Sarmite Krauze, Jolanta Ivanova – Scientific Library of Riga Technical University (Latvia)
We set up the new complex of Riga Technical University Scientific Library. Branch libraries has mooved to the central library. Our trump card is – all doors lead to the library because of many entrances of the library.
Now our library is the students home 24h. Library users are the landlords 24h. Our library is the self-service library 24h. Our bestsellers are the 24h reading room and 24h self- service kitchen. Librarians always are on the call distance.
Library is modern, convenient building. But emphasis is placed on the impact of the Internet. Librarians indicate that lanes to information is more than the entrances in the library, more than in the Internet, library is the treasure island of information.
Librarians are looking for effective liaisonship with users, including direct and personal contacts with faculty and students whenever there is an opportunity. Our offer is liaison/subject librarians as guides. In Riga Technical University Scientific library it is a new challenge charged with exploring ways to develop more effective library relations with users.
Sarmīte Krauze. Deputy Director of RTU Scientific Library. Previously System Librarian of LIS ALEPH500.. Activities – implementation and promoting of different library services, projects. Now in the process is implementation of liaison/subject librarians system in the library.
Jolanta Ivanova. Head of Department of users services. Previously Chief librarian in Branch literature department. Involved in all users services. One of the latest challenges is managing 24h reading room.
A Comparative Study of the Digital Literacy of Librarians working in the Selected Central and College Libraries
Nina Abazar Kheirian, Seyed Javad Ghazi Mirsaeid, Fatemeh Sheikhshoaei – Medical Library and Information Sciences Department, School of Allied Medical Sciences, Tehran University (Iran)
Skills related to digital literacy can be achieved through experience and training. With the fundamental changes in educational methods that are occurring in our current digital era, the emphasis of analyzing the extent of digital literacy among librarians comes to the spot light. This study aims to address this point by investigating the extent and level differences of digital literacy among university librarians.
This research was survey and with quantitative approach. Self-designed questionnaire related to digital literacy were distributed among librarians in three medical sciences universities in Tehran. These three universities were Tehran, Shahid Beheshti, and Iran, during 2017, which yielded to 78 usable respondents. The questionnaire consists of 76 questions, which evaluated 9 different skills related to digital literacy.
Initially, the results reveal that small but not significant differences exist between the mean of digital literacy scores.
In other word, comparison between the mean score of digital literacy rate did not show significant differences among the three studied universities. However, the result of Schffe test revealed significant differences among nine skills. Further, skills related to databases search and ICT are significantly different. Additionally, Shahid-Beheshti University of Medical Sciences, was ranked as the first university in terms of higher mean score for digital literacy, which followed by Tehran University of Medical Sciences as second.
In conclusion the implication of the findings was discussed in order to train the staffs achieving overall higher digital literacy and mastering skills related to communication technologies and recognition of databases.
Digital Literacy, Librarians, Central Libraries, College Libraries
Seyed Javad Ghazi Mirsaeid is Associate Professor and Head of Medical Library and Information Sciences Department at Tehran University of Medical Sciences and has a PhD in Library and Information Sciences. His research is focused on digital and information literacy, information need and behavior, exergy, scientometrics, information technology application in libraries.
Nina Abazar Kheirian received her M.Sc. degree from Tehran University of Medical Sciences in Medical Library and Information Sciences with research focused on digital literacy, digital libraries and information technology application in libraries. For the last 17 years she has been the staff of the library at the Institute for Research in Fundamental Sciences (IPM) in Tehran.
Fatemeh Sheikhshoaei is Assistant Professor at Tehran University of Medical Sciences and has a PhD in Information Sciences and knowledge studies from Faculty of Management, University of Tehran. Her research is focused on digital libraries, information technology application in libraries, traditional and online peer review process in scientific journals, and Medical Subject Heading (MeSH).
