Showing papers in "College & Research Libraries News in 2007"

Eigenfactor Measuring the value and prestige of scholarly journals

Abstract: In 1927, two chemists at Pomona College published an article in Science, proposing that librarians could use data about citation rates to select appropriate journals for a small library collection. This idea has had an enormous influence on the structure and practice of scientific communication. Today, citation analysis is ubiquitous in evaluating papers, researchers, journals, departments, and fields. Not only do librarians use citation data in selecting journal subscriptions, but researchers use them when deciding where to submit their manuscripts, funding bodies in evaluating grant proposals, and tenure committees in deciding tenure cases. But as the influence of citation data has grown, so has criticism of its use. Much of this criti­ cism is justified; when evaluating individual papers or researchers, there is clearly no substitute for reading and understanding the work. However, some questions—such as bibliometric analysis of the relative infl uence of the full contents of a journal—can only be answered by a large­scale quantitative approach. For these questions, citation data can be useful, and we should make the best possible use of it. The scientific literature forms a network of scholarly articles, connected by citations. Each connection in this network—that is, each citation—reflects the assessment of an individual scholar regarding which papers are interesting and relevant to his or her work. Thus contained within the vast network of scholarly citations is the collective wisdom of hundreds of thousands of authors. My col­ leagues and I have developed a way to use the network structure of citations to improve on simple citation counts in measuring the scientifi c influence of academic publications. At our Web site www.eigenfactor.org, we report these measures for the nearly 8,000 publications indexed by Thompson Scientif­ ic’s Journal Citation Reports (JCR) as well as for the approximately 110,000 other journals, books, newspapers, and other reference items that are referred to by these publications.

Top ten assumptions for the future of academic libraries and librarians A report from the ACRL research committee

Abstract: In 2006 the ACRL Executive Committee asked the ACRL Research Committee to determine ten assumptions about the future that would have a significant impact on academic libraries and librarians. In the ensuing months, members of the Research Committee reviewed previous similar reports; surveyed ACRL committees, councils, and sections; conducted literature reviews; and reviewed the ACRL Environmental Scan of 2003. What emerged was a long list of statements that, after deliberations, was short­ ened to the ten most pertinent assumptions. These assumptions identify present conditions that the committee feels will have a signifi cant impact on how academic libraries and librarians plan for the next ten years. The assumptions were unveiled at the ACRL 13th National Conference in late March and commented upon at a panel discussion by Pam Snelson (Franklin & Marshall College), ACRL president; Julie Todaro (Austin Community Col­ lege), ACRL president­elect; Sherrie Schmidt (Ar­ izona State University), president, Association of Research Libraries (ARL); and Doug Lederman, coeditor, Inside Higher Ed. In order to obtain comments from attendees at the presentation, ACRL made a Web survey available. Upon first examination, the assumptions appear to be less than profound. Some readers might be looking for edgier future­oriented state­ ments, but, as we know, the future is diffi cult to predict. For example, some “experts” forecasted in the early 1990s that traditional universities would experience waves of closures in com­ ing decades due to competition from online education providers and corporate in­house vocational training programs. Research library collections were anticipated to be reduced to the point where they would fit into a space the size of a thimble! The opposite has occurred on both accounts. Higher education, including academic libraries, has experienced robust vir­ tual and physical growth, and the importance of research library collections only continues to increase. So, as we stand in 2007 and look to the future, it is important to remember that instead of attempting to forecast, we are better off using the assumptions to encourage ACRL librarians to embrace the changes and opportunities that are already occurring and to build into their libraries a culture that will continue to embrace change and opportunities that the future will bring. The committee acknowledges that there are nascent issues developing within the profes­ sion that have not reached the level of being recognized as trends or developed enough to be identified as assumptions. It is the expectation of the Research Committee that in response to the publication of this list, nascent areas will be identified and researched for their impact within the profession.

Achieving racial and ethnic diversity among academic and research librarians: The recruitment, retention, and advancement of librarians of color—A white paper

