBM memo, GPO, ALA, and representatives of the printing industry have offered these, as well as other arguments: volume printing keeps costs down, so decentralized printing would mean an increase in executive branch printing costs; bypassing GPO as the printer would lead to a reduction in access to government publications; and because Title 44 USC still requires executive branch agencies to send their printing to GPO, the law would have to be changed by Congress. Such a change has already been attempted twice in the last 15 years, and has never been successful. OMB’s memorandum calls only for a change in the Federal Acquisition Regulation (FAR), preceded by a Notice and Comment period. Vigorous opposition by GPO and the depository library community will be needed in the face of OMB’s proposed policy.
Two developments in FY 2001-2002 highlighted the constant struggle between the public’s right-to-know and to have free access to government information vs. national security needs that restrict the availability of information. Following the horrific terrorist attacks on September 11, 2001, several federal agencies removed what was deemed to be “sensitive” information from their web sites. Included among these agencies are the Environmental Protection Agency, Department of Energy, Department of Transportation, and the Nuclear Regulatory Commission. According to GPO, some online titles that were cataloged and added to GPO’s Electronic Collection were among items that were withdrawn. In addition, GPO was required to send a letter to depository libraries requesting that they withdraw and destroy a USGS CD-ROM that had been distributed earlier, entitled “Source Area Characteristics of Large Public Surface-Water Supplies in the Conterminous United States: an Information Resource for Source-Water Assessment, 1999. As the war on terrorism continues, depository librarians must advocate for the ongoing right of the public to access government information in the face of the supposedly more compelling need for national security.
On November 1, 2001, also under the auspices of safeguarding national security, President Bush issued Executive Order 13233, which permits the sitting or former president to block public access to the records of the former president by claiming “constitutionally based privileges.” The family of a deceased president may claim the same privileges. This E.O. compromises the provisions of the Presidential Records Act of 1978, which opens presidential records to the public twelve years after the president has left office. The E.O. was immediately denounced by librarians, historians, political scientists, and members of Congress. A bill to cancel Bush’s Executive Order was introduced in the House of Representatives in April 2002. At first enjoying bipartisanship support, the legislation seems to be lagging, as a Republican cosponsor of the bill has withdrawn his backing under pressure from the administration.
Finally, President Bush, on March 29, 2002 announced the nomination of Bruce R. James to be Public Printer. Mr. James would replace Michael DiMario, a Clinton appointee. Mr. James comes from a background in private publishing; it is not clear if he will be a steward of free, open access to government information through the Government Printing Office.
2001-2002 Government Documents Goals and Accomplishments
A. DEPOSITORY PROGRAM ADMINISTRATION
Confer with the Documents Assistant to evaluate processing procedures for compliance with the Federal Depository Library Manual, and to maintain efficacy in the processing workflow. Update the Government Documents Department Procedures Manual to reflect ongoing procedural changes. (ACCOMPLISHED) At the beginning of FY 2001-2002, the Documents Assistant devised and implemented a new processing procedure for incoming federal shipments. Documents are now marked with color-coded stickers indicating certain processing instructions, before being given to students for stamping, labeling, barcoding, etc. The new procedure improved and streamlined the processing by eliminating an entire step: after labeling the new documents, the student workers no longer need to return the documents to the Documents Assistant for further instructions. The Government Documents Department Procedures Manual was updated to reflect the change.
In Spring 2002, Circulation Assistant Bill Pitts began assisting the Documents Department by creating Z-level catalog records for ERIC microfiche received through the depository program.
Monitor the cataloging of online government publications and its impact on the overall operations of the Documents Department. Troubleshoot any problems that develop, including those relating to timely and accurate GPO cataloging of electronic titles, and URL links maintenance. (ACCOMPLISHED) The cataloging of dual format (tangible and electronic) and electronic-only government documents has been completely incorporated into the daily processing activities of the Documents Department. Monthly meetings of the Documents Cataloging Team have provided an opportunity to troubleshoot and resolve any resulting problems.
B. DOCUMENTS REFERENCE AND INSTRUCTION
Work with the Instruction Librarian to develop publicity and instructional materials to support Internet-based government information and guides to using popular CD-ROM titles. (PARTIALLY ACCOMPLISHED) Using the Census 2000 Redistricting Data (P.L. 94-171) Summary File DVD (March 2002) and Internet Sources for Florida Politics (January 2002) were created and posted on the “Library Publications – Library Reference Guides & Research Aids” web page.
Increase the number of classroom bibliographic instruction sessions in the areas of demographics, political science, history, and American Studies. Continue to update the print research guides relating to these disciplines to reflect the availability of Internet-based government information resources. Post these research guides on the Library’s web pages. (PARTIALLY ACCOMPLISHED) The eight library instructions sessions taught in FY 2001-2002 double in number the four sessions taught the previous FY. Although three of the sessions held were not in the target disciplines mentioned above, they were part of an intensive collaborative project involving the Documents Librarian, the Electronic Services Librarian, and a Business School faculty member. Handouts listing web-based sites and databases pertinent to research and assignments in accounting courses were produced in print. These handouts were also posted on the appropriate Blackboard course documents pages, and on the library’s Virtual Collection Accounting Resources page. The Librarians reviewed the handouts and demonstrated the databases during library instruction sessions. Course-specific handouts were also created for instruction sessions conducted by the Documents Librarian alone.
C. COLLECTION DEVELOPMENT
Identify and evaluate Internet sites for inclusion in the Documents Department Virtual Collection. (ACCOMPLISHED) As part of a comprehensive reorganization of the Library’s entire Virtual Collection, all pages related to government information were reviewed and streamlined to provide only the most useful and appropriate links. The Documents Librarian closely assisted and advised the Library Webmaster in this effort.
Continue to evaluate new CD-ROM products for relevance to the collection. Review CDs already in the collection and deselect those titles deemed irrelevant. (ONGOING) Very few new CD-ROM products were distributed through the FDLP in the past year, so very little need for evaluation existed. No CD-ROM titles were deleted from the library’s selection profile during the past cycle.
D. COLLECTION MANAGEMENT
Continue inventory and weeding activities on a monthly basis. Expand weeding activities to include the documents CD-ROM collection. (PARTIALLY ACCOMPLISHED) Though falling short of the goal of becoming a monthly activity, inventory and weeding activities were conducted on a regular basis; slightly more than 3,500 pieces in all formats were weeded and discarded. The 112 CD-ROMS removed from the collection in FY 2001-2002 were for the most part superseded titles. A judicious weeding of the CD-ROM collection, based on use and relevance to the overall documents collection, has yet to be done.
Continue to monitor the physical condition of the documents stacks and assign student workers “housekeeping” tasks in this area when needed. Supervise student workers through the shelf-reading process. (ONGOING) Student workers are responsible for straightening and shelf-reading those portions of the Documents Stacks that are assigned to them.
Plan and initiate a shifting project in the documents stacks to alleviate crowding and provide room for growth of the federal documents collection. (ACCOMPLISHED) In fall of 2001, the shifting project in the documents stacks was finally begun. The Circulation Department “loaned” one of their student workers to the Documents Department to assist with the project; he dedicated from 5-10 hours per week to the stack shifting. During the spring semester, he was unable to work as many hours, so two of the Documents Department student workers continued the shifting project.
2002-2003 GOVERNMENT DOCUMENTS GOALS
Direct the completion of the shifting project in the documents stacks.
Increase knowledge of, and expertise in, using Census 2000 products being distributed through the depository program, and in using American FactFinder.
Incorporate into the Documents processing workflow the cataloging of online-only serial titles included as part of our item selection profile.
Develop written procedures for identifying and locating online government publications for inclusion in WebCat; incorporate these procedures into the Government Documents Department Procedures Manual.
Increase the amount of weeding in the documents microfiche collection.
Weed two large CD-ROM runs from the Documents Collection: Patents and the NASA Magellan series.
Deselect CD-ROM titles that are not relevant to the Library’s collection.
Begin 10-year weeding project in the circulating collection.
GENERAL DOCUMENTS ACTIVITIES
CATALOGING
There are now 56,559 titles in the Library’s Catalog, representing an 8.2 percent increase over the number of cataloged titles at the end of the last fiscal year. This total includes online publications.
GENERAL DOCUMENTS COLLECTION
Patron and staff use of GPO Access, Thomas, Lexis-Nexis, and Congressional Universe to identify and access government information continues to be high. Use of the print, microfiche, and CD-ROM collections continues to decline as more full-text government information becomes available on the WWW, and many government publications are made available only on the WWW.
IRS MATERIALS
From January through May, the Library provided annual IRS publications and forms for public use. For the eighth year, the Department provided access to the IRS CD-ROM containing forms not included in the Reproducible Forms notebooks. Links to the IRS forms and publications Internet site were prominently featured on the Library’s web pages and advertised to the Stetson community via the Library newsletter Now@Your.Stetson.Library.
FLORIDA STATE DOCUMENTS
The Florida Public Documents Biennial Meeting was held in January 2002, in Tallahassee. Speakers from several state agencies demonstrated WWW sites where Florida government information is being posted. Shipping lists that are placed in the boxes of documents sent to the State of Florida depository libraries now include state documents available only on the WWW. The OCLC record numbers for the “electronic- only” documents are provided. The Documents Librarian scans each shipping list received and reviews the electronic-only documents for appropriateness to the library’s collection. The Catalog Librarian is advised which electronic-only state publications to add to the WebCat.
HARDWARE, SOFTWARE, EQUIPMENT
For the first time, a federal document in DVD format, Census 2000 Redistricting Data, was loaded on the Government Documents/Scanner workstation, which is equipped with a DVD/CD-ROM drive. Four commercially-produced (Geolytics) CD-ROMS of Census data were also loaded on this workstation.
The availability of modern, reliable reader/printers for viewing and copying government documents in microfiche format is an ongoing need. The purchase of a Canon 400 microfiche reader/printer at the very end of the fiscal year only partially addressed this problem.
PUBLICITY AND OUTREACH
The Documents Assistant and Documents Librarian created a display case exhibit for April 2002 that focused on Executive Order 13233, issued by President Bush in November 2001. This E.O. restricts access to records of past Presidents. Following suggestions from ALA, the display highlighted historical and biographical books owned by the library, all of which were based in some part on presidential records, which could not have been written if E.O. 13233 had been in effect at the time. The text of the E.O. was also displayed, along with a copy of a statement from the American Political Science Association criticizing the provisions of E.O. 13233.
VIII. Electronic Services & Technology Initiatives
Report by Rob Lenholt, Electronic Services Librarian
Summary of Accomplishments:
As a member of the Reference Team, Library Instruction Team, Systems Team, Web Team and University Green Team, I have to wear many hats in addition to the one I wear for my Electronic Services Librarian position. I enjoy this diversity of duties and thrive on the knowledge that I will always be learning something new. This year has been one of shifting priorities, as one faculty member returned, one was out for a semester, and a new member was added. When the Associate Director for Public Services returned from an extended leave of absence, my job description was slightly redefined; the Technical Services Librarian went on a sabbatical and I temporarily assumed some of her responsibilities. When we added a part-time Reference Librarian, we all gained a few extra hours relief from the desk.
Public and Faculty/Staff Workstations
During the Summer 2001 term, I initiated a project to reorganize the Public Workstation identification numbering system used to monitor and track problems with the CPUs and peripherals. The original method used to number workstations was to number the CPU; as several computers got shifted around and the computers from the defunct Library Instruction Lab were brought out to the public area, the numbering system became unordered and very confusing. I changed the location numbers to the workstation carrels and tables so that locations would not change as CPUs moved from one place to another. I then renumbered and completely revised our inventory spreadsheet to include location, CPU, monitor, printer specifications, serial numbers, SU numbers, and date put in service. I also formatted the spreadsheet to more closely match the format used by CIT. This has been a very handy spreadsheet and is kept updated whenever changes are made. We now have current inventory information available on all public and faculty/staff equipment; this file resides on our network drive and can be accessed by anyone on the Systems Team.
During the Fall 2001 term, I took on the responsibility for the maintenance and upkeep of 30 faculty and staff workstations in addition to the 34 public workstations for which I am normally responsible. This precipitated the development of a spreadsheet to keep up with the myriad workstation problems and helped me remember which workstation was in what stage of completion (if I had called in CIT, if and when they responded, etc.) The log reflects that I handled 93 separate requests for service during the academic year (there are many I failed to record, as they were often done in passing). The log has developed into a useful tool for our Systems Team as we have placed it on a network drive. With this in place, if I am out or our Technical Services Librarian is out, one of our other Systems Team members can readily determine the state of completion of a particular workstation problem.
After consultation between the Reference Services and Technical Services departments, it was determined that we needed to add the Microsoft Office Suite of software to all our Public Workstations. With the help of CIT, I developed a new image for our basic Windows NT workstations. This new image included the addition of MS Office, a new desktop with a background image used on our web pages, new icons, upgraded versions of NT, Novell, McAffee, Internet Explorer, Netscape, Adobe Acrobat and slight revisions to our security settings. In Spring 2002, with CIT’s help, we worked after hours to upload the new image to all our Public Workstations. We had to create three different images for some of the older Windows 95 machines and some had to be individually renovated.
After Spring 2002 Commencement, I initiated a project to revamp and standardize the configuration of all public workstations. The project included the complete disassembly of all hardware components, thorough cleaning and preventative maintenance of each peripheral (CPU, monitor, keyboard, mouse, printer, UPS device, power strips, and all wiring). I attempted to take ergonomic comfort for patrons into consideration with this new setup by moving the CPU to the floor and opening up more desktop space for users. I also rerouted all wiring to give our main lobby area a more professional appearance. As of this report, I have reconfigured fourteen of the twenty main workstation carrels.
Web Related Accomplishments
After helping to develop our plan for revising the Library website, I helped develop a template page for changing our major/subject pages. As the Associate Director for Public Services reviewed and culled the Internet links from the pages in the old format, I added or deleted appropriate database links as well as related Stetson links in the new format. As of this report, we have completed approximately 90% of the revision and should complete the project by the end of the summer.
An area of concern regarding our website was the validity of the links on our web pages. I utilized our newly acquired student assistant to help with this time consuming undertaking; I taught her how to use FrontPage software to identify invalid links. She then made a list of bad links for me to change or remove. With our new format, which includes fewer website links, it will be much easier to maintain and keep our links up to date. We now have statements on each web page that states when the page was last link checked and/or updated and by whom.
Reference Services Accomplishments
I continue to monitor the activity of the Ask-A-Librarian email Reference Service I developed Fall 2000. We did notice a decrease in the activity of this service when we moved the top-level link on the Library homepage. We have revised that link and are hoping to see increased usage as a result.
I assisted with the major Reference collection evaluation project completed in the Summer 2001 term. We weeded outdated volumes, recommended new purchases, and compared existing paper sources to electronic alternatives. We identified areas that overlapped and were able to save funds by canceling several print volumes.
Library Instruction Accomplishments
Having developed a relationship with Dr. Jud Stryker, I was asked to present some Library Instruction classes to some of his upper level and graduate accounting classes.
I enlisted the help of our Government Documents Librarian, as she had expertise with some of the government websites and accounting databases. This collaboration resulted in the development of an online Library Instruction handout, which I posted to each class’s BlackBoard course site. The online handouts were hot linked to databases and websites that were course-specific and remained online throughout the term. An outgrowth of these sessions was a decision to collaborate on journal articles and/or conference presentations. For assessment purposes, we developed a questionnaire for the students in the four classes taught this academic year. We will use the data from this to refine future instruction courses and to develop journal article(s). Dr. Stryker recommended that we apply for a presentation at an upcoming Educause conference; we are pleased that we have been accepted to present a poster session on the topic in October 2002.
Assessment of 2000-2001 Goals for Electronic Services Librarian
Reference Services
Continuous Assessment of Public Access Workstations:
Goal:
The CIT department is currently evaluating a product named CITRIX. This consists of a powerful server connected to a 20 – 30 PC workgroup of basic PCs.
Result:
We had hoped to implement this interface in the Library to better utilize some of our lower end computers and free up faster PCs for faculty and staff areas that needed upgrades. CIT abandoned this project and we were, therefore, unable to achieve this goal.
Goal:
Assessment and Recommendations for Purchasing Updated Microform Equipment: Because of the high percentage of holdings in microform formats, we need to assess and evaluate our current and future needs for updated microform equipment.
Result:
We researched and investigated several microform equipment options. Because of budget restraints, we were only able to purchase one additional microfiche reader/printer. We now have one microfilm unit and one microfiche unit that have the capability of being attached to a computer; this would allow patrons to save and send copies of microfiche/film in a digital format.
Goal:
Real-Time Live Reference Service: Many academic libraries have recently added chat-type, live Reference Services to their websites. I have been following this initiative through journal literature and by joining listservs devoted to this topic. We could probably set this up relatively inexpensively and give our off-campus patron population yet another means by which to interact with a Reference Librarian
Result:
I attended a conference in Fort Meyers, “Information Strategies 2001”, which had several programs devoted to this topic. While I feel that this remains an attainable goal, budget cuts and lack of Reference Faculty limits our ability to achieve this. Our Associate Director for Public Services demands (and rightly so) that we will only implement this service when we can be assured that the service will be of the highest quality.
Goal:
Push to Migrate All CD-ROM Databases to Web Format: This makes sense in so many ways. CD-ROM databases only provide access to data from within the Library itself. As these databases migrate to an online interface, they become available to all students, on campus or off.
Result:
During the 2001-2002 academic year we replaced or discontinued six CD-ROM databases. Four migrated to an Internet database format and two were discontinued.
We currently only have nine CD-ROM databases active; of these, four are merely indexes to collections we have in microform format and two will become dated in the coming years. We will continue to seek the means to offer online alternatives to the remaining CD-ROM databases.
Goal:
Library Web page Redesign: We have been discussing the revamping of our website, as it has become so large and unwieldy that we need to pare down the offerings to include only the best Megasites and let patrons do their own searches on today’s updated search engines.
Result:
When the Associate Director for Public Services returned from her leave of absence in August 2001, we formed a Web Team. This team was comprised of the Associate Director for Public Services, the Associate Director for Technical Services and me. We devised and implemented a plan to revise the Library’s website; in formulating the plan we wanted to emphasize ease of use for the patron. We developed new templates, added new web page categories (in house publications, Library Research Guides, etc.) and revised 174 web pages. We developed more intuitive ways for the patron to navigate and were working on adding a site-specific search engine, as of 5/30/02. We completed approximately 90% of this goal during this academic year.
Circulation / Interlibrary Loan
Goal:
Electronic Document Delivery: I have investigated several products designed to electronically deliver journal articles between cooperating libraries. My findings revealed that RLG’s Ariel software appears to be the product of choice for most academic libraries. I have discussed this with my counterparts at ERAU, UCF and USF and they all agree that Ariel has become an integral part of their ILL process for sending and receiving journal articles. This product would greatly enhance our patrons’ ability to receive journal articles in a more timely manner and allows easier access to our off-campus students.
Result:
Upon the return of the Associate Director for Public Services, the responsibility for this goal was shifted to her.
Goal:
Electronic Reserves: We should investigate the possibility of providing Reserve materials in electronic format. Most academic libraries have been offering this service for quite some time; it allows patrons to retrieve reserved articles from any place with Internet access (with the proper username/login accessibility). While there are copyright and “fair use” issues that need to be addressed, I am certain we could get direction from other libraries who have been offering this service. We could begin by looking into existing Blackboard technology; if we pursue this route, we could encourage University faculty to post their own Reserves to each Blackboard class they teach.
Result:
The Associate Director for Public Services also assumed the responsibility for this goal upon her return.
Goal:
Further Investigation of ILL Management Software: OCLC ILLiad product offers valuable tools for management of ILL and copyright compliance data. This is a relatively new program and is currently only used by 60 or so libraries at this time. It is also fairly cost intensive. I think, however, that after the initial setup and training, we could increase staff efficiency and enhance our ILL services to patrons. There are similar products on the market, but I believe OCLC’s will eventually be the most widely used and will integrate well with our current OCLC services.
Result:
The Associate Director for Public Services also assumed the responsibility for this goal upon her return.
Library Instruction Services
Goal:
LINC Software: Our Library Instruction Coordinator, Jane Bradford, made me aware of some Library Instruction software, which recently became available free through an Open Source Software initiative. I intend to explore this area to see if we can integrate it into our website. This program will allow patrons to teach themselves or can be integrated into a Library Instruction program.
Result:
This academic year I focused on using the University’s current online courseware, BlackBoard, to supplement Library Instruction courses I taught. I have downloaded and installed TILT, a free, online Library Instruction program, but have not yet had a chance to experiment with it.
Goal:
Blackboard Library Instruction Course(s): We could investigate the possibility of setting up Blackboard courses for Library Instruction. This would allow students to participate in an asynchronous time mode. It would also allow for off-campus students to participate in Library Instruction training.
Result:
In collaboration with our Government Documents Librarian and Dr. Judson Stryker, Professor of Accounting, I developed a relatively easy method for posting Library Instruction handouts to BlackBoard. I designed handouts that included course-specific links to databases and websites to aid students with research assignments.
We used the handouts in Library Instruction classes held in teaching computer labs; this allowed for hands-on practice sessions for the students and gave them an opportunity to ask questions of the Librarian instructors. This was very well received by the students and Dr. Stryker. We conducted an online survey of students this Spring and are developing journal articles; we applied for and have been accepted for a presentation at an upcoming Educause Conference this Fall.
Other
Goal:
Student Assistant for Electronic Services Librarian: Request student assistant to help with maintenance and upkeep of public workstations, microform equipment, printers and other peripheral equipment. Other duties could include receipt processing of the Annual Report Collection, maintenance of staff workstations and peripherals, and Green Team responsibilities. This SA could be a student shared with Reference Department, if necessary, but I am sure I could keep him/her busy for 15+ hours per week.
Result:
We asked for and received a student assistant for Electronic Services and Reference Services. She works twelve hours a week and performs the duties mentioned above, as well as checking for bad links on our website, reshelving of Reference books, restocking of paper supplies, and loading weekly updates for Current Contents, a CD-ROM database.
Goals for Electronic Services Librarian
Academic Year 2002 – 2003
Public Workstations Enhancement and Maintenance
I have already consulted with CIT about upgrading the operating systems on the majority of our Public Workstations; we both agree that Windows 2000 is a much more stable OS than our current Windows NT. During the past year, we experienced a number of “blue screen” error incidents that were time-consuming and frustrating, not only for me, but for patrons as well.
After the installation of Windows 2000 on our Public Workstations, I would like to revise the current security settings to allow patrons access to certain drives on the PC. While restricting access to systems files on the hard drive, patrons are currently unable to “see” the a:, d:, and g: drives; I would like to correct this problem to allow for more intuitive access by users.
I have evaluated and am impressed with Clean Slate software. This program allows administrators to restore any system to its original configuration, even after problem users have changed settings or downloaded viruses. It is relatively inexpensive software and could save time wasted when having to manually restore settings and remove unauthorized software. CIT is currently evaluating the purchase of a campus wide license for this software and we have asked to be included in the purchase.
As a member of the Systems Team, I attempt to maintain a close working relationship with the CIT department. Since the Library is fairly self sufficient in solving most computer related problems, we rarely have to ask for CIT’s help. When we do seek assistance from them, they generally are very responsive. I intend to strive to maintain our close relationship by keeping communications open and being supportive of their operation. I have revised our inventory spreadsheets to closely match theirs; when we are asked for current inventories of our systems, we can supply the information they need instantly. Our inventory spreadsheet is also very helpful when we are asked what our annual needs are for upgraded hardware.
I intend to complete the Public Workstation revamping project I began in May 2002. I will convert the remaining six workstation carrels this summer. I will also begin a project to reorganize our older “email/internet” workstations which reside against the South wall on the main floor and in the Northwest corner of the mezzanine.
I intend to revamp and perform preventative maintenance on the workstations at the Reference Desk, at the Circulation desk, and in the Music Library.
Website Related Goals
I will complete my assignment to add a search engine to the Library website. Google offers a shareware version to educational institutions that does not display ads on the results page. Google is currently the most highly touted search engine in the industry and would be a great addition to our home page.
As a member of the Web Team, I will continue to work toward the completion of our total site revision. We currently are attempting to revise our massive database and database info pages and hope to have that completed by summer’s end.
An ongoing goal regarding our website is to keep all links as current as possible. With our revised and stripped down format, this should become much easier in the upcoming academic year. I intend to have all web pages link checked at least monthly, if not more often.
I am in the process of developing an Electronic Services Librarian web page with content dealing with Library specific technical problems and solutions for patrons. I would like to develop a customized browser download with proxy server settings already included; accessing library databases from off campus is a recurring problem for new students, Celebration campus students, and distance education students.
I would like to find a means to enhance our printed Library newsletter by making it available online. It is currently composed using Pagemaker software and does not convert easily to an html format. We may be able to use MS Word 2000 to add it to our website, but some experimentation is necessary.
Reference Services Goals
I will continue to monitor our Ask-A-Librarian page and attempt to market this service to patrons. I hope to increase the usage of the service in the coming academic year. This service should be especially important to distance education and Celebration students and I believe it is an underused resource.
I will continue to evaluate and attempt to develop a viable Virtual Reference, real time online Reference service. With limited faculty and funding this may be unrealistic, but I think it would be well received by many patrons who seem to embrace chat-type services (AOL and Yahoo Instant Messengers for example). BlackBoard offers a chat room module that could possibly be utilized for this project without incurring additional expenses.
As a member of the Reference Team, I intend to push for total migration of all CD-ROM databases to online formats. The current CD-ROM databases are underused and can only serve those who physically come to the Library. Conversion to online databases would serve the entire Stetson community, on campus and off.
To enhance accessibility to our vast microform collection, I will continue to push for additional purchases of updated microform equipment. I hope to work with CIT in the upcoming academic year to adapt our newest machines to accommodate file saving in digital format instead of printing out every page. I would also like to network the computers used to accomplish this to enable the files to be emailed to a patron’s account. This could also be a boon for outgoing interlibrary loan materials that we only own in microform format; instead of printing out the articles and faxing them, they could be emailed as an attachment.
Library Instruction Services Goals:
As a member of the newly formed Library Instruction Team, I hope to help develop alternative methods for delivering Library Instruction. We are investigating the TILT Open Source Software product and have access to the University’s BlackBoard, online courseware. I feel that between the two products, we can develop methods to deliver our courses to students online. I hope to contribute to the Information Literacy initiative being planned by the Library Instruction Coordinator in the upcoming academic year.
In collaboration with Dr. Stryker and our Government Documents Librarian, I hope to continue to enhance our use of Library Instruction for specific Accounting classes (we have one graduate course scheduled this summer). As we evaluate the results from our online questionnaires, we will continue to assess and revise our product. With the support of Dr. Stryker, I feel we can expand our presence at the Business School and increased the number of Library Instruction classes for faculty there. This project may also help with the development of a more generalized model for the goal mentioned above.
IX. CIRCULATION SERVICES
Circulation Staff:
Cathy Ervin, Circulation Supervisor
Susan Derryberry, Daytime Circulation & ILL Borrowing Coordinator
Sarah Poverud, Evening Circulation Supervisor & ILL Lending Coordinator
David “Bill” Pitts, Evening Circulation
Dee Buckley, Weekend Circulation Supervisor
Library literature shows a steady decline in the circulation of print material as users turn more and more to electronic resources for research. Our circulation figures, however, actually increased 11% this fiscal year from 22,655 (plus 2,043 renewals) to 23,932 (plus 3,489 renewals).
Interestingly, fall and spring semester statistics were very close: 10,997 items circulated in the fall and 10,082 items circulated in the spring (not counting renewals). Summer session had 2,032 items circulating, while winter break accounted for 425 circulating items and the May break accounted for 398 items (not counting renewals).
Book circulation remained steady at 20,846 (20,302 last year), but video circulation jumped from 2,157 (178 renewals) to 2,897 (318 renewals). Government document circulation was down slightly from 164 to 144.
See Appendix 10 for detailed statistics.
GOALS for Circulation:
( Produce a video for student training
( Have at least one all-staff meeting (day, evening, and weekend shifts) at the beginning of the semester
( Continue to improve SIRSI reports for overdues and billing
X. RESERVES
Reserves circulation was up significantly (77%) over last year with 6,595 reserve items circulating during the fiscal year. It is unclear what caused the large increase except for the fact that reserves statistics are completely dependent upon what courses are being taught that year and how much reserve reading is required by each professor during the year. Some of the increase was also due to the fact that we added video equipment to the reserve items so that videos could be viewed in the Library. Video equipment accounted for 423 of the reserve transactions this year, but does not completely explain the increase.
Summer reserves totaled 70; fall reserves totaled 3,950; and spring reserves totaled 2,575. Books and articles were by far the most requested reserve items (5,976, or 90% of the total), with videos and AV equipment making up the remainder of the reserve items.
Students accounted for 99.2% of reserve transactions, while faculty, staff, and dependents (probably also students) made up the remaining few transactions.
See Appendix 11 for detailed Reserves statistics
Although electronic reserves have become commonplace in other libraries, we have experienced no demand for the service. I do believe, however, that it would be extremely popular if offered. After much research on the subject, I believe that our best option for electronic reserves would be the existing Blackboard system. This would require quite a bit of initial cooperation from CIT, but would be easy to administer and very cost effective.
GOALS for Reserves:
( Convert SIRSI Unicorn Reserves workstation to WebCat Reserves workstation
( Explore options for using Blackboard for electronic reserves.
XI. INTERLIBRARY LOAN
Although a plan was presented for conversion to the ARIEL software Interlibrary Loan (ILL) system during the summer of 2002, funding was unavailable due to the budget stabilization process. OCLC debuted a web-based ILL system this year that is very easy to use, but still has some major drawbacks. One is that the system times-out quickly forcing the user to log on repeatedly and the other is that lending requests must be downloaded one at a time instead of in a batch download. This adds significant time to processing the requests. If OCLC addresses these problems, however, we should definitely make the switch in the coming year.
Borrowing
Library users asked for 3,397 items on Interlibrary Loan this year, up 7.3% from 3,167 last year. Our fill rate was approximately 84.5%, although this is never a completely accurate figure because ILL requests and “fills” span months and fiscal years. (A book reqested at the end of May, for example, might arrive in June, but would be counted as “unfilled” in the May fiscal year.) The “fill” rate is down slightly from 86% last year.
Loans of books or other items that had to be returned to the lending library (dissertations, microfilm, videos, microfiche, etc.) accounted for 38.3% of the requests. Copies of articles or chapters that did not have to be returned to the lending library accounted for 61.7% of the requested items.
Student requests made up 62.3% of ILL requests; faculty accounted for 36%; and staff requests accounted for 1.7% of all ILL requests.
Lending
Other libraries asked Stetson for 7,510 items this fiscal year, down 13.4% from 8,516. We filled 4,140 of those requests, down 45% from last years’ filled total of 6,006. Our lending fill rate dropped from 71% to 55.1%.
Some of the decrease in our lending fill rate is attributable to the increasing practice of other libraries allowing their users to submit ILL requests directly through databases without mediation. The user can only see that Stetson owns a particular journal, but can’t see what years we own of that journal. So we have been getting many requests for items that we don’t actually own. Even some mediated lending requests have come with bad citations, making them impossible to fill.
Another factor was a decision made last year not to lend items published in the last two years. Because new items are also popular items, we were rejecting some requests for items that we owned. After researching this issue on the ILL listserv and finding that many, if not most, libraries did lend new books, the policy was changed so that any book that is not on the New Book shelves will be lent regardless of publication year.
See Appendix 12 for detailed Interlibrary Loan Statistics
GOALS for Interlibrary Loan:
( Continue to monitor the ILL listserv to stay current on developments
( Update ARIEL proposal to implement when funding is available
( Move to the web-based ILL system as soon as feasible
Appendix 1--Reference Services Statistics
Reference Desk Transactions
|2001-2002 |JUN |JUL |
|2001-2002 |10,307 |12.1% |
| 2000-2001 |9,192 |26.7% |
|1999-2000 |7,254 |-12% |
|1998-1999 |8,240 |-14.6% |
|1997-1998 |9,657 |-3.1% |
|1996-1997 |9,963 |-5.2% |
|1995-1996 |10,513 |-4.9% |
|1994-1995 |11,058 |-8.3% |
|1993-1994 |12,065 |2.3% |
|1992-1993 |11,790 |-6.0% |
Reference Desk Transactions by Hour
|2001-2002 |JUN |
| 5-6 PM |417 |
| 6-7 PM |408 |
|TOTAL |1363 |
|% OF TOTAL |21.2 |
Appendix 2-- Internet Subscription Database Statistics
The Library subscribes to approximately 88 distinct subscription databases. Those that provide usage statistics are listed below. Detailed statistics on EbscoHost start on page 37 and detailed statistics on FirstSearch begin on page 38.
|ABSEES |Searches |109 |
| | | |
|BGMI |Sessions |100 |
| |Searches |131 |
| |Retrievals |3 |
| |Views |152 |
| |Turnaways |0 |
| | | |
|Britannica |Total Transactions |31,074 |
| | | |
|Business Resource |Sessions |574 |
|Center |Searches |2,948 |
| |Retrievals |22 |
| |Views |1,074 |
| |Turnaways |0 |
| | | |
|CollegeSource |Searches |299 |
| | | |
|EbscoHost Totals |Searches |56,939 |
| |Abstract Views |47,758 |
| |Full-text article Views |50,315 |
| |PDFs Views |3,578 |
| |Logins |16,462 |
| |Hits |10,797,401,852 |
| | | |
|Ethnic NewsWatch |Sessions |216 |
| |Searches |579 |
| |Article Views |364 |
| |Denied (Turnaways) |40 |
| | | |
|FirstSearch I |Sessions |3,790 |
|(State of Florida) |Searches |8,956 |
| | | |
|FirstSearch II |Sessions |7,014 |
|(Stetson) |Searches |13,417 |
| | | |
|Gale Totals |Sessions |1813 |
|(see BGMI, |Searches |11,276 |
|Business Resource |Hours of connect time |297 |
|Center, and Literature |Average session time |10 minutes |
|Resource Center) |Views |5,607 |
| |Retrievals |239 |
| |Turnaways |0 |
| | | |
|GenderWatch |Sessions |208 |
| |Searches |601 |
| |Article Views |672 |
| |Denied (Turnaways) |17 |
| | | |
|Literature Resource |Sessions |1,139 |
|Center |Searches |8,197 |
| |Views |4,381 |
| |Retrievals |214 |
| |Turnaways |0 |
| | | |
|MLA Bibliography |Logins |444 |
| |Searches |1,670 |
| |Views |23,006 |
| |Hours of connect time |93 |
| |Turnaways |9 |
| | | |
|MLA Directory |Logins |135 |
| |Searches |396 |
| |Views |139 |
| |Hours of connect time |19.5 |
| |Turnaways |0 |
| | | |
|ProQuest |Searches |17,075 |
| |Citations |272 |
| |Abstracts Views |5,824 |
| |Full-text Views |12,802 |
| |Full-text + Graphics Views |7,194 |
| |Page Image Views |761 |
| |Total Views |26,899 |
| | | |
|Standard & Poor's |Searches |610 |
| |Hits (Views) |225 |
| | | |
|WilsonWeb |Searches |181,898 |
| |Records Viewed |201,349 |
| |Abstracts Viewed |13,836 |
Additional notes on Internet Subscription Databases:
EbscoHost is a fixed-rate subscription service with unlimited searching and unlimited simultaneous users that is comprised of six databases: Academic Search Elite, Business Source Elite, ERIC, Sociofile, PsycINFO, and PsycARTICLES. Academic Search Elite and Business Source Elite provide a high percentage of full-text or page image documents, while PsycARTICLES contains the full-text of 24 psychology journals. The Psychology Department is using PsycARTICLES in place of some print subscriptions. ERIC, Sociofile, and PsycINFO are indexes only, with links to full-text in the other Ebsco databases.
EbscoHost Usage Statistics*
|Searches |1999-2000 |2000-2001 |2001-2002 |
| | | | |
|Academic Search Elite |28,129 |32,731 |29,550 |
|Business Source Elite |5,055 |7,208 |5,154 |
|Books in Print |743 |Moved to |Moved to Bowkers |
| | |FirstSearch | |
|ERIC |5,218 |6,319 |4,343 |
|Sociological Abs |5,568 |7,328 |3,557 |
|PsycINFO | |7,392 |8,700 |
|PsycARTICLES** | | |4,294 |
*Total searches in the five databases does not equal total EbscoHost searches because EbscoHost counts searches of various non-database portions of its web pages in the search total.
**New database; partial year statistics
Top 10 Full-Text EbscoHost Sources 2001-02
|Periodical |Full-text article |
| |views |
| |2001-2002 |
| | |
|Economist |1,554 |
|Christian Science Monitor |1,498 |
|Newsweek |896 |
|Business Week |874 |
|Journal of Personality & Social Psychology |862 |
|Time |806 |
|US News & World Report |728 |
|Lancet |637 |
|Forbes |518 |
|Maclean’s |691 |
Top 10 Abstract EbscoHost Sources 2001-02
|Periodical |Abstract views |
| |2001-2002 |
| | |
|New York Times |2,454 |
|ERIC Documents |1,622 |
|Wall Street Journal |1,310 |
|Dissertation Abstracts: Sciences & Engineering |837 |
|Journal of Personality & Social Psychology |529 |
|Dissertation Abstracts: Humanities & Social Sciences |491 |
|Perceptual & Motor Skills |461 |
|Psychological Reports |456 |
|American Journal of Psychiatry |413 |
|Times Educational Supplement |284 |
FirstSearch I is the Florida State Library’s selection of databases that we may access at no charge.
FirstSearch II databases are paid for by the Library on a per-search basis
FirstSearch Searches
| |Searches |Searches |Searches |Searches |Searches |
| |FY 97-98 |FY 98-99 |FY 99-00 |FY 00-01 |FY 01-02 |
|FSI (State) |5,963 |7,969 |5,961 |8,260 |8,956 |
|FSII (Stetson) |6,582 |8,648 |11,062 |9,916 |13,417 |
|Total Searches |12,545 |16,617 |17,023 |18,176 |22,373 |
FirstSearch Sessions
| |Sessions |Sessions |Sessions |Sessions |Sessions |
| |FY 97-98 |FY 98-99 |FY 99-00 |FY 00-01 |FY 01-02 |
|FSI (State) |2,883 |3,638 |5,768 |3,324 |3,790 |
|FSII (Stetson) |2,819 |3,975 |14,899 |5,375 |7,014 |
|Total FS |5,702 |7,613 |20,685 |8,699 |10,804 |
|FirstSearch I Databases (State) |Searches |
|WorldCat |4338 |
|Medline |1983 |
|ERIC |1065 |
|Article1st |644 |
|GPO |351 |
|Eco |191 |
|Papers First |130 |
|World Almanac |92 |
|Union |64 |
|Proceedings |44 |
|Net First |42 |
|Contents |12 |
|Total Searches |8,956 |
|FirstSearch II Databases (Stetson) |Searches |
|Basic Biosis |3879 |
|ATLA Religion* |1833 |
|Arts & Humanities |1110 |
|Newpaper Abstracts |787 |
|EconLit |657 |
|Dissertation Abstracts |501 |
|Business & Industry |493 |
|Biology & Agriculture |399 |
|Biology Digest |315 |
|ECO |297 |
|Agricola |266 |
|Art Index |264 |
|Essay |219 |
|Book Review Digest |218 |
|GeoBase |192 |
|Biography Index |191 |
|WorldScope |168 |
|Library Literature |164 |
|MDX Health |152 |
|Index to Legal Periodicals |151 |
|RILM** |147 |
|PAIS |138 |
|Applied Science Index |119 |
|Fact |111 |
|Social Sciences |101 |
|Contemp. Women's Issues |95 |
|Humanities Index |79 |
|Business Orgs |59 |
|Cinahl |52 |
|General Science |51 |
|Consumer Index |37 |
|Event |36 |
|Disclosure** |31 |
|Internet & PC |29 |
|BAMP |26 |
|Alt Press Index** |23 |
|Union** |15 |
|Educ Index |6 |
|Data Times |6 |
|Total Searches | 13,417 |
|FirstSearch I & II Rankings |State/Stetson |Searches |
|WorldCat |State |4338 |
|Basic Biosis |Stetson |3879 |
|Medline |State |1983 |
|ATLA Religion* |Stetson |1833 |
|Arts & Humanities |Stetson |1110 |
|ERIC |State |1065 |
|Newpaper Abstracts |Stetson |787 |
|EconLit |Stetson |657 |
|Article1st |State |644 |
|Dissertation Abstracts |Stetson |501 |
|Business & Industry |Stetson |493 |
|Biology & Agriculture |Stetson |399 |
|Total Searches | | 17,689 |
| | | |
|FirstSearch II Databases (Stetson) |State/Stetson |Searches |
|GPO |State |351 |
|Biology Digest |Stetson |315 |
|ECO |Stetson |297 |
|Agricola |Stetson |266 |
|Art Index |Stetson |264 |
|Essay |Stetson |219 |
|Book Review Digest |Stetson |218 |
|GeoBase |Stetson |192 |
|Eco |State |191 |
|Biography Index |Stetson |191 |
|WorldScope |Stetson |168 |
|Library Literature |Stetson |164 |
|MDX Health |Stetson |152 |
|Index to Legal Periodicals |Stetson |151 |
|RILM** |Stetson |147 |
|PAIS |Stetson |138 |
|Papers First |State |130 |
|Applied Science Index |Stetson |119 |
|Fact |Stetson |111 |
|Social Sciences |Stetson |101 |
|Contemp. Women's Issues |Stetson |95 |
|World Almanac |State |92 |
|Humanities Index |Stetson |79 |
|Union |State |64 |
|Business Orgs |Stetson |59 |
|Cinahl |Stetson |52 |
|General Science |Stetson |51 |
|Proceedings |State |44 |
|Net First |State |42 |
|Consumer Index |Stetson |37 |
|Event |Stetson |36 |
|Disclosure** |Stetson |31 |
|Internet & PC |Stetson |29 |
|BAMP |Stetson |26 |
|Alt Press Index** |Stetson |23 |
|Union** |Stetson |15 |
|Contents |State |12 |
|Educ Index |Stetson |6 |
|Data Times |Stetson |6 |
Appendix 3: Online Services Statistics
The Library has active subscriptions to two online services, Dialog and Dialog’s Classroom Instruction Program (CIP). All searches this year were subsidized by the University. The number of student searches has dropped to the point that the Library can subsidize all student searches (unless the librarian feels that the search can be done as well or better in a non-fee database).
|Dialog/CIP 2001-2002 |TOTALS |
|Searches |52 |
|Cost |$1,201.46 |
| | |
|Avg. Cost/Search |$23.11 |
| | |
|CIP |28 |
|Dialog |24 |
| | |
|Student Searches |19 |
|Faculty Searches |24 |
|Staff Searches |9 |
|Departments |Total Searches |
|Chemistry |18 |
|Library |15 |
|Marketing & Comm |9 |
|Biology |4 |
|American Studies |2 |
|Business |1 |
|Communication |1 |
|History |1 |
|Unknown |1 |
|Databases |Total Searches |
|Chem Abs |22 |
|Beilstein |8 |
|Newspaper Abstracts |5 |
|Basic Biosis |4 |
|Historical Abstracts |3 |
|America History & Life |2 |
|Social SciSearch |2 |
|Agro |1 |
|FindEx |1 |
|History (ALL) |1 |
|Papers (ALL) |1 |
|SciSearch |1 |
Appendix 4: Library Instruction Statistics
TOTAL COMPARATIVE YEARLY STATISTICS
Library Instruction Presentations
June 1-May 31
Total CIP
Year Present. Presentations % CIP No. Students
1987-88 33 18 55% 594
1988-89 50 30 60% 858
1989-90 59 32 54% 924
1990-91 53 25 46% 835
1991-92 56 14 25% 986
1992-93 56 16 28% 751
1993-94 69 20 29% 769
1994-95 65 15 23% 879
1995-96* 81 13 16% 945
1996-97 75 13 17% 916
1997-98 76 4 5% 1037
1998-99 68 6 9% 992
1999-2000** 66 4 6% 909
2000-2001 71 2 3% 998
2001-2002 60 1 2% 989
*First academic year without a winter term.
** Six instruction sessions in the fall semester had to be cancelled because the University closed due to impending hurricanes. These sessions were not able to be made up.
COMPARATIVE YEARLY TOTALS
1995-96 1996-97 1997-98 1998-99
#DEPTS 17 14 17 15
#TOURS 16 21 25 16
#LECTURES 50 43 58 39
#DBDEMOS 13 32 47 43
#DATABASES
DEMOED
(not counting
Cat, CIP, or
Internet) 5 15 17 19
#INTERNET 10 19 17 28
DEMOS
#CATALOG 0 25 33 44
DEMOS
#HANDS-ON 9 2 12 37
Databases ERIC(5) ASrch(21) Ebsco(20) ASrch(16)
Demoed and PLIT(5) NwspAbs(3) FSII(17)* Lexis-N(5)
Number of RIA(1) ERIC(3) FSI(9)* Inspec
Times DemoedABI(1) FBIS(2) MLA(5) MLA(1)
NwspAbs(1) NewsB(3) Socio(3) Socio(2)
NTDB(1) NewsB(8) NewsB(1)
PLIT(6) ComSrch(1) ComSrch(1)
EthNsWatch(1) PLIT(3) PLit.(4)
Vietnam(1) RILM(1) UNStat(1)
Biosis UNStatYrBk(1) WldDev.(1)
Beilst WldTbls(1) Medline(1)
Georef ERIC(2) SSciAbs(3)
Art ABI(1) RGd.Abs(4)
Inspec NwspAbs(1) Census(1)
ChemAbs CIS(1) NYT(1)
ChemAbs AtsHum.(3)
Beilst BBiosis(3)
ChemAbs
Beilst
*We didn’t break out the individual databases in FirstSearch I and II which was a mistake.
COMPARATIVE YEARLY TOTALS
1999-2000 2000-01 2001-2002
#DEPTS/
PROGRAMS 19 19 24
#TOURS 17 20 23
#LECTURES 21 21 11
#DBDEMOS 16 24 53
#DATABASES
DEMOED
(not counting
Cat, CIP, or
Internet) 26 28 24
#INTERNET
DEMOS 15 18 14
#CATALOG 40 41 34
DEMOS
#HANDS-ON 49 60 53
Databases ERIC(2) ERIC(3) ERIC(2)
Demoed & PLit(2) Plit(7)
Number of Asrch(23) Asrch(20) Asrch(26)
Times PQ(21) ProQ(16) ProQ(20)
Demoed Medl(2) Medline(2) Medline(1)
RILM(2) A&H(14) A&H(6)
AH(4) SocSciAbs(1)
Socio(1) MLA(4) MLA(2)
SSAbs(2) CommSrch(1)
MLA(2) L-N(13) L-N(19)
Ethnic(1) GeoBase(1) GeoBase(1)
ComSch(2) Environ(1) Environ(1)
L-N(7) Human(7) Wilson(9)
GeoB(2) NewsB(4)
GeoR(1) WordDev(1)
Envi(2) Ed.Indx(1)
BusSEl(1) Beilstein(1) Beilstein(1)
Hum(2) GenSci(1)
NsB(1) Rs’Guide(1)
Wdev(1) ABI(1) ABI(3)
UNSt(1) GenderW(1) GenderW(1)
Landv(2) W’sIssues(1)
Census(1) IdxLegalPer(1)
Tiger(1) PAIS(1) PAIS(1)
Beil(1) EconLit(1)
GenSci(1) LitResCntr(1) LitRsCntr(3)
ChemAbsts(1) ChemAbs(1)
ATLA(1) ATLA(1)
Sociofile(1)
CommAbs(1)
EssayGenLit(1)
GaleBus(2)
RIA(1)
ArtIndex(1)
GroveArt(1)
Times of Classes—Comparative Yearly Totals
| |Morning |Afternoon |Evening |Weekends |
|1996-1997 | | |0 | |
|1997-1998 | | |5 | |
|1998-1999 | | |1 | |
|1999-2000 | | |2 | |
|2000-2001 |37 |30 |4 | |
|2001-2002 |28 |27 |4 |1 |
Places of Instruction/Number of Sections—Comparative Yearly Totals
| |Library Lab/Room 5 |General Access Library |Public Area of Library |Library Group Study Room|Other |
| | |Lab#1/ | | | |
| | |Room 5 | | | |
|2000-2001 |46* |19 |4 |2 | |
|2001-2002 |*No longer |49 |2 |2 |3 IMC Room #25 |
| |Library-controlled | | | |1 Allen Hall |
| | | | | |1 Room 205 Eliz. |
| | | | | |2 Combo. Of Congress.Reading Area and |
| | | | | |public area (IB students) |
* In December of 2000 Room 5 became a general access lab (Library Lab #1) controlled by C.I.T.
