Showing papers in "Partnership: The Canadian Journal of Library and Information Practice and Research in 2008"

The Evaluation and Measurement of Library Services

Abstract: Matthews, Joseph R. The Evaluation and Measurement of Library Services. Westport, CT: Libraries Unlimited, 2007. 372 pp. 50.00 USD. ISBN-10: 1- 59158-532-5. ISBN-13: 978-1-59158-532-9. 8 In this very substantial treatment of the question of how to measure and evaluate library services, Joseph Matthews has chosen to place the emphasis very much on evaluation. He laments the failure of many library administrators and directors to engage in meaningful evaluation of library services, their tendency to regard the gathering of statistical information as equivalent to evaluation, and their tendency to rely on the implicit "goodness" of libraries as justifications for the services they offer. The opening chapters of this book deal with evaluation issues and models as well as with the issues that arise from qualitative and quantitative forms of measurement and evaluation. In the subsequent chapters Matthews applies a variety of evaluation techniques to topics such as library users, the library collection, electronic resources, reference services, technical services, interlibrary loan, online systems, library instruction and information literacy, and customer service. The concluding chapters draw the reader from the specific to the more general: the economic and social impacts of libraries, communicating the value of library services to a wider audience, and methods to determine whether libraries provide life-long benefits to library users. Most chapters begin with a "service definition," followed by a detailed discussion of the topic, a summary of the discussion, and very substantial footnotes and bibliographical information. One of the values of this book is the very wide range, geographically and historically, of evaluation and measurement studies that Matthews has consulted and his brief reflections on these studies. He notes areas where little research or evaluation has taken place and where more needs to be undertaken. Interestingly, Matthews does not include a chapter on library space as a service, and he misses the opportunity for an in-depth discussion of issues such as the use of library space for cultural events (poetry readings, book launchings, displays of artwork or handicrafts, etc.) or for human conveniences such as refreshment services, places for group study, or access to wireless Internet connections. There is a detailed discussion of electronic journals and e-books but curiously no discussion of other library electronic services such as Web site guides, pathfinders, or even the library's own Web site. The book is impressive in its breadth of coverage of this topic, in particular its discussion of the variety of types of evaluation and measurement. Whereas administrators of academic or public libraries will find much to benefit from in this book, administrators of special libraries may be disappointed at the limited discussion of the evaluation of the services they provide. …

Fundamentals of Information Studies: Understanding Information and Its Environment

Abstract: Lester, June and Wallace C. Koehler, Jr. Fundamentals of Information Studies: Understanding Information and Its Environment. 2nd Edition. New York, NY: Neal-Schuman Publishers, 2007. 444 pp. 65.00 USD. ISBN-13: 978-1-55570-594-7. 8 We live in the information age, but what information is, how it is created and used is only beginning to be explored in earnest. This exploration is generating new subdisciplines, with theories, methods and applications. How then do we attempt to tie up all this activity with a bow and present it comprehensibly to our students? This is the ambitious task that Lester and Koehler have attempted with Fundamentals of Information Studies, now in its second edition. The scope of this survey work is broad as surmised from the six LC subject headings attached to the work, covering the science of information, information in society, information resources, services, technology and policy. Not surprisingly, the text itself spans fourteen chapters and over 400 pages. It includes a detailed table of contents, index and glossaries of terms and acronyms. Each chapter includes a reference list, and additional helpful resource lists. These references and resource lists are by necessity representative and the authors do not state why they include certain works and not others. For those familiar with the previous edition, there are several additions. There is a new chapter on information needs and information seeking behaviour and a chapter on analyzing power and information. Aids to teaching have also been added to each chapter as "learning guide" and "information idea" components. We are told that this is intended to be an introductory textbook for undergraduate and graduate information courses thus accounting for the layout of the chapters. The new learning guides introduce key ideas and learning outcomes for each chapter. Most of these outcomes relate to foundational knowledge (understand, define, identify) and only a few relate to application (analyze, assess). There are discussion questions at the end of each chapter that do encourage reflection and synthesis. I found the style of writing to be accessible and the book itself was a relatively quick read. The authors stated that they attempt to trace several themes throughout the book but identified the most prominent as the "impact of the development of technology on the access and use of information" (p. xv). Other themes which surface later are information as commodity and information authorship. I did find that technology issues loomed large and even when dealing with interpersonal information or policy, a discussion about technological influences was rarely more than a page away. At times I found the chapter divisions in the book to be somewhat arbitrary. For instance, I found it baffling that the printing press would merit only a sentence in "History of Information Technology" (Chapter 4) but received detailed coverage in the chapter on "Societal Institutions" (Chapter 6). In social science survey texts it can be difficult to separate concepts into distinct topics resulting in overlap and repetition. This was the case here. The instructor will need to note the interconnections within these chapters lest the student be left thinking "didn't we already cover this?" Although I commend the authors for including the new chapter on "Information Needs and Information Seeking Behaviour" (Chapter 3), I found it somewhat thin. The authors introduce several key figures in the field, but I felt they failed to present a clear overview of the field's history, theories and directions before departing into a discussion of information organization. …

Top languages in global information production

Abstract: The paper aims to determine top languages in global information production and the ratio of information resources available in those languages. The scope of the study was limited to information resources, which are commonly available through the public domain, i. e. libraries and the Internet. They include books, academic journals, newspapers and popular magazines, films, and web pages. The summarized results were compared with the percentage of literate population in each corresponding language. The paper suggests that there is a significant gap between the users of information and available information resources. 82% of all information in the world is produced in top ten languages. Countries with low literacy rate and poor education are excluded from universal knowledge. English constitutes almost half of world’s information resources. The educated community tends to consider English as a universal language. At the same time, non-English resources are largely ignored in English-speaking countries. The term “language divide” can be equally applied to the English-speaking world. The paper outlines further research directions. The early version of this paper was presented as a poster session at the CLA Conference in Vancouver in May 2008.

The “I’m Feeling Lucky Syndrome”: Teacher-Candidates’ Knowledge of Web Searching Strategies

Abstract: The need for web literacy has become increasingly important with the exponential growth of learning materials on the web that are freely accessible to educators. Teachers need the skills to locate these tools and also the ability to teach their students web search strategies and evaluation of websites so they can effectively explore the web by themselves. This study examined the web searching strategies of 253 teachers-in-training using both a survey (247 participants) and live screen capture with think aloud audio recording (6 participants). The results present a picture of the strategic, syntactic, and evaluative search abilities of these students that librarians and faculty can use to plan how instruction can target information skill deficits in university student populations.

From Nunavut to Micronesia: Feedback and Description, Visual Repatriation and Online Photographs of Indigenous Peoples

Abstract: Two pioneering web projects, Project Naming, created by Library and Archives Canada and the Inuit, and the Traditional Micronesian Navigation Collection at the University of Hawaii Library are examined. These sites make direct use of the internet to improve descriