18. april 2018

Abstracts – parallel sessions 6A-6C

6A: Beyond now – leading the workforce of the future

Developing a digital culture and embedding digital agility within a library workforce

Anne Horn, Eleanor Reynolds – The University of Sheffield (UK)

ABSTRACT
“Culture is the most significant self-reported barrier to digital effectiveness” (Goran, LaBerge & Srinivasan, 2017).  Universities are looking to a “different kind of education for a much more uncertain world” (Spence, 2017). University Libraries are preparing students to be effective citizens in these changing times by ensuring graduates have the information and digital literacy skills they need.

To continue to evolve and provide excellent library services it is essential that library workforce embraces the challenges that the 4th Industrial Revolution poses.  Following the successful development and launch of an Information and Digital Literacy (IDL) framework for students, the University of Sheffield Library is exploring how it can be adapted to provide a workforce development tool kit.

This paper will explore whether it is possible to adapt the IDL framework into a staff development tool that supports the embedding of a digital culture at the University of Sheffield Library.  Can this framework be used to assess the digital readiness of staff and can it support diversity and talent management?

There has already been some engagement with staff through the Library’s ‘Let’s do digital’ campaign and Library Carpentry workshops.  A strategic focus has been to attract and grow talent and to strengthen innovative teams and their digital competencies.   As yet, there has not been a systematic approach to assessing where our staff are in their digital development and where there might be gaps in workforce skills and the Library’s overall capacity to deliver.

BIOGRAPHICAL NOTE
Anne joined the University of Sheffield as the Director of Library Services & University Librarian in March 2015.  She moved from Australia to take up the role, where she held the post of University Librarian and Executive Director Academic Support at Deakin University.  In both posts she has set the strategic vision for the Library, most recently leading the development of the University of Sheffield Library’s new Strategic Plan, Our Library. Our Information Future.

Eleanor Reynolds joined the University of Sheffield as Associate Director, Library Business Services in October 2015.  Previously she worked in a variety of senior finance and education policy roles in the civil service.  The Library Business Services Team supports the delivery of the Library’s strategic plan through financial and workforce planning as well as providing insight into performance and statistical returns.

Professional Development for Self Efficacy or Servitude?

Ann Cleary – Dundalk Institute of Technology (Ireland)

ABSTRACT
This paper draws on the experience of using a Professional Development Framework, its context and underlying approaches.  It positions the PDF within a wider context of what is meant by being a ‘Leader’ and if that is interchangeable with being a ‘Manager’, wider debates about the role of Library Staff, management approaches such as New Public Management and considers if the PDF can be seen as a tool that promotes self- development, and self-efficacy and thus enables new approaches to Leadership and responses to the needs of the future.

In 2016 the National Forum for Teaching and Learning developed a Professional Development Framework (PDF) for all Staff who Teach in Higher Education. The PDF approaches development by including different experiences of learning (formal and informal), looking at learning through 5 domains and places a practice of engagement with values and reflection at the core. It sees itself as a lifelong tool.  L2L (Library Staff Learning to support Learners Learning) is funded by the National Forum to use and look at the PDF through the lens of Library staff. This is a two year funded project and involves three Irish Higher Education Libraries.

The PDF approaches development by including different experiences of learning (formal and informal), looking at learning through 5 domains and places a practice of engagement with values and reflection at the core.  It invites participants to create porfolios or other tools to capture engagement. It sees itself as a lifelong tool.  It is addressed to all who work in Higher Education.

Professional Development for Library staff in Ireland is largely seen as the responsibility of employers and ‘Leaders’. The extent of the requirement for PD, the degree to which it is linked to performance review, promotion or opportunity is unknown.  Professional Bodies do not require members to evidence PD to seek membership or renew registration.  Recognition however is available through the Library Association of Ireland (LAI) for certain evidenced achievements (Associateship for example).  Recently the LAI adopted a Professional Skills Toolkit devised by CILIP and is promoting it.

Approaches to PD reveal assumptions about the nature of our work, our identities, practices, power, the nature of the person and what constitutes valid knowledge.  ‘Leaders’ are expected to shape, offer and favour certain ways of knowing. Leaders have, and scope assumptions about the world of work, what is needed and what may be needed in the future. ‘Managers’ (who may or may not be ‘Leaders’) also have to bridge external expectations and assumptions into the workplace. New Public Management (NPM) ideas and approaches are increasingly used in HEIs and their Libraries. Managers and Leaders are therefore engaged in ‘conversation’ with these ideologies and their assumptions about work, the person and what ‘development’ means.  The approach we use to PD therefore hugely influences the kind of human capital we create and type of service we bring into the world.