Information literacy in a digital age: A case of United States International University, Africa
Mary Ngure – United States International University Africa (Kenya)
The digital age has surfaced more information than ever before presenting users with millions of results. The need for skills in searching, filtering, evaluating and identifying the accurate results cannot be emphasized. One of our Library adage is that, ‘Google can find you 10,000 answers but a Librarian can help you get the correct one!’ This is called information literacy (IL), and it’s a skill that can be acquired by users through IL training. Equipping users with Information Literacy skills for life-long learning is a key Library role globally. Nevertheless, many libraries are still lagging behind in adapting information literacy courses and training techniques that fit the digital age. This poster presents the new techniques that have been adopted by United States International University, Africa to meet patrons’ information literacy needs in this digital age. An analysis of survey questions from students, faculty and Library staff informs this poster and discusses how to accurately locate, evaluate, effectively use and clearly communicate information in various formats in the digital age. What is new, emerging barriers and challenges, best practices and training gaps to achieve lifelong learning is discussed. The author is a Librarian and Instructional design specialist and shares in first-hand experience in designing interactive IL courses and training in new media technologies that meet the needs of the ‘digital age’ library users.
Mary Ngure is the Senior Repository Librarian at United States International University, Africa (USIU) and is in charge of Library systems Archives section. She holds MSc. Management and Information Systems from University of Manchester, UK and BSc. Computer Science degree from Kenyatta University. She has slightly over 8 years working experience of which she worked for 6 years as Assistant Manager, Digital Media at Aga Khan University, Library department before assuming her role at USIU.
Design for informal learning: The shifting ground of academic library design
Erica DeFrain, Miyoung Hong – University of Nebraska-Lincoln (USA)
In December 2016, University of Nebraska-Lincoln Libraries opened the doors to the Adele Hall Learning Commons, one of the largest renovation projects the Libraries had ever undertaken. The Learning Commons, a 30,000 square foot space in the main library, transformed an entire floor that was previously occupied by over 300,000 books into one of the most popular spaces for students on campus. While the space’s popularity was one measure of the positive impact of the project, two UNL faculty members from distinct professions – architecture and librarianship – are seeking to more deeply understand the Learning Common’s effect on students. This poster presentation will provide detail on this unique, collaborative, and multi-part study, which asks, “How do informal learning spaces assist students in achieving their learning goals?”
Beginning in January 2018, Hong and DeFrain began gathering data through observational use patterns and an online survey distributed to students. The survey instrument, developed according to Post-Occupancy Evaluation best practices, asks students to assess the physical design aspects, such as spatial design and furniture layout, indoor environmental quality (IEQ), and technology, services, and their own productivity within the Learning Commons. This poster will report on the findings, and will include preliminary analyses, study limitations, and implications for other academic libraries. It will also discuss how the case study findings may transfer into other context by introducing Hong and DeFrain’s next study, a comparative analysis of student use of the Library’s Learning Commons and other informal learning spaces on campus.
The findings of this research will contribute to a broader understanding of the impact of library learning spaces on learning behavior, and how new student-centered spaces, and their use, can influence the academic success of students. Thus, this research will allow others to evaluate the efficacy of the learning commons’ design, and assess how well it is fulfilling its intended purpose as a learning space.
Dr. Miyoung Hong is Assistant Professor Interior Design at the University of Nebraska-Lincoln. Hong’s interdisciplinary research interests include student health and wellness, sustainability design, and organizational health. She teaches courses on environmental behavior and interior design. Hong has practiced professionally in Asia and the United States with a focus on hospitality, corporate, and healthcare design.
Dr. Erica DeFrain is Assistant Professor and Social Sciences Librarian at the University of Nebraska-Lincoln. DeFrain’s research interests include learning space evaluation, asynchronous online learning, and information literacy skills development. Since 2016, she has been a researcher with Project Information Literacy, a non-profit organization that conducts research on how young people find and evaluate information.
User-centered study carrel redesign
Jennifer Paustenbaugh, C. Jeffrey Belliston, Holt Zaugg – Brigham Young University (USA)
Independent study carrels at Brigham Young University’s (BYU) Harold B. Lee Library were 40 years old and needed to be replaced. Rather than assume that the offerings of commercial manufacturers of library furniture would best meet student needs, in 2014 the Library invited students participating in an Innovation Bootcamp to design new study carrels.
Teams of students in the Bootcamp used their own experiences and talked with other students using the existing carrels to identify student needs. They focused especially on needs not being addressed by the existing carrels. Then they brainstormed solutions. For a presentation made to Library administrators and other teams at the conclusion of the course, each student team built a crude prototype of a new carrel and explained how their design addressed the needs they had discovered.
A strategic collaboration between the Library and BYU’s Carpenter Shop used the Bootcamp student teams’ work to collaboratively design new carrels. The Carpenter Shop built two different prototypes, which were tested in the Library. The prototype designs were refined based on the assessment results and subsequently two new prototypes were built and tested. Modifications suggested by the second round of assessment were incorporated into the final carrel design.
The Carpenter Shop was able to build carrels according to the final design at a price that was extremely competitive with commercially available alternatives. In 2015, the Library began replacing old carrels with the new carrels based on this user-centered design process. The changeover from old to new carrels will be complete by the conclusion of the 2018-2019 academic year.
The Library saw great value in the open innovation process employing student input along with iterative prototyping and assessment. The Library has continued employing that process in additional projects designed to enhance its physical spaces and make them more inspiring.
Jeff Belliston, Sr. Associate University Librarian at Brigham Young University (BYU), is responsible for assessment, personnel, and the library building. Holt Zaugg is the Assessment Librarian at BYU. He has a PhD in educational inquiry, measurement, and evaluation. 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.
Marketing the library in the digital age – some tips and tricks
Mari Serine Kannelønning, Bettina Grødem Knutsen, Hanne Sofie Liljan, Gry Bettina Moxnes, Guro Nygaard, Henning Sandvik, Hanne Rennesund Tallaksen, Elise Valseth – OsloMet – Oslo Metropolitan University (formerly known as Oslo and Akershus University College of Applied Sciences) (Norway)
In recent years, due to technological development, the library concept, as we know it, has changed. Libraries no longer only consist of printed books, they now manifest themselves as a multifunctional space, giving access to knowledge through digital ressources, educating students in information literacy and more. To raise our patrons’ awareness of all the new services and resources provided by the library, this new library concept needs to be promoted. The aim of this poster is to share our successful experiences in marketing the University Library at OsloMet. The poster will illustrate how we have organised our work in marketing the library, how we work systematically focusing on the message, the target group and the different channels. The poster will also include examples of the outcomes of some of this work.
All the authors are librarians at the University Library at OsloMet – Oslo Metropolitan University and members of the “communication team”. Each representing different library departments.
How to convey artists’ books in a digital world?
Kristine Jakobsen, Trond Lossius – Oslo National Academy of the Arts (Norway)
The library at Oslo National Academy of the Arts is a specialised university library with a topical emphasis on the arts. The collection contains approximately 90 000 items and includes more than 760 artists’ books. Artists’ books are books or book-like objects, made by an artist and intended as works of art, often produced as unique singular objects or in limited editions. The format and material qualities are integral to the work in ways that often push the book format in unexpected directions (Bury, 1995). The deliberate use and exploration of the book format in itself causes artists’ books to oppose and challenge general librarian development tendencies, such as the move towards digitalisation. Digitalised versions of artist books risk losing all the essential artistic qualities that makes up the work, such as the close integration between text, images, form and the physicality, materiality and tactility of the object, as well as “the here and now” – its unique existence in a particular place that bears the mark of the history to which the work has been subject (Benjamin, 2008).
Libraries need to take dedicated measures to ensure access to collections of artists’ books. Strategies must be developed for how artists books can be made available on site as physical objects, and likewise for digital online access to information about the books. As the librarian at the School of the Art Institute of Chicago’s library, Anne-Dorothee Boehme wrote to me in an e-mail: “What good is an artists’ book in your collection if no one finds and uses it ?” (2018, personal communication). The Joan Flasch Artists’ Book Collection at the library of School of the Art Institute of Chicago can serve as inspiration. Their special collection brings together close to ten thousand artists’ publications in all formats and media. In addition to the collection being available on site, the items are represented digitally with images of the front cover and extensive descriptive metadata (about
80 possibilities of describing a single piece), that makes the collection searchable online for in-depth research on artists’ publishing Collection, 2018).