Abstract: At the 2006 ALA Midwinter Meeting in San Antonio, the ACRL Board of Directors outlined the focus of a white paper using the 2002 ACRL white paper Recruitment, Reten­ tion and Restructuring: Human Resources in Academic Libraries as a guide. The proposed white paper would focus primarily on “workforce diversity, with an emphasis on the recruitment, retention, and advancement of groups traditionally underrepresented in the academic library workforce.” The Board also specified the white paper should: • discuss efforts to promote, develop, and foster workforces that are representative of a diverse population, and • address the development of a climate in the workplace that supports and encourages advancement. The growing labor gap in librarianship, a result of an “increasing demand for library and information science professionals, and a declining supply of qualifi ed individuals,” provided the framework for the 2002 white paper. It also included a review of the environment at that time and strategies for the “recruitment, retention, and the potential for [the] restructuring of library education and the library workforce.” The 2002 white paper did not address diversity specifically, but dealt with the broader recruitment, retention, and restructuring issues. Racial controversy in the United States provides a backdrop for the issue of recruitment by race and ethnicity within the profession of librarianship. Additionally, the research literature reveals a historical shortage of librarians. The current environment for the recruitment, retention, and advancement of people of color in academic librarianship remains virtually unchanged since the appearance of the 2002 white paper. The published professional and research literature provides some insight into the barriers to recruitment and reasons why librarianship is a chosen career path. For decades, advocates for increased racial and ethnic representation in the profession of librarianship have relied primarily on U.S. Census data and subsequent statistical data as justification for the goal to increase ethnic diversity in the library workforce. A more realistic agenda for recruitment and retention is needed by the profession at large, and ACRL in particular. Accompanied by specific goals with justification, preferably empirically based and/or logically determined, a revised agenda should address not only the library profession, but also the communities being served. This is not to say that demographics are not key, however, the agenda should be grounded in strategic goals. In 1996, Camila A. Alire wrote: “[All of this is further translated into] a need for more minority library professionals who can identify with people in the minority communities; who can assist in the necessary outreach efforts to serve those minority residents; and who can serve as role models for minority children using the library.”2 John W. Berry’s 2002 ALA

Developing a long-range and outreach plan for your academic library

Abstract: Are today’s academic libraries poised to serve as essential centers of campus activities? Will they be relegated to the back­ ground of campus life? Will libraries be, at best, ignored collateral support services? What tools are available to help academic libraries reposition themselves to serve as new social commons? How can they secure funding amid competition for scarce resources? Marketing can provide an arsenal of skills to assist academic librarians. The essential marketing document to assist libraries in de­ signing their marketing activities is the mar­ keting and outreach plan. Information used to compile this plan includes best practices at similar institutions, local data on user pref­ erences and suggestions, successful library marketing strategies at other institutions, and an analysis of the strengths, weaknesses, op­ portunities, and threats that challenge and support the library’s plan to position itself as a leading information resource. The structure of the plan outlines out­ reach, media, and marketing strategies for specific target audiences. These target audi­ ences may include students and faculty at the home institution, as well as faculty and students at neighboring institutions and the broader community. The plan is based on delineating goals and measurable, time­cen­ tered objectives. The goals of implementing the plan may include: • increasing general awareness of the library; • showcasing the library’s collections; • increasing traffic in the library as mea­ sured by on­site visits; • increasing patron usage of the library resources as measured by circulation and in­house use; • creating an ongoing excitement or buzz about the library through positive media cov­ erage and hosting of high­profi le events; • increasing funds to support the library’s collection and services; • building outside partnerships, including active and supportive Friends groups; • providing staff and the university com­ munity with up­to­date information about the library; and • instituting a plan for continuous evalu­ ation of marketing efforts.

Factors influencing the number of computers in libraries: An exploratory white paper

Abstract: As chair of the Standards Committee of ACRL’s College Libraries Section, I received emails from a number of librarians engaged in planning new or renovated libraries. They sought an official ACRL document that would provide guidance on how many computer workstations should be planned for their project. But, the 2004 Standards for Libraries in Higher Education consciously had moved away from such quantitative measures.

Library Change as a Branding Opportunity: Connect, Reflect, Research, Discover

Abstract: Author(s): Stimson, Nancy F. | Abstract: In 2004, during a major renovation and addition project, the University of California-San Diego (UCSD) Biomedical Library temporarily moved from its permanent location near the medical and pharmacy schools to the main library. The renovation and relocation inspired library administrators and staff to develop and articulate a brand for the library. This article describes the step-by-step process that the library used to create and utilize a brand.

Increasing recognition of the value of libraries and librarians: Outcomes and assessment build support

Abstract: It would be surprising if most readers of this journal would not agree that the value of an academic library is critical to the success of students pursuing degrees in four­year colleges and universities, as well as two­year community colleges. At the community col­ lege in southeastern Washington state where I am vice president of instruction, the library also plays an important role for students who are completing course work for program certificates in specific career areas. When we have surveyed students on their satisfaction with their library experiences, they have responded quite positively. Despite all these encouraging indicators of library effective­ ness, academic librarians often express the desire to increase the value that college and university administrators place on libraries in their institutions. As a former community college library director for more than 20 years before becoming a vice president of instruction, I must admit to being slightly biased in my opinion on the value of academic libraries. My experience in Washington and Oregon libraries has made me very aware of the positive impact a strong library can make on the success of students and faculty. Taking a look at how people use academic libraries helps illustrate the value of academic librar­ ies on campuses. Professors and instructors typically depend on academic libraries to support and enhance their teaching when prepar­ ing for their classes. Most instructors refer students to library resources to deepen their understanding of the content base and key concepts introduced in the classroom. Fur­ thermore, students can meet the critical need of becoming lifelong learners by developing library skills that will allow them to explore ideas and gather information well after completing their formal college education. Employees of a college or university may also use their institution’s library resources for job­related needs or personal interests. Finally, many academic libraries are open to community users who are not students or employees of the host college or university, but they still provide local citizens a scholarly center for searching out needed information or pursuing recreational interests. The value of libraries expanded exponen­ tially once they made the leap beyond the traditional function of providing print and nonprint materials in the physical facility called a library to become centers of infor­ mation, where patrons can access myriad electronic databases and online resources. No longer do users need to limit searches for books, periodicals, and nonprint resources to their local library’s collection or hope for a timely turnaround of an interlibrary loan request. Now libraries offer users a whole world of information that unfolds at a terminal where a skilled user can search for materials and request interlibrary loans themselves, often resulting in articles be­ ing e­mailed to them. Now that type of service increases a library’s value in any user’s eyes!