PD also needs to be situated into the wider context of our values, visions and cares as Library staff. Are we tools? Are we collaborators? Are we humans?  At a time when the human dimension of work is increasingly limited, when NPM and Managerialism is an emerging or dominant culture and when knowledge and learning feels commodified what are the PD approaches that can help us best recover and discover the fertility of our practice?  As Leaders what practices and values around PD do we promote?  In a world where complexity rules, where time feels compressed and where everything is measured are we as Library leaders compliant with NPM cultures and values or can we create microclimates where alternative possibilities can emerge?

This paper will analyse the PDF in the context of the above discussions and consider if it a NPM tool and can be used as such or if it possible to see it as a tool that enables Leaders and Mangers to offer a safe space for Library staff to reflect on the complex and evolving nature of their role and what it means to be a human at work.

BIOGRAPHICAL NOTE
Ann Cleary is a Librarian in Dundalk Institute of Technology in the Rep of Ireland. She is also a leader of the L2L project and presents on its behalf. As Librarian Ann is interested in exploring the edges and boundaries of Library work. Apart from her Library & Information Science qualifications Ann has an MSc in Personal & Organisational Development and in her private life teaches a Meditation practice called Movement Medicine.

6B: Strategic Collaboration, locally and globally

Someone has to pay: The Sustainable Coalition for Open Science Services (SCOSS)

Martin Borchert – University of New South Wales (Australia)
Vanessa Proudman – SPARC Europe (UK)

ABSTRACT
The Open Access (OA) movement is gaining momentum with an increasing number of scholarly outputs openly and freely available to researchers and the community. OA cannot however, be free for everyone. Someone has to pay for the infrastructure and there has to be a supporting economy. While many commercial publishers are charging for OA, there are many OA and Open Science (OS) infrastructure providers baring the cost of providing infrastructure. Without funding, essential services that many are dependent upon to implement government and funder OA policies worldwide are at risk of service degradation, reduced availability and even survival. Something had to be done.

In response, the Sustainable Coalition for Open Science Services (SCOSS) was formed in 2017 as a result of collaborations between key global stakeholders, with SPARC Europe as the co-ordinator. It aims, through the establishment of robust governance and processes; to identify and maintain a register of key OA and OS services; develop and apply a rigorous proposal and assessment process; develop a financial contribution model; seek a three-year commitment for funding; and therefor improve the financial position, resilience and sustainability of these OA / OS infrastructure services.

The first open science services to receive assistance were Sherpa RoMEO which is operated by the Joint Information Steering Committee (Jisc, UK) and provides summary information of journal and publisher OA polices; and the Directory of Open Access Journals (DOAJ) which provides a list of over 10,000 peer-reviewed open access journals.

Since launching in November 2017, a growing number of university libraries from across the globe are committing to fund Sherpa/Romeo and DOAJ for the next there years.

This paper will provide an introduction to SCOSS and its purpose, governance, processes, and challenges and will give an update on institutional financial commitments to date.

BIOGRAPHICAL NOTE
Martin Borchert is the University Librarian at the University of New South Wales (UNSW Sydney), chair of the Australasian Open Access Strategy Group (AOASG), and Chair of the SCOSS Board. Vanessa Proudman is Director of SPARC Europe; she is working to make Open the default in Europe. Vanessa has 20 years’ international experience working with many leading university libraries worldwide and is Chair of the SCOSS Executive.

F.A.I.R. is Fair for Research: Australian Initiatives to Improve Openness in the Scholarly Communications Environment

Jill Benn – University of Western Australia, (Australia)
Martin Brochert – University of New South Wales (Australia)

ABSTRACT
Disruptive changes are transforming the scholarly communications environment.  In an era of false reporting and fake news, quality information and verifiable data is essential.  However, much of the world’s best publicly funded research remains hidden behind commercial publisher paywalls.  Unlocking this research can help solve the world’s greatest research and social challenges, and result in a more informed society.