Librarian Leading Session/Number of Sessions—Comparative Yearly Totals
| |2000-2001 |2001-2002 |
|Bradford |65 (92%) |50 (83%) |
|Costello | 4 (6%) |4 (7%) |
|Bradford/Costello | 1(1%) |2 (3%) |
|Costello/Stillings | 1(1%) |0 |
|Lenholt/Costello | 0 |3 (5%) |
|Lenholt | 0 |1 (2%) |
Instruction Yearly Totals Tally Sheet
Academic Year 2001-2002
| |Summer Term 2001 |Fall Term 2001 |Spring Term 2002 |Yearly |
| | | | |Total |
| |June |July |Summer |Aug |
| | | |Total | |
|Bradford |1 |2 |3 |5 |
|Databases Demonstrated or |Acad. Univ. (3) |Acad.Univ. (21) |L-N(3) | |
|Used Hands On and Number of|ProQ (3) |ProQ(15) |Arts & Hum(3) | |
|Times Used in a Class |GenderW (1) |L-N(16) |Acad.Univ.(3) | |
| | |MLA(2) |ProQ(2) | |
| | |A & H (3) |ATLA(1) | |
| | |Hum (2) |ERIC(1) | |
| | |EssayGenLit(1) |EducIndex(1) | |
| | |Wilson(5) |GaleLit(2) | |
| | |ERIC(1) |Humanities(1) | |
| | |GeoBase(1) |RIA(1) | |
| | |Medline(1) |ABI(1) | |
| | |SocAbs(1) |GaleBus(1) | |
| | |Environ(1) |ArtIndex(1) | |
| | |ChemAbs(1) |GroveArt(1) | |
| | |PAIS(1) | | |
| | |CommAbs(1) | | |
| | |GaleBus(2) | | |
| | |ABI(2) | | |
| | |RIA(1) | | |
| | |GaleLit(1) | | |
| | |Beilstein(1) | | |
* Defined as librarian speaking 15 minutes or more while students listen (no hands-on) and/or watch only
** Either demo only or demo with students working along with librarian; can include OPAC demo—before it was defined as demo only of those db on CD or with limited # of users
Appendix 5: Information Literacy Plan for Stetson University
Plan for Information Literacy at Stetson University[1]
Submitted by Jane Bradford, Coordinator of Instruction
With input from the other members of the Instruction Team:
Susan Ryan, Barbara Costello, and Rob Lenholt
Approved by Library faculty 5/24/02
Last Updated: 5/24/02
Preface
In its list of criteria for accreditation, the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) establishes the following definition of information literacy: “the ability to locate, evaluate, and use information to become independent life-long learners.”[2] In its Academic Support section, the SACS criteria for accreditation include the following:
Libraries and learning resource centers must provide students with opportunities to learn how to access information in different formats so that they can continue life-long learning. Librarians must work cooperatively with faculty members and other information providers in assisting students to use research materials effectively . . . this should be consistent with the goal of helping students develop information literacy . . ..[3]
Stetson University’s Mission states that “we embrace diverse methodologies to foster effective communication, information and technological literacy, and aesthetic appreciation. We encourage the development of informed convictions, independent judgment, and lifelong commitments to learning that are characteristic features of the enlightened citizen.”[4]
Likewise, the Library’s Mission Statement affirms the educational mission of the Library:
the mission of the duPont-Ball Library and library faculty and staff is to support the educational programs of the University and to collaborate with classroom faculty in the development and support of the curriculum through gathering and organizing information both physical and virtual, teaching library users how to access and evaluate information, and providing an environment conducive to research and study. In fulfilling this mission, the Library strives to be: . . . A primary resource for life-long learning. . . . In support of this mission: Library faculty must be available to teach students how to search for and evaluate information. . . . [Reviewed and approved by Library faculty October 2000] [5]
The Association of College & Research Libraries (ACRL) approved a document outlining Information Literacy Competency Standards for Higher Education.[6] These competencies reiterate the need for individuals to become life long learners. In its Introduction to the Competencies, ACRL asserts that “[Information literacy] is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed and assume greater control over their own learning.”[7]
The American Association of School Librarians’ Position Paper on Information Literacy states that “to be prepared for a future characterized by change, students must learn to think rationally and creatively, solve problems, manage and retrieve information, and communicate effectively. By mastering information problem-solving, students will be ready for an information based society and a technological workplace.”[8]
In the context of the above mission statements and accreditation criteria, the mission statement for Instructional Services at the duPont-Ball Library is as follows:
The instructional mission of the Library is to initiate and support opportunities for faculty and students to develop technological, evaluative, and critical thinking skills in pursuit of lifelong information literacy. Using a variety of methodologies, we will provide these initiatives in support of and in conjunction with the curricular and research needs of the University. We do this in the context of the Information Literacy Competency Standards of the Association of College and Research Libraries and the University’s mission which embraces the value of “the centrality of knowledge, examined ideas, and independent judgment in the life of an educated person.”[9]
A Learning Library
“A paradigm shift is taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. This shift changes everything. It is both needed and wanted.”[10] As Diane Chapman Walsh said in a 1999 article in Change magazine:
Higher education has an evolving and urgent agenda very much attuned to major forces in the larger society. And that is as it should be; these programmatic innovations are important . . .The point I want to make, however, is that technology, experiential learning, global education, multiculturalism, and other innovations on the new agenda need to be understood as secondary, not primary. They are not valuable as ends themselves, but as pathways to a larger end—developing students who are lifelong critical thinkers and learners.[11]
This paradigm shift affects the library as profoundly as it affects all other aspects of the teaching/learning dynamic at a university. We need to restructure ourselves into a Learning Library “where we actively promote our services as [a] bridge to information empowerment.”[12]
The goal of the Information Literacy Plan is to foster just such empowerment, to produce “lifelong critical thinkers and learners.” The Plan seeks not to undo the current program in library instruction but rather to expand and fortify it. As Shapiro and Hughes in their Educom Review article declared, information literacy should be a new liberal art:
Information and computer literacy, in the conventional sense, are functionally valuable technical skills. But information literacy should in fact be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact - as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic and rhetoric) was to the educated person in medieval society.[13]
By adding critical thinking[14] and information concepts to our program, we can focus on educating the Stetson community to become information literate in the broadest and most lasting sense.[15]
Information Literacy Defined
In its simplest definition “information literacy is a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’”[16] But that definition is deceptively simple which is evident when one begins to analyze what an information literate person is able to do. “An information literate individual is able to
▪ Determine the extent of information needed
▪ Access the needed information effectively and efficiently
▪ Evaluate information and its sources critically
▪ Incorporate selected information into one’s knowledge base
▪ Use information effectively to accomplish a specific purpose
▪ Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.”[17]
“Information literacy is more than library instruction; it includes an understanding of the landscape of information in today's world and knowledge of how to gather, evaluate and use information. . . . Information literacy is the ability to understand the concepts and values of information in the context of data, information and knowledge. Further, it is the ability to understand where information comes from, where it goes, and what the relationship is between the learner and the information world. It means being able to gather, analyze and use information in an effective and meaningful manner.”[18]
Surely it is now cliché to say that in the Information Age it is a necessity for all students, staff, and faculty to be accomplished information users. In order to fulfill our mission of graduating information literate students, the Library envisions a revised design for delivering library instruction to the University community.
Coordination of Information Literacy Efforts
The Instruction Coordinator in conjunction with all reference librarians will oversee the development of a University-wide information literacy program. The Instruction Team will be charged with
• Defining information literacy competencies for the University community
• Creating objectives for integrating the ACRL competencies into the University’s curricula and action plans to implement the objectives
• Promoting the integration of information literacy competencies into the curricula of the University
• Assessing the progress of the University community towards these competencies
• Evaluating the overall Information Literacy Program
The Team may draw on the knowledge and expertise of other individuals or groups as needed. Members of the Instruction Team will engage in ongoing professional development in all areas of the teaching/learning process.
The Information Literacy Program will focus on undergraduate and graduate students as well as the teaching and research needs of the campus faculty.
The Information Literacy Program
The Information Literacy Program seeks to establish a curricular-wide set of information
competencies which will ensure that graduates and faculty are competent, knowledgeable
information gatherers and users. The program will establish learning goals for each level and
discipline of the undergraduate curriculum. It will also offer learning opportunities for graduate
students and faculty. The program seeks to establish a formal college/school adoption of
information literacy principles and competencies.
The Program will be implemented using a variety of delivery options. Likewise, various assessment and evaluation methods will be used to measure the efficacy of the program and to suggest needed changes. Assessment and evaluation will include yearly comparison of the Program against the Association of College and Research Libraries (ACRL) Standards for College Libraries, Instruction Section[19] and ACRL’s Guidelines for Instruction Programs in Academic Libraries[20]
Students
“To address the information literacy needs of our students we recommend the creation of an incremental program teaching information literacy competencies. The program will address the competencies as outlined in the Association of College & Research Libraries’ competency standards and refined by the Instruction Team in consultation with faculty and other University groups such as various curriculum committees.
The program aims to reach all Stetson students by
• Requiring all students to achieve the competencies outlined by the program.
• Developing measurable outcomes and a means for student accountability
• Coordinating with faculty of departments or colleges to address the information literacy needs of each discipline.
• Integrating the concept of information literacy into the curriculum wherever possible.
• Offering students a variety of ways to achieve the competencies in information literacy”[21]
Faculty
A bedrock principle of the Information Literacy Program at Stetson is collaboration with other faculty. We see the classroom faculty as essential and welcome partners in working toward the goal of graduating information literate students. Concomitantly, faculty have their own teaching and research needs. The Information Literacy Program will also provide opportunities for faculty to develop and enhance their information literacy skills.
To address the information literacy needs and awareness of Stetson faculty we recommend the following:
• Continue new faculty orientation reception/workshop to introduce the concepts and curriculum of information literacy
• Hold workshops for all faculty to introduce new and improved products and services, where appropriate. At the least, announce new or revised products and services to faculty
• Consult with other teaching faculty to develop models of collaborative instruction to build information literacy skills into the curriculum
• Promote currently existing library services and expertise to facilitate the research process.
Information Literacy Concepts
The following chart outlines information literacy concepts that may be covered throughout the program /curriculum. Not all concepts would be covered in any one class or even course. This chart is meant to be illustrative, not definitive.
| Universal Concepts |Introductory |More Advanced Concepts in Scholarly |Subject Specific Concepts and |
| |Concepts in Scholarly Inquiry |Inquiry |Resources |
| | | | |
| |1. Who produces information? |1. Recognize and articulate |1.Concepts related to individual |
|What is information? | |information need |subject areas: |
| |2.What formats does it come in?| |( Who produces the |
|Why is information produced? Why is | |2. Define research question |information in this |
|information sought? | | |discipline? |
| |3.What are the timelines for |3. Identify key words and concepts |( What forms of |
|Evaluating quality of information |the various forms of | |information are most |
|Authority |publications? |4. Formulate a search strategy |often used in this |
|Currency | |Where is information most likely to be|discipline |
|Purpose |4. How is information organized|found? (books, newspapers, journal |(monograph, |
|Appropriateness | |articles, Ineternet, etc.) |trade publications, |
| |Classification systems |What catalogs/ |academic journal |
|Values and issues regarding |Indexes |indexes/databases |articles, pre- |
|information |Format |are most likely to |publications)? |
|Privacy |Web/Internet |have the |( What are the major |
|Ethical/unethi-cal uses of | |information? |associations or |
|information |5. Basic scholarly tools |What words should be searched? |groups of this |
|Citing—acknowledging others’ work |Catalogs |Subject Headings / |discipline? |
| |Indexes |Subject |( What are the major or |
|Applications of Information |Web/Internet |Descriptors |standard publications |
|Personal |Primary/Secon-dary Sources |How should electronic search |of this discipline? |
|Professional |Library Services |statements be constructed using | |
|Civic | |Boolean operators and other electronic|2. Subject-specific |
| |6. Evaluating quality of |options? |resources: |
| |information | |( Print |
| |Authority |5. Evaluating quality of information |( Electronic |
| |Currency |Authority |( Importance of |
| |Purpose |Currency |Primary/Secondary |
| |Appropriateness |Purpose |Literature |
| |Web/Internet |Appropriateness |Subject Headings / |
| |(special situations) |Web/Internet (special situations) |Subject |
| | | |Descriptors |
| |7. Citing—acknowledging others’|6. Evaluate results and |( Importance of |
| |work |refocus search if necessary |Original |
| | | |Research |
| | | |( Style Guide(s) |
| | | | |
| | | | |
| | | | |
| | | | |
Methods
There are a number of methods through which these concepts can be
taught at Stetson. Some of these options already exist, while others would
need to be developed.
• Subject-specific, course-related or course-integrated, in-the-classroom instruction (which may include a range of teaching methods)
• Web-based instructional materials / tutorials
• Individual transactions at the Reference Desk, over the phone, or via email
• Handbook/Workbook
• Assignment-specific worksheets
• Consultation with faculty / Assignment design
• Stand-alone, for credit, course(s)
Stages of the Information Literacy Plan
First Year
By the end of their fist year, all students should have mastered the Universal and Introductory Concepts (see above). Many will also have been familiarized with some of the Advanced Concepts and will have worked with Subject-Specific Concepts and resources.
English 121
English 121 will introduce students to the library and information seeking skills and theory as the first step to information literacy. The skills and concepts listed below are not listed in any particular order.
In English 121, students will
• Become familiar with Library building locations and service points
• Become familiar with Library services, especially circulation, reference, and reserves
• Become familiar with using WebCat (the Library catalog) to locate books and other cataloged materials
• Understand Library of Congress call number sequence
• Understand appropriate uses of the Internet in research and how the Internet differs from searching a subscription database or catalog.
• Understand how content may appear different when presented in different formats (fiche, film, print, electronic text, electronic pdf, etc.)
• Understand that some sources (whether print or electronic) provide citations only; other sources provide citation and summary (abstracts); some sources provide citation and full text
• Understand what a periodical index is
• Understand the difference between a catalog and an index
• Understand what a periodical is and learn the difference between a
newspaper, a popular magazine, a trade publication, and a scholarly journal
• Understand the structure of electronic records and their use in the process of searching the Library’s general, interdisciplinary periodical databases
• Become familiar with techniques for evaluating information, in all formats whether print or electronic, including considering such concepts as authority, currency, purpose, and appropriateness
• Understand the distinction between primary and secondary sources
• Understand the format(s) for citing materials of various types
• Know the definition of plagiarism and can effectively judge when materials must be cited
• Understands the concepts of academic honesty and intellectual property rights
English 121 information literacy instruction will consist of the requirement of reading the Library Handbook in all EH 121 sections, in-library instruction, a brief tour of the library building, and a follow-up assignment facilitated by the course instructor.