Course-related materials at the University of Denver A collaboration: Why collaborate?

Abstract: At the University of Denver’s (DU) Pen­ rose Library we offer a robust electronic reserves service, which includes a two­week turn around time, copyright clearance, and retrieval and digital reformatting of requested materials. All that is required of the requesting faculty member is to submit citation and course information, and we do the rest. Although the reserves operations at the Penrose Library were being inundated with e­reserves requests, library staff knew that faculty members were using many differ­ ent approaches for providing students with course­related material. We, all too often, experienced both new and tenured faculty members’ amazement as they learned about our electronic reserves services. We have also encountered the frustration that faculty members feel when trying to navigate the appropriate place for course­related materials. And although we are very proud of the library’s services and are constantly exploring new technologies and streamlining workflows to provide better service, we are aware that not all course­re­ lated material is appropriate for electronic reserves and, on occasion, need to refer the faculty member to a different service point, such as the bookstore. After an initial investigation, we inven­ toried at least ten separate venues in which course­related materials were being pre­ pared and distributed across campus, despite the various means of marketing our services to the faculty. The task force As we began investigating the multitude of the resources, services, and products avail­ able on the DU campus available for the faculty to produce and deliver course­related content, we discovered numerous instances of duplication of these services and products. The time had come to formally collaborate with other service points on campus to ef­ fectively define, streamline, and provide our services to the faculty. The “Reconceptual­ izing Reserves on the University of Denver Campus Task Force” was formed. The task force included representatives from each of the stakeholders from the University Library, the campus bookstore, Blackboard, the Center for Teaching and Learning (CTL), the University Technology Services (UTS), mul­ timedia services, and the faculty.

A view from above, looking back, moving forward: A librarian’s experience working as an interim assistant dean

Abstract: Ihave been away from my library for almost a year. I have not been on sabbatical, but rather serving my campus as interim assis­ tant dean for academic affairs. My primary responsibilities included creating and staffi ng the class schedule, hiring full­ and part­time faculty, participating in new academic program development, celebrating student successes, holding students accountable for their aca­ demic transgressions, and generally telling a lot of people no. Working as assistant dean was an eye­open­ ing journey into aspects of higher education administration I never knew existed. Stepping outside the library and seeing it through a dif­ ferent lens was a gift. Not only did I develop a newfound appreciation for academic adminis­ trators, but the different vantage point enabled me to see new opportunities for the library, as well as past oversights in library service. Looking back, the experience of being as­ sistant dean transformed my view of librarian­ ship two ways. First, I discovered new ways for the library to help academic administrators with the work they do; and, more importantly, I realized how as a librarian I was oblivious to the needs of a growing campus population: part­time teaching faculty. In 1968 librarian Robert Munn wondered if academic administrators thought about the library and upon investigation he concluded, “They (administrators) do not think much about the library at all.” Until recently, I have always been disappointed and skeptical of Munn’s conclusion. Now, it saddens me to admit he was right. While “assistant deaning,” I thought very little about the library. Since it did not cre­ ate work or problems, it received minimal attention. When the day­to­day demands of enrollment, budgets, schedules, and student complaints arose, the library was simply pushed to my periphery. It was too easy to get caught in the crisis(es) du jour trying to extinguish the proverbial fires; the position should come with oven mitts! The experience of being assistant dean changed how I viewed the library’s role on campus. On the one hand, I am disappointed by how easily I forget about the library; but on the other hand, I now see new opportuni­ ties for my library to enhance the campus’s educational and social missions. These op­ portunities may have always been there, but until I stepped outside the library I never knew they existed. Since returning to the library, I took the ini­ tiative to learn about the information needs of other campus administrators and then showed them how the library could be leveraged to their advantage. For example, I volunteered my research skills and library resources to help a campus fundraising committee gather data regarding healthcare issues and trends in preparation to meet with local business owners and potential donors. I also helped our Offi ce of Corporate and Community Services gather demographic and business data they needed. Then, I showed how using a few library da­ tabases could help streamline the process of identifying potential clients. I helped another administrator use library resources to create a

ACRL/SPARC Forum explores open access models: the future of scholarly publishing

Abstract: Over the past seven years, SPARC (the Scholarly Publishing and Academic Resources Coalition) and the ACRL Scholarly Communications Committee have hosted a forum exploring scholarly communication issues at the ALA meetings. This June in Washington, D.C., three open access publishers were invited to provide a ?course check? and to discuss issues of sustainability.