This paper will explore how, within the Australian context, librarians are seeking to make research more findable, accessible, interoperable and reusable (FAIR).  The Australasian Open Access Strategy Group (AOASG) and the Council of Australian University Librarians (CAUL) have worked on a range of initiatives to improve the openness of research including the establishment and implementation of the F.A.I.R. Policy Statement – www.fair-access.net.au/fair-statement.  The statement was created through consultation with a range of stakeholders, including government and funding agencies, providing opportunities for libraries to demonstrate leadership.  A range of projects under a new CAUL Program for Fair, affordable and open access to knowledge, have been established.  These include an improved repository environment, an exploration of researchers retaining rights to their research, and the consistent collection of open access costs.  The AOASG is undertaking a communication campaign to increase awareness of the benefits of open access, establish communities of practice, and to progress critical areas for development through a range of complimentary projects.

This paper will outline how strategic partnership, collaboration and leadership within the Australian library context can address challenges globally, resulting in a better information environment for all.  The paper and presentation will aim to encourage coordinated innovation among stakeholders to progress the open access movement in similar ways the world over.

BIOGRAPHICAL NOTE
Jill Benn is the University Librarian at the University of Western Australia.  Jill currently holds the role of Council of Australian University Librarians (CAUL) Program Director for Fair, Affordable and Open Access to Knowledge and is an IATUL Board Member.

Martin Borchert is the University Librarian at the University of New South Wales. Martin is also the Chair of the Australasian Open Access Strategy Group (AOASG), and a member of the Board for the Sustainable Coalition of Open Science Services (SCOSS).

The Canadian Roadmap for Advancing Scholarly Communications

Donna Bourne-Tyson – Dalhousie University/Canadian Association of Research Libraries (President of CARL), (Canada)
Jonathan Bengtson – University of Victoria/Canadian Association of Research Libraries (Vice-President), (Canada)

ABSTRACT
This presentation will describe the context and rationale for the Canadian Association of Research Libraries (CARL) Scholarly Communications Roadmap. This will include updates on key components of the Roadmap, including the Portage Network, which is addressing research data management capacity, and the Canadian Scholarly Publishing Working Group, which is focused on Canadian publishing infrastructure and includes publishers, libraries, funders, and other stakeholders.

In 2016, CARL issued a white paper, Canadian Universities and Sustainable Publishing (CUSP), with the aim of initiating conversations with key stakeholders about the challenges and opportunities in the current scholarly publishing landscape. The interest expressed by senior university administrators was encouraging and suggested that a roadmap with clear markers for stimulating positive change in scholarly communications would be helpful. The roadmap, developed under CARL’s Advancing Research strategic direction, outlines a multi-pronged strategy to address some of the major barriers to change.

Canadian research libraries envision an open, sustainable, effective and innovative scholarly communication system that is governed and managed by the scholarly community, and that reflects a substantial role for libraries. Implicit to the activities outlined in the roadmap is the premise that by acting nationally and collaborating internationally, Canada and CARL can be a force for change through:

  • Collaborating with other stakeholders in Canada;
  • Identifying, supporting and promoting ideas with other regions;
  • Working to change cultures and local practices;
  • Launching pilot projects designed to expand beyond our borders.

BIOGRAPHICAL NOTE
Jonathan Bengtson is the University Librarian at the University of Victoria in Victoria, British Columbia. He is currently the vice-president of the Canadian Association of Research Libraries (CARL) and is concluding a term as president of Canadiana.org. Donna Bourne-Tyson is University Librarian at Dalhousie University in Halifax, Nova Scotia. She is president of the Canadian Association of Research Libraries (CARL) and chair of the Council of Atlantic University Libraries.

6C: User Centered library and Service design

Is Evidence-Based Acquisition (EBA) as a user centered service better than Big Deal?

Louis Houle – McGill Library (Canada)

ABSTRACT
In an effort to make better use of their collection money many libraries have looked at different new ways to acquire their e-books. Traditional models like firm and approval ordering are no longer sufficient and beneficial for libraries. Libraries have been adding new non-traditional e-book acquisition models over the last few decades. In the late nineties, Patron-Driven Acquisition (PDA) or Demand-Driven Acquisition (DDA) models were developed by many e-book providers and adopted by libraries around the world. Then came, six to seven years ago, the Evidence-Based Acquisition (EBA) also referred as Evidence-Based Selection (EBS) model, available from many publishers. Libraries saw in this new model a system where it would allow them for more mediation in title selection and in the control of their spending than what PDA/DDA was able to offer. It is believed that EBA models are more cost-effective and beneficial than purchasing large e-book packages. Is it really true? The EBA studies so far have shown data analysis within a short time frame and usually with only one publisher. This article reports on a comparison of e-book purchases between the Big Deal and EBA models over a four year period between 2014 and 2017. This study is looking at the purchases of large e-book packages from three major commercial publishers. These Big Deal acquisitions are then analyzed from these publishers’ respective EBA models to find out which scenario is the most beneficial and cost-effective for our library. The study is looking not only at the data in terms of costs (total, per collection and per title) but also usage of collections and titles over time. Has the Library made the best decision in purchasing large e-book packages? Would it had been better to go with EBA models? These are some of the questions that this study will answer.