Many of the materials for EH 121 will be available on the Web, and at some point an interactive web tutorials may be developed.
First-Year Evaluation and Assessment[22]
Possible Forms of Evaluation and Assessment Include the Following:
Administer a class evaluation form in every class taught
• Administer class-specific evaluation and/or assessment form to measure attainment of goals for a specific class or assignment
Every three years, administer pre- and post-tests before and after the EH 121 research paper is completed. Analyze those results to measure learning outcomes
• Ask EH 121 instructors to include a section on student reaction to research in any journals or diaries the instructor requires. Ask that the instructors share those sections with the Library’s Instruction Team
• In the spring term every three years, use focus groups of first-year students to solicit more in-depth reactions to their library instruction experiences during their first year
• In the spring term every three years, survey or form focus groups of transfer and international students to learn of their first-year library experiences
• Undertake evaluation by other Stetson Library faculty and/or librarians from other colleges or universities (peer review). This may include classroom visitation(s).
• Ask EH 121 instructors to fill out a separate class evaluation to be sent to the teaching librarian’s supervisor.
Sophomore Year
During their sophomore year, students most likely will take general education courses and a course or courses designed to introduce the student to their major discipline. During their sophomore year they will have the continued opportunity to master Introductory and the More Advanced Information Literacy Concepts and will have worked with Subject-Specific Concepts and Resources.
Library faculty will need to work closely with the General Education Program as well as with individual departments and programs to incorporate information literacy modules into the classrooms of general education and the “introduction to the discipline” courses.
Sophomore-Year Evaluation and Assessment
Possible Forms of Evaluation and Assessment Include the Following:
• Administer a class evaluation form for every class taught
• Ask course instructor to fill out a separate evaluation to be sent to the teaching librarian’s supervisor
• If a course is considered to be an “introduction to the discipline course,” in the spring semester, survey those students who were in the class, asking what they found most/least helpful and asking for suggestions for improvement
• If a course is considered to be an “introduction to the discipline course,” in the spring semester, survey the faculty member (or members) evaluating the students in that course asking them to rate student research and to suggest changes to the information literacy portion of the course
• Administer class-specific evaluation and/or assessment form to measure attainment of goals for a specific class or assignment
• Undertake evaluation by other Stetson Library faculty and/or librarians from other colleges or universities (peer review). This may include classroom visitation(s).
Junior Year
In their junior year, students’ course work becomes more subject-specific since most of the courses they take are in their major area of study. By the end of their junior year, students will have strengthened their mastery of Introductory and More Advanced Concepts and will have had experience working with Subject Concepts and Resources.
Information literacy in the junior year will be delivered primarily through the use of course-integrated or course-related instruction. Library faculty will collaborate with faculty members teaching courses in the students’ major areas of study to design assignments, exercises, and instruction that emphasize subject-specific concepts and resources.
Junior-Year Outcomes/Assessment
Possible Forms of Evaluation and Assessment Include the Following:
Administer a class evaluation form for every class taught
• Ask course instructor to fill out a separate evaluation to be sent to the teaching librarian’s supervisor
• If a course is considered to be an “introduction to the discipline course,” in the spring semester, survey those students who were in the class, asking what they found most/least helpful and asking for suggestions for improvement
• If a course is considered to be an “introduction to the discipline course,” in the spring semester, survey the faculty member (or members) evaluating the students in that course asking them to rate student research and to suggest changes to the information literacy portion of the course
• Administer class-specific evaluation and/or assessment form to measure attainment of goals for a specific class or assignment
• Undertake evaluation by other Stetson Library faculty and/or librarians from other colleges or universities (peer review). This may include classroom visitation(s).
Senior Year
By the time students have completed their senior year of study, they should have mastered Basic Concepts and More Advanced Concepts. They should have worked extensively with Subject-Specific Concepts and Resources in their fields. Ideally, individual consultations with librarians on individual research projects would supplant class instruction at the senior level, but class instruction is always an option.
Senior-Year Evaluation and Assessment
Possible Forms of Evaluation and Assessment Include the Following:
Administer an evaluation form for every class taught
• Ask course instructor to fill out a separate evaluation to be sent to the teaching librarian’s supervisor
• Include an Information Literacy component as part of the Senior/Capstone Project—this could be a part of the project itself, such as a bibliography or work with primary sources, or it could be a separate entity, such as a log of the research process for the project
• Comprehensive examination--development and administration of a comprehensive examination in information literacy
• Administer the same pre-/post-test given to first-year students to compare results with first-year students’ results
• Administer class-specific evaluation and/or assessment form to measure attainment of goals for a specific class or assignment
• Ask professors to evaluate/comment on the quality of the students’ research
• Include more questions about the adequacy of the preparation to do research in the graduating seniors’ exit survey administered by the University
• Undertake evaluation by other Stetson Library faculty and/or librarians from other colleges or universities (peer review). This may include classroom visitation(s).
Graduate Students
All graduate students, whether coming directly from an undergraduate experience or returning after an extended absence from higher education, are beginning a new level of research that is more sophisticated than they have previously experienced.
To prepare these students instruction librarians should offer
• Individual appointments with graduate students to discuss research needs
• Course-integrated instruction in subject specific research processes
• Half-day programs, possibly during Graduate School Orientation in the beginning of each academic year or semester.
Graduate Student Evaluation and Assessment
Possible Forms of Evaluation and Assessment Include the Following:
Administer an evaluation form for every class taught
• Administer a pre-/post-test
• Administer class-specific evaluation and/or assessment form to measure attainment of goals for a specific class or assignment
• Ask professors to evaluate/comment on the quality of the students’ research
• Undertake evaluation by other Stetson Library faculty and/or librarians from other colleges or universities (peer review). This may include classroom visitation(s).
Followup on Assessment by Instruction Team
Each calendar year, instruction librarians will include instruction as part of their annual self evaluation, including goals for instruction improvement for the coming year.
Each summer, members of the Instruction Team will meet to analyze the evaluations and assessments done the previous academic year. In light of those results, Instruction Team members will propose changes to the instruction program which will become effective the next fall term.
Support for the Information Literacy Program
In order to succeed, the Information Literacy Program must enjoy Library and institutional support in the following ways.
Faculty
• Library faculty, particularly those doing instruction and the reference librarians, must work together to insure that the program runs smoothly and that high standards of instruction are being met.
• Instruction librarians must work with technical services librarians in a variety of ways to assure that access to the Library’s many resources (regardless of format) for our students and faculty is as comprehensive and easy as possible.
• Instruction librarians must be enthusiastic collaborators with classroom faculty, initiating and/or capitalizing on opportunities for instruction collaboration
Administration
• The Library administration must be solidly behind efforts to bring information literacy into all parts of the University’s curricula and into the professional work of the faculty.
• The University’s administration, particularly the academic deans, must support and encourage work to bring information literacy concepts and skills into all classrooms and into the professional work of the faculty.
Budget
• The Information Literacy Program must have sufficient budgetary means to support the librarians teaching in the program and additional personnel such as student help and secretarial services. This would include possible additional professional development funds for the teaching librarians such as Hand Grants.
• Funding must also be available to cover the costs of producing and reproducing written instructional materials, including materials for promotion, evaluation, and assessment of the program.
Facilities
• The Library must be afforded sufficient space and equipment to give students and faculty hands-on opportunities to use both print and electronic resources.
• At the moment the Library instruction program has first priority in booking a general-access computer lab located in the Library building. This lab is maintained by Stetson’s Center for Information Technology (CIT). This arrangement works well except in those relatively rare instances when the instruction activity calls for just a room with tables or desks.
• However, the Library’s long-range plan includes a fully-equipped teaching lab as part of an expanded Library building. Should the Library at some point have a lab solely under the Library’s control, many issues of hardware, software, display equipment, and maintenance would come into play.
Appendix 6: Government Information Statistics
STATISTICAL EVALUATION
A. FEDERAL DOCUMENTS COLLECTION
| |Holdings |Additions |Discards |Holdings |
| |5/31/2001 |2001-2002 |2001-2002 |5/31/2002 |
| | | | | |
|Paper |247,936 |2,820 |2,766 |247,990 |
|Microfiche |115,688 |3,739 |664 |118,763 |
|Microfilm Reels |223 | | |223 |
|Maps |1198 |59 |44 |1,213 |
|CD-ROMs |2829 |305 |112 |3,022 |
|Floppy Disks |381 | | |381 |
|Videos |25 | | |25 |
|DVDs |2 |3 | |5 |
| | | | | |
|TOTALS |368,282 |6,926 |3,586 |371,622 |
B. FLORIDA DOCUMENTS UNCATALOGED COLLECTION**
| |Holdings |Additions |Discards |Holdings |
| |5/31/2001 |2001-2002 |2001-2002 |5/31/2002 |
| | | | | |
|Paper |2,634 |808 |12 |3,430 |
|Maps |93 | | |93 |
| | | | | |
|TOTALS |2,727 | | |3,523 |
**Cataloged Florida Documents are included in the main collection statistics.
The 3,523 documents that remain are uncataloged documents in pamphlet files.
C. FEDERAL DEPOSITORY ITEM PROFILE
| |May 1998 |May 1999 |May 2000 |May 2001 |May 2002 |
|Total Items |6,708 |6,428 |6,209 |6,235 |5,930 |
|Available | | | | | |
|Total Items |1,879 |1,912 |1,888 |1,905 |1,853 |
|Selected | | | | | |
|Percent |28.01 |29.74 |30.41 |30.55 |31.25 |
|Selected | | | | | |
D. CLAIMS
| |Paper |Microfiche |Electronic |Total |
|Claims |34 |14 |1 |49 |
|2001-2002 | | | | |
|Filled |20 |9 |1 |30 |
|Unfilled |14 |5 | |19 |
| | | | | |
|Percentage |59% |64% |100% |61% |
|Filled | | | | |
|Percentage |41% |36% | |39% |
|Unfilled | | | | |
| |Paper |Microfiche |Electronic |Total |
|Claims |64 |27 | |91 |
|2000-2001 | | | | |
|Filled |46 |22 | |68 |
|Unfilled |18 |5 | |23 |
| | | | | |
|Percentage |72% |81.5% | |75% |
|Filled | | | | |
|Percentage |28% |18.5% | |25% |
|Unfilled | | | | |
E. CIRCULATION
|2001-2002 |unknown* |
|2000-2001 |unknown* |
|1999-2000 |unknown* |
|1998-99 |unknown* |
|1997-98 |unknown* |
|1996-97 |308** |
|1995-96 |465 |
|1994-95 |333 |
|1993-94 |365 |
|1992-93 |420 |
|1991-92 |341 |
*Circulation statistics unknown. Although a SIRSI report can be run that indicates the number of documents circulated, those numbers only indicate documents that were barcoded. The vast majority of documents remain unbarcoded and are thus checked out on temp records that do not show up in a circulated “documents” report.
**Circulation statistics incomplete; the Circulation Department has recorded documents checked out on temp records (almost all documents) as “books” instead of documents since March 1997.
Appendix 7: Library Hardware Inventory
|Location |Staff |
| |Public |
|July-Aug Interim | 4,611 |
|Fall Term | | 88,364 |
|Dec-Jan Interim | 2,443 |
|Spring Term | 81,321 |
|May Interim | 2,422 |
|TOTAL 2001-02: | 194,347 |
Gate Count 2001-2002 by Date
|Date |JUN |JUL |AUG |SEP |
|Adj Fac |0 |0 |0 |0 |
|Dependent |4 |3 |0 |7 |
|Faculty |6 |12 |9 |27 |
|ILL |0 |0 |0 |0 |
|Staff |1 |14 |3 |18 |
|Student |412 |5947 |184 |6543 |
|TOTAL |423 |5,976 |196 |6,595 |
Reserves Summer 2001
| |Av-Equip |Book |Video |Total |
|Adj Fac |0 |0 |0 |0 |
|Dependent |0 |0 |0 |0 |
|Faculty |0 |0 |3 |3 |
|ILL |0 |0 |0 |0 |
|Staff |0 |0 |0 |0 |
|Student |1 |66 |0 |67 |
|TOTAL |1 |66 |3 |70 |
Reserves Fall 2001
| |Av-Equip |Book |Video |Total |
|Adj Fac |0 |0 |0 |0 |
|Dependent |2 |0 |0 |2 |
|Faculty |4 |9 |6 |19 |
|ILL |0 |0 |0 |0 |
|Staff |1 |11 |3 |15 |
|Student |314 |3416 |184 |3914 |
|TOTAL |321 |3,436 |193 |3,950 |
Reserves Spring 2002
| |Av-Equip |Book |Video |Total |
|Adj Fac |0 |0 |0 |0 |
|Dependent |2 |3 |0 |5 |
|Faculty |2 |3 |0 |5 |
|ILL |0 |0 |0 |0 |
|Staff |0 |3 |0 |3 |
|Student |97 |2465 |0 |2562 |
|TOTAL |101 |2,474 |0 |2,575 |
Appendix 12: Interlibrary Loan Statistics
Borrowing
Total Requests Submitted: 3,397
Total Requests Filled: 2,872 (84.5%)
Total Requests Unfilled: 376 (11.1%)
Note: Filled and unfilled numbers do not add up to total submitted and filled and unfilled percentages do not add up to 100% because requests cross over months and fiscal years and some requests are cancelled by the patron.