Beyond the libraries affiliated with the art academies we are not aware of any larger and systematic public collections of artists’ books in Norway. The collection at Oslo National Academy of the Arts is likely to be the largest of its kind in Norway. So far, the books in this collection have been dealt with in the same way as all other books, to the detriment of the visibility and availability of this special collection. The library is now researching how this can be improved. On site at the library there are plans to give the collection a more prominent display, while taking into consideration the fragile nature of some of the books.
Online visibility and availability also need to be improved. Currently the artists’ books are available through the national library search database Oria, but with little or no metadata apart from the name of the artist and an “artists’ book” label. One possibility is to set up a dedicated database for the collection, with more extensive and relevant metadata. Digitalisation of artists books is a challenge, but it is planned to experiment with making short documentary videos on individual books, as a means for giving an impression of (the experience of) the works while respecting the artistic nature of the books and their intellectual properties.
Benjamin, W. (2008). The Work of Art in the Age of Its Technological Reproducibility. Cambridge/MA and London: The Belknap Press of Harvard University Press.
Bury, S. (1995). Artists’ books : the book as a work of art, 1963-1995. Aldershot: Scolar Press. Chicago, S. o. A. I. o. (2018). The Joan Flasch Artists’ book Collection Retrieved from http://www.saic.edu/academics/librariesandspecialcollections/johnmflaxmanlibrary/specialcollections/joanflaschartistsbookcollection/
Collection, T. J. F. A. B. (2018). bout this collection. Retrieved from http://digital-libraries.saic.edu/cdm/landingpage/collection/jfabc
Trond Lossius is head of Artistic Research and Fellowship Programme at Oslo National Academy of the Arts. He is also a practicing sound and installation artist. He has collaborated with other artists on a large number of cross-disciplinary projects, in particular sound installations and works for stage. He graduated with a master degree in geophysics from the University of Bergen, and went on to study music and composition at The Grieg Academy. From 2003-2007 he was a research fellow in the arts at Bergen National Academy of the Arts.
Kristine Jakobsen is Senior Librarian at the Oslo National Academy of the Arts. She has a bachelor-degree in photography from Bergen National Academy of the Arts and a bachelor-degree as a librarian from OsloMet. She is also a photographer, with over 10 years of practice from the art field, mainly in collaboration with other artists. Kristine published an Artist book, “Sexual joy through self-hypnosis”, in 2011, works with Marthe Ramm Fortun, Marianne Heier and the financial times magazine D2.
What do Demand-Driven E-Acquisition, E-Cataloguing and E-Lending Activities Really Cost: A Case Study in Tallinn University of Technology Library
Kate-Riin Kont – Tallin University of Technology Library (Estonia)
Purpose – The purpose of the present paper is to investigate the cost of activities related to purchasing, cataloguing, and lending processes of individual electronic books. The aim of the current paper is to find out:
1) How much does it cost to acquire the e-book?
2) How much does it cost to borrow the e-book?
3) How much does it cost to catalog the e-book?
Design/methodology/approach – The data used in this paper is based on a review of relevant literature to provide an overview of the concept of the different measures which evaluate the success of the electronic book purchase, cataloguing and lending process. Through a case study, conducted in TTU library, the TDABC approach was used to analyze the acquisition and cataloguing process of individually purchased electronic books. More specifically, the study concerned e-books offered in Ebook Central platform, and covered acquisition processes (such as receipt of order request, communication with patron (if necessary) making a purchase, feedback to the patron), and cataloguing process.
Findings – On the basis of the current study it can be said the TDABC methodology seems to be one of the best tools for understanding cost behavior and for refining a cost system for university libraries. While analyzing the results, it appeared that demand-driven programs take much less staff time than print books acquisitions, cataloguing and lending processes. Efficiency of staff increases due to electronic retrieval, processing and delivery of collections. It eliminates needs for technical processing of book (preparation of library documents for public use).
Originality/value – A lot of studies are conducted to compare print and ebook collections: collection size, expenditure on print books and ebooks, and usage statistics. But none cost surveys have been published in the area of the e-books before ether in Estonia and, based on the information known to the author, elsewhere as well.