BIOGRAPHICAL NOTE
Louis Houle has been Director of Collections at McGill Library since 2013. He leads and manages the effective operations of the Collection Development unit and undertake appropriate system wide collection development activities e.g. pricing, negotiating, licensing and policies in support of the strategic and operational plans of the Library. He joined the McGill Libraries’ staff in 1990 and has taken a major role in the negotiation of licenses for purchases of e-resources.

The future of our children – providing library spaces for future educators at the Cape Peninsula University of Technology

Michiel Moll, Joanne Arendse, Petro Coreejes-Brink – Cape Peninsula University of Technology (South Africa)

ABSTRACT
The Cape Peninsula University of Technology has two different campuses on which teacher training takes place – the Mowbray campus with around 2500 education students and the Wellington campus with its 2000 education students. Both campuses were originally designed and built as Colleges of education but were incorporated into CPUT. The libraries were designed to cater for both academic and teaching needs, with many different collections. However these have changed dramatically in nature and use in the last ten years. It was decided to remodel both libraries and incorporate a specialised area containing the material as would be found in school libraries. This paper outlines the negotiations with faculty as to needs, engagement with architects and builders and the process of finalising the move into the new spaces. In particular, attention is paid to the new generation of education students, and how their dualistic academic and practical education needs place a special burden on libraries, and how the design, content and collections of these newly revamped libraries are designed to try and address these.

BIOGRAPHICAL NOTE
Mike Moll, Petro Coreejes-Brink and Joanne Arendse are all at CPUT: Joanne is Library Manager at Wellington, Petro Senior Librarian for Education and Mike Moll Deputy Director, and former head of the library at Wellington Library. Joanne Arendse is active in Liasa; and is enrolled for an M Inf. Petro has a MA, is co-chair of IFLA GenLoc committee and active in archive circles. Mike Moll has a D Ed and was a teacher-librarian for 15 years and at a College of Education for 14-

When Students Drive Design: Creating a Family Study Room for Students Who are Parents

Jennifer Paustenbaugh, Jeffrey Belliston – Brigham Young University (USA)

ABSTRACT
The paper focuses on a user-centered design project in the Harold B. Lee Library at Brigham Young University (BYU). BYU students who are parents comprise about 25 percent of the student population. University leaders have a goal for students to graduate in fewer semesters. Some students—especially females—drop out of school upon becoming a parent. Other students delay graduation by taking fewer classes in order to attend to their parental duties.

Student parents who use the library frequently did not feel welcome when accompanied by their children. Oftentimes the parents used the library just to exchange strollers rather than as the study resource it was intended to be. In 2015 the library decided to re-envision some prime space on its entry level as a family study room where students with children would feel welcome and encouraged to study and to meet with class project teams. Donors embraced the idea and made a significant gift for the space transformation and subsequent upkeep.

Students in an undergraduate sociology capstone course interviewed student parents to determine what elements would need to be included in the space for parents to have a successful study experience. The sociology students also visited some academic and public libraries in the local area that had already created spaces for families to ascertain what elements of their spaces were working well and what these libraries would do differently if they were to recreate their spaces.

Using the input provided by the class, a group of stakeholders worked with a campus architect to turn the identified area into a welcoming and useful space. The Keith and Dolores Stirling Family Study Room opened for the first day of classes in the 2017-18 academic year. Acceptance and utilization of the space has exceeded expectations for all involved. Student parents report that the space has helped them better achieve their academic goals.

BIOGRAPHICAL NOTE
Jeff Belliston, Sr. Associate University Librarian at Brigham Young University (BYU), is responsible for assessment, personnel, and the library building. Jennifer Paustenbaugh is University Librarian at BYU. She has a PhD in information science and, before coming to BYU, was Associate Dean of Libraries for Planning and Assessment at Oklahoma State University.