Borrowing SUBMITTED Requests for Patrons
|JUN |JUL |AUG |SEP |OCT |NOV |DEC |JAN |FEB |MAR |APR |MAY |TOT | |Student Loans |18 |15 |12 |44 |48 |66 |0 |69 |83 |108 |65 |24 |552 | |Student Copies |23 |32 |33 |188 |185 |33 |16 |114 |317 |487 |109 |15 |1552 | |Faculty Loans |99 |42 |89 |67 |80 |24 |13 |70 |39 |54 |45 |79 |701 | |Faculty Copies |74 |76 |84 |50 |43 |13 |21 |32 |32 |10 |20 |59 |514 | |Staff Loans |4 |0 |0 |2 |7 |1 |1 |5 |3 |8 |5 |4 |40 | |Staff Copies |0 |0 |0 |0 |6 |0 |1 |0 |1 |3 |0 |8 |19 | |TOTAL |218 |165 |218 |351 |369 |137 |52 |290 |475 |670 |244 |189 |3378 | |
Borrowing SUBMITTED Requests for Replacement Pages
Circulating Item |0 |1 |3 |0 |3 |0 |0 |5 |3 |0 |0 |0 |15 | |Serial |0 |2 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |2 | |Reference |0 |2 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |2 | |Government Document |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 | |TOTAL |0 |5 |3 |0 |3 |0 |0 |5 |3 |0 |0 |0 |19 | |
Borrowing SUBMITTED Totals
TOTAL REQUESTS SUBMITTED |218 |170 |221 |351 |372 |137 |52 |295 |478 |670 |244 |189 |3397 | |
Borrowing FILLED Requests for Patrons
|JUN |JUL |AUG |SEP |OCT |NOV |DEC |JAN |FEB |MAR |APR |MAY |TOT | |Student Loans |15 |8 |3 |34 |63 |40 |6 |28 |83 |72 |53 |17 |422 | |Student Copies |34 |7 |9 |106 |177 |118 |57 |17 |233 |405 |171 |14 |1348 | |Faculty Loans |100 |58 |29 |73 |72 |22 |19 |45 |40 |42 |27 |93 |620 | |Faculty Copies |67 |62 |36 |46 |41 |30 |5 |26 |27 |12 |11 |49 |412 | |Staff Loans |5 |0 |0 |2 |5 |3 |5 |4 |4 |6 |3 |5 |42 | |Staff Copies |0 |0 |0 |0 |0 |0 |0 |0 |8 |2 |2 |2 |14 | |TOTAL |221 |135 |77 |261 |358 |213 |92 |120 |395 |539 |267 |180 |2858 | |
Borrowing FILLED Replacement Pages
Circulating Item |1 |2 |1 |0 |1 |0 |0 |4 |3 |0 |0 |0 |12 | |Serial |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 | |Reference |0 |1 |0 |0 |1 |0 |0 |0 |0 |0 |0 |0 |2 | |Government Document |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 | |TOTAL |1 |3 |1 |0 |2 |0 |0 |4 |3 |0 |0 |0 |14 | |
Borrowing FILLED Totals
TOTAL REQUESTS FILLED |222 |138 |78 |261 |360 |213 |92 |124 |398 |539 |267 |180 |2872 | |
Borrowing UNFILLED Requests by Patrons
|JUN |JUL |AUG |SEP |OCT |NOV |DEC |JAN |FEB |MAR |APR |MAY |TOT | |Student Loans |2 |3 |7 |3 |6 |25 |1 |8 |12 |36 |12 |9 |124 | |Student Copies |5 |0 |1 |17 |29 |19 |2 |8 |19 |29 |11 |4 |144 | |Faculty Loans |7 |1 |4 |5 |11 |5 |2 |8 |2 |9 |0 |15 |69 | |Faculty Copies |3 |0 |1 |14 |1 |0 |1 |0 |5 |0 |0 |4 |29 | |Staff Loans |0 |0 |0 |0 |0 |1 |0 |0 |1 |0 |0 |1 |3 | |Staff Copies |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |1 |0 |1 | |TOTAL |17 |4 |13 |39 |47 |50 |6 |24 |39 |74 |24 |33 |370 | |
Borrowing UNFILLED Replacement Pages
Circulating Item |0 |0 |2 |0 |1 |0 |0 |1 |0 |0 |0 |0 |4 | |Serial |0 |1 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |1 | |Reference |0 |1 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |1 | |Government Document |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 | |TOTAL |0 |2 |2 |0 |1 |0 |0 |1 |0 |0 |0 |0 |6 | |
Borrowing UNFILLED Totals
TOTAL REQUESTS UNFILLED |17 |6 |15 |39 |48 |50 |6 |25 |39 |74 |24 |33 |376 | |
IFM Transactions (ILL fees charged through OCLC): 28*
Total IFM Fees: $447.00*
Average Cost for IFM loan: $15.96
*The Library began receiving IFM reports in November 2001, so this total is for seven months of the fiscal year.
Non-IFM Transactions (ILL fees charged directly): 10
Total Non-IFM Fees: $108.95
Average Cost for Non-IFM loan: $10.90
LENDING TOTALS 2001-2002
|JUN |JUL |AUG |SEP |OCT |NOV |DEC |JAN |FEB |MAR |APR |MAY |TOTAL | |Lending Requests |602 |581 |610 |657 |767 |661 |389 |672 |768 |727 |605 |471 |7510 | |Lending Requests Filled |297 |310 |319 |373 |451 |365 |179 |349 |443 |434 |373 |247 |4140 | |Lending Requests Unfilled |305 |271 |291 |284 |316 |296 |210 |323 |325 |293 |232 |224 |3370 | |
LENDING FILL RATES 2001-2002
FILLED RATE |49.3 |53.4 |52.3 |56.8 |58.8 |55.2 |46.0 |51.9 |57.7 |59.7 |61.7 |52.4 |55.1 | |UNFILLED RATE |50.7 |46.6 |47.7 |43.2 |41.2 |44.8 |54.0 |48.1 |42.3 |40.3 |38.3 |47.6 |44.9 | |
Appendix 13: Document Delivery
ERIC Documents Purchased: 31
Total Cost for ERIC Docs: $66.69
Average Cost for ERIC Docs: $2.15
Dissertation Express Purchases: 6 (3 faculty; 3 senior research)
Total Cost for Dissertation Express: $168.00
Average Cost for Dissertation Express: $28.00
Copyright Clearance Center (CCC) Total Transactions: 31
CCC Total Titles: 7
Total Cost for CCC Transactions: $708.06
Average Cost for CCC Transaction: $22.84
Titles that exceeded copyright & paid CCC Times Exceeded Copyright
Aggressive Behavior 1
Brain Research 9
Developmental Biology 3
Journal of Chemical Ecology 2
Journal of Evolutionary Biology 1
Oecologia 9
Proceedings 6
Attachment 1
Susan M. Ryan, Associate Director for Public Services
Professional Activities, August 2001 – May 31, 2002
PUBLICATIONS
In-House Print Publications
( Library Web Collection Development Policy
( Chronicle of Stetson University (response to November 2001 Chronicle of Higher Education article on deserted libraries), December 2001
( “Circulation Services Manual,” Fall 2001
( duPont-Ball Library Code of Conduct, Fall 2001
( “Services for Students at Celebration,” Fall 1999, rev. Fall 2001, Winter 2002
Web Pages
( Complete redesign of Library Home Page
( Complete redesign of Music Library Home Page
( Complete redesign and revision of all Virtual Collection pages
( Complete redesign of all departmental Library web pages
( New pages created: Library publications page, Library faculty publications, Library Reference
Guides & Research Aids, Dedicate a Book, Search & Cite the Internet,
GRANTS
( Author, National Endowment for the Humanities grant awarded to the duPont-Ball Library to host the American Library Association/National Library of Medicine exhibit, “Frankenstein: Penetrating the Secrets of Nature.” (Project Coordinator: Jane Bradford). Awarded April 2002.
CONFERENCES ATTENDED
( Florida Library Association Annual Conference, April 9-10, 2002
MEETINGS/SEMINARS/WORKSHOPS ATTENDED
( Independent Colleges & Universities of Florida Annual Database Meeting, Nova University, Ft. Lauderdale, May 31, 2002
( FrontPage II Workshop, Central Florida Library Cooperative, February 22, 2002
( Interlibrary Loan Basics, Central Florida Library Cooperative, January 30, 2002
( FrontPage I Workshop, Central Florida Library Cooperative, January 19, 2002
( SIRSI Integrated Library System Training, Circulation Module, Florida Institute of Technology, January 17, 2002
( Database Driven Web Sites; Information Strategies Conference, Ft. Myers, November 14, 2001
( Stetson University Banner Training (Finance Modules), November 30, 2001
OTHER PROFESSIONAL ACTIVITIES
( Referee, several articles for College & Undergraduate Libraries
PROFESSIONAL ASSOCIATION MEMBERSHIPS
( American Library Association
( Association of College & Research Libraries
( Florida Library Association
( Government Documents Caucus of the Florida Library Association
SERVICE
University
( Member, University Web Operations Team, Fall 2001.
( Chair, Search Committee, Adjunct Reference Librarian, September 2001.
( Member, Search Committee, Electronic Services Librarian, Summer 2001.
Community
( Deland Middle School PTA Board Secretary, 2000-2002
Attachment 2
Jane T. Bradford, Coordinator of Library Instruction (June 1, 2001-May 31, 2002) and Acting Head of Reference (June 1, 2001-July 31, 2001)
Professional Activities, June 2001 – May 31, 2002
PROFESSIONAL PRESENTATIONS MADE
• American Library Association (ALA) Midwinter Conference, New Orleans, Louisiana, January 18-21, 2002. Chosen to participate in the ACRL President’s Forum, January 21, 2002. The Forum emphasized how ACRL has promoted excellence in academic library services by acting as a learning community through its sponsored programs and activities. Title of presentation: “The Learning Community of the ACRL-Sponsored Institute for Information Literacy Immersion Program.”
• American Library Association Annual Conference in San Francisco, CA, June 15-18, 2001. Poster Session (June 17) with Barbara Costello for the American Library Association’s Library Instruction Round Table’s conference program “Partnerships for Instruction”: “A Three-Way Partnership: The duPont-Ball Library, DeLand High School International Baccalaureate Program, and Stetson University."
PROFESSIONAL CONFERENCES ATTENDED
• American Library Association (ALA) Midwinter Conference, New Orleans, Louisiana, January 18-21, 2002. Met with Association of College and Research Libraries, Instruction Section, Membership Committee, January 19, 2002.
• American Library Association Annual Conference in San Francisco, CA, June 15-18, 2001. Met with the Association of College and Research Libraries Instruction Section Membership Committee.