Time-driven activity-based costing, TDABC, Cost accounting, E-books, Demand-driven programs, Acquisition, Cataloguing, STL
Kate-Riin Kont graduated from the Department of Librarianship and Information Science, Tallinn University in 1995; she earned a MA from the same department in 2004. Since 2009, she has been involved in doctoral studies at Tallinn University. Since 2008 she works as Head of the Acquisition Division of the Tallinn University of Technology Library. She has been the member of the Working Group on Licensing of E-Resources, Estonian ELNET Consortium and the Terminology Committee of the Estonian Librarians’ Association since 2008. Since 2014 she leads Collection Development Committe of the Estonian Librarians’ Association and acting as a member of EBSCO Information Services Academic Advisory Board.
Developing Academic Library Spaces and Services to Enhance Millennials’ Learning
Silas M. Oliveira – Andrews University Michigan (USA)
Millennials have common practices such as “the amount of time they spend using digital technologies, their tendency to multitask, their tendency to express themselves and relate to one another in ways mediated by digital technologies, and their patterns of using the technologies to access and use information, and create new knowledge and art forms” (Palfrey & Grasser, 2008, p. 4).
One important implication of the millennial’s information-age mindset is that they assess offer before making a decision, meaning that the university’s library spaces will be constantly assessed vis-à-vis other spaces and services offered at their academic environment.
Given these characteristics, this generation demands a new learning paradigm. Since education is the core mission of higher education, learning and the space in which it takes place are the utmost importance. In order to best serve the educational enterprise, we must design learning spaces and services that optimize the convergence of the Net Generation’s needs, current learning theory, and information technology.
Millennials focus on understanding, constructing knowledge using discovery methods, and active engagement; want tailored and option rich learning; view the teacher as a mentor. Thus, learning and learning theory are now emerging as essential factors in library space [and service] planning (Bennett, 2015) implying that libraries need to offer spaces and services which inspire creativity, innovation, exploration, and impact learning.
Millennial’s learning styles are based on experiential activities and engagement, team and collaborative work, visual/kinesthetic, structure, simulations, and games. The learning theories which are aligned with these learning styles are: Kolb’s Learning Cycle (Concrete experiences, elicits reflection, which evolves into practice); Mediated Immersion (Experiences shape our brains); VARK Learning Model (How students absorb, process, comprehend, and retain information) and Piaget’s Constructivism (Constructing own knowledge).
Pedagogy needs to lead design by considering what is required for the learning activities that will result in the required learning outcomes, suggesting that if students are provided with the necessary spaces and tools, they can construct their own knowledge through experiential and networked learning.Therefore, the library needs to be seen as an environment rather than a facility – a place of interaction, learning, and experiencing rather than a place for storage and equipment. Thus, librarians need to become designers of learning experiences.
Holgrem & Spencer (2014) have predicted that “By 2024, academic libraries will be academic commons, no longer repositories for information but spaces designed to enhance student learning and facilitate collaboration” (p.9).
Silas Marques de Oliveira, Ph.D. is a Full Professor at the James White Library and an Adjunct Professor at the Leadership Program of Andrews University, Michigan, USA. He was previously a Full Professor at the Graduate School of Library and Information Science of the Catholic University of Campinas, Brazil. He holds a Doctorate of Library and Information Science from the University of Illinois, Illinois, USA, and obtained his BSc and MSc also in Library and Information Science from the Fundação Escola de Sociologia e Política de São Paulo and Federal University of Minas Gerais, Belo Horizonte, Brazil, respectively. His research and teaching interests are in the areas of Innovation in Knowledge Management, Strategic Planning in Information Intensive Environments and Organizations, and Human Resources Management and Leadership. He is a member of various local, national, and international Information Science and also Leadership associations and organizations. Dr. Oliveira has acted as a consultant and speaker to various companies in the manufacturing and service industries, as well as in university and academic settings in issues related to strategic planning and human resources and managerial development. He is also well published in Brazil and in several countries around the world. He has also presented papers in many international conferences.