PROFESSIONAL WORKSHOPS/SEMINARS ATTENDED
• OCLC FirstSearch Online Training Session, April 12, 2002
• Excel Training, Stetson University, January 30, 2002
• Banner Training Session, Stetson University, October 26, 2001
PUBLICATIONS (all in-house)
New
• Reference Guide #46, “Specialized Reference Sources in History,” February 2002
• Reference Guide #37, “Resources in Art,” February 2002
• Reference Guide #45, “Marine Biology,” January 2002
• Research Aid #24, “Using ComAbstracts,” January 2002
• Reference Guide #33, “Sources for Biology and Life Sciences,” October 2001
• Reference Guide #44, "Ethnicity,” September 2001
• Reference Guide #42, “Counseling,” August 2001
Revised
• Reference Guide #12, “Religious Studies,” April 2002
• Reference Guide #19, “Careers and Job Hunting,” April 2002
• Research Aid #4, “How to Use the Sirsi Catalog, WebCat,” February 2002
• Reference Guide #11, “Psychology,” January 2002
• Reference Guide #8, “Sociology,” January 2002
• Reference Guide #26, “Marketing,” January 2002
• Reference Guide #10, “Reviews,” January 2002
• Research Aid #10, “How to Use ERIC on the Web,” January 2002
• Research Aid #11, “How to Use PsycInfo on the Web,” January 2002
• Reference Guide #30, “Movies,” December 2001
• Research Aid #3, “How to Use Tests in Print and Mental Measurements Yearbook, December 2001
• Research Aid #21, “Searching MLA on the Web,” December 2001
• Reference Guide #40, “Accounting,” September 2001
• Research Aid #16, “How to Use Sociofile,” September 2001
• Reference Guide #28, “Basic Literary Research,” August 2001
PROFESSIONAL ASSOCIATION MEMBERSHIPS
American Library Association
Florida Library Association
Association of College and Research Libraries (ACRL)
OFFICES HELD IN PROFESSIONAL ASSOCIATIONS/COMMITTEE MEMBERSHIPS
Member of the ACRL, Instruction Section, Membership Committee, 2000-2002
GRANTS, AWARDS, ACKNOWLEDGMENTS, HONORS
• Project Director for the American Library Association/National Library of Medicine Exhibit on Mary Shelley’s Frankenstein. The duPont-Ball Library was awarded an exhibit grant for the spring of 2005
SERVICE
UNIVERSITY SERVICE
Member Faculty Compensation Committee, 1997, 1998, 1999, 2000, 2001, 2002
Editor, Stetson Bulletin, 1997-2002
COMMUNITY SERVICE
• Worked with Stetson group Into the Streets visiting Deland-area nursing homes, February 16, 2002
• Program Chair, American Association of University Women, February 9, 2002, DeLand Branch program which featured Gail Radley as speaker
Member Program Committee, DeLand Branch, American Association of University Women, 2001-2002
Attachment 3
Barbara Costello, Government Documents Librarian
Professional Activities, June 1, 2001 - May 31, 2002
REFERENCE
The amount of time regularly scheduled on the reference desk per week was eleven hours. Other reference activities quickly filled off-desk time. Eight bibliographic instruction sessions in various disciplines were done at the request of faculty during the 2001-2002 academic year. Library tours and bibliographic instruction in primary source federal documents were provided to two groups of International Baccalaureate students from DeLand High School, and another tour of the Documents Department was given to Advanced Placement students from Pine Ridge High School. Handouts and bibliographies were created or updated for all instruction sessions.
Professional Meetings and Conferences
American Library Association Annual Conference, San Francisco, CA, June 15-19, 2001
Florida Public Documents Biennial Meeting, Tallahassee, FL, January 9-10, 2002
American Library Association Midwinter Conference, New Orleans, LA, January 18-21, 2002
Florida Library Association 2002 Annual Conference, Daytona Beach, FL, April 10, 2002
Attendance at Seminars/Meeting
Presentation Magic workshop, CFLC Training Center, Maitland, FL, August 30, 2001
CFLC Documents Interest Group meeting, Maitland, FL, September 11, 2001
Making Signs with Microsoft Word (in-house), September 14, 2002
Census 2000 Workshop, presented by the U.S. Census Bureau, Rollins College, Winter Park, FL, October 5, 2001
OCLC CORC workshop (in-house), March 5, 2002
LexisNexis Academic Solutions, History Universe: Access to Presidential Studies online seminar, April 25, 2002
CFLC Documents Interest Group meeting, Volusia County Library, Daytona Beach, FL, May 7, 2002
Presentations Made at Professional Meetings
Poster session entitled “A Three-Way Partnership”, at the American Library Association 2001 Annual Conference, June 16-19, San Francisco, CA. In conjunction with the ALA Library Instruction Round Table conference program “Partnerships for Instruction.”
In-House Publications
Library Research Strategies, 8/2001
Sources of Environmental and Geographic Information in the duPont-Ball Library,
9/2001
How to Use the World Development Indicators CD-ROM, rev. 9/2001
Locating Information on Environmental History in the duPont-Ball Library, 9/2001
Library Instruction Class – ATG 340 – Governmental Accounting, 9/2001
Professional Offices Held
2001-2002 Government Documents Round Table Membership Committee
Other Activities
Library Instruction: Chaos and Fractals, MS 153-01, Dr. Margie Hale, August 28, 2001
Library Instruction: Special Topics, HY 200, Dr. Reiter, September 4, 2001
Library Instruction: Senior Project Proposal, ESS 497, Dr. Perramond, September 12, 2001
Library Instruction: Governmental Accounting, ATG 340, Dr. Stryker, September 18, 2001
Library Instruction: The 1950’s and 1960’s, AS 152, Dr. Croce, September 25, 2001
Library Instruction: African American History, HY 351, Dr. O’Keefe, October 4, 2001
Tour and bibliographic instruction in Federal Documents to 28 International Baccalaureate students from DeLand High School, November 7, 2001
Library Instruction: Federal Taxation I, ATG 301, Dr. Stryker, January 29, 2002
Library Instruction: Advanced Accounting Seminar, ATG 520, Dr. Stryker, February 21, 2002
Tour and bibliographic instruction in Federal Documents to 17 International Baccalaureate students from DeLand High School, March 19, 2002
Tour of Government Documents Department for 22 AP United States History students from Pine Ridge High School, in Deltona, April 26, 2002
Service
University Service
2001-2002 Faculty Senate, Library Representative
2001-2002 Faculty Senate Faculty Welfare Committee
University Disciplinary Appellate Board Hearing, Faculty Representative, 5/9/02
Judge on selection committee, June Brooks Memorial Award for Activism,
Spring Semester, 2002
Campus Life Committee, 10/99 –
Member, Faculty Women’s Caucus, 1998 - present
Library Service
duPont-Ball Library Fall Reception Committee, Summer 2001
Attachment 4
Rob Lenholt, Electronic Services Librarian
Professional Activities, June 1, 2001 – May 31, 2002
Attendance at professional meetings and conferences
ICUF Library Directors annual meeting held on campus that featured vendors offering consortia discounts, June 1, 2001
Orientation for newly elected Florida Library Association Board members in Orlando (I was elected to serve a two year term as FLA Secretary for the Executive Board, June 28-29, 2001
“Information Strategies 2001” conference at FGCU in Fort Myers, FL., November 14-16, 2001
Florida Library Association Executive Board meeting, Winter Park Public Library, Winter Park, FL., January 31, 2002
Florida Library Association Executive Board meeting, Adams Mark, Daytona Beach, FL., , April 8, 2002
Florida Library Association Executive Board meeting, Adams Mark, Daytona Beach, FL., April 11, 2002
Attended Florida Library Association annual conference – “Libraries Link Lifelong Learners”, Adams Mark, Daytona Beach, FL., April 8-11, 2002
Attendance at seminars, workshops, etc.
Central Florida Library Consortium – Reference Interest Group meeting, November 9, 2001
Frontpage I, II, and III classes, CFLC, Maitland, FL., December 4-6, 2001
Attended “Institute for Digital Inclusion” seminar, Radisson Resort, Celebration, FL., May 30, 2002
Offices held in professional associations
Secretary, Executive Board of the Florida Library Association, June 28, 2001 – May 30, 2002
Professional Association Memberships
American Library Association (ALA)
Association of College and Research Libraries (ACRL)
Florida Library Association (FLA)
Florida Chapter of ACRL (FACRL)
Central Florida Library Consortium (CFLC) – Reference Interest Group
Beta Phi Mu – Library Honor Society
Phi Kappa Phi – Academic Honor Society
Publications
In House Publications
Library Emergency Map:
Map of Library Workstations:
Co-authored Library Instruction handouts with Government Documents Librarian:
ATG 340 / Governmental Accounting - Fall 2001 - Dr. Jud Stryker
ATG 520 / Advanced Accounting Seminar - Spring 2002 - Dr. Jud Stryker
ATG 301 / Federal Taxation I - Spring 2002 - Dr. Jud Stryker
Updated:
Instructions for how to use the Scanner workstation
Library Map: )
How to access the Library’s databases from off-campus
Service
University Service
University Academic Technology Committee, June 2001 – to date
University Green Team Leader for Library, June 2000 – to date
Joint CIT Leadership/Library Systems Team Committee, June 2000 – Spring 2002
Attachment 5
Angela Story, Part-time Reference Librarian
Professional Activities, October 2001 – May 31, 2002
( Central Florida Library Cooperative, "OCLC FirstSearch", March 21, 2002,
CFLC Office, Maitland
( U.S. Government Printing Office, "GPO Access Training", March 9, 2002,
University of Central Florida, Orlando
( SIRSI Training, "Reports". January 15, 2002, Florida Institute of Technology, Melbourne
( SIRSI Training, "Cataloging", January 14, 2002, Florida Institute of Technology, Melbourne
Attachment 6
Cathy Ervin, Circulation Supervisor
Professional Activities, October 2001 – May 31, 2002
( Quality of Service Monthly Meetings; Served as Quality of Service Secretary
( Stetson University Sexual Harassment Workshop, January 24, 2002
( “SIRSI Reports Training,” Melbourne, January 15 & 16, 2002
( MS Word Workshop, Laura Kirkland, December 18, 2001
( “Accidental Manager,” CFLC, August 13, 2001
( Annual Library Reception Committee, Summer 2001
( “Managing for Results,” City Island Library, CFLC, July 26, 2001
( Print Shop Workshop, Rob Lenholt, duPont-Ball Library, July 19, 2001
Attachment 7
Susan Derryberry, ILL Borrowing Coordinator
Professional Activities, October 2001 – May 31, 2002
( Stetson University Sexual Harassment Workshop, January 24, 2002
( MS Word Workshop, Laura Kirkland, duPont-Ball Library, December 18, 2001
Attachment 8
Sarah Poverud, ILL Lending Coordinator
Professional Activities, June 1, 2001 – May 31, 2002
( Stetson University Sexual Harassment Workshop, January 24, 2002
Attachment 9
Dee Buckley, Weekend Circulation Supervisor
Professional Activities, June 1, 2001 – May 31, 2002
( Excel Workshop, CIT, Spring 2002
( Stetson University Sexual Harassment Workshop, January 24, 2002
( MS Word Workshop, Laura Kirkland, December 18, 2001
-----------------------
[1] Thanks to the library of the University of Rhode Island for use of their "Plan for Information Literacy" as a model for the structure of this plan. Used with permission. ()
[2] Commission on Colleges, Southern Association of Colleges and Schools. Criteria for Accreditation. 10th ed., 1996. Section 4.2.2.6.
[3] Commission on Colleges, Southern Association of Colleges and Schools. Criteria for Accreditation. 10th ed., 1996. Section 5.1.2.4.
[4] Stetson University’s Mission Statement can be found at
[5] Full Mission Statement of the duPont-Ball Library is available at
[6] Association of College and Research Libraries. “Information Literacy Competency Standards for Higher Education,” 2000. See Appendix A. Also available at
[7] Association of College and Research Libraries. “Information Literacy Competency Standards for Higher Education, Information Literacy Defined” 2000. Available at
[8] American Association of School Librarians. “Information Literacy: A Position Paper on Information Problem Solving,” 1994. Available at
[9] Instructional Services Mission Statement available at . Quote from Stetson University. “Values and Vision,” 2000. Available at stetson.edu/aboutsu/mission.shtml#2
[10] Barr, R. B. and Tagg, J. (1995) “From Teaching to Learning: A New Paradigm for Undergraduate Education.” Change, 27, 12-25 (November/December) as quoted in Snavely, Loanne (2000) “The Learning Library.” Research Strategies, 17, 79 (Special Issue).
[11] Walsh, D. C. (1999) “The Academic Calling: Creating Spaces for the Spirit.” Change, 31, 18-23 (July/August) as quoted in Snavely, Loanne (2000) “The Learning Library.” Research Strategies, 17, 81 (Special Issue).
[12] University of Rhode Island, Plan for Information Literacy, “A Teaching Library.”
[13] Shapiro, Jeremy J. and Shelley K. Hughes, “Information Literacy as a Liberal Art: Enlightenment Proposals for a New Curriculum.” Educom Review 31, No.2,1996. Also available at
[14] Barry K. Beyer defines critical thinking in his article “Critical Thinking: What Is It?” Social Education, 49 (1985): 270-276 as the “ability to assess authenticity, accuracy and/or worth of knowledge, claims and arguments.” A definition of critical thinking provided by the Center for Critical Thinking is given as “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” A fuller definition is provided at
[15] University of Rhode Island, Plan for Information Literacy, “A Teaching Library.”
[16] Association of College and Research Libraries. “Information Literacy Competency Standards for Higher Education, Information Literacy Defined” 2000. Available at
[17] Association of College and Research Libraries. “Information Literacy Competency Standards for Higher Education, Information Literacy Defined” 2000. Available at
[18] University of Rhode Island, "Plan for Information Literacy,” Preface
[19] Association of College and Research Libraries. Standards for College Libraries 2000 Edition, Instruction Section. Available at .
[20] Association of College and Research Libraries. Guidelines for Instruction Programs in Academic Libraries. Available at .
[21] University of Rhode Island, Plan for Information Literacy, Students
[22] Not all methods of evaluation or assessment will be used with every course or every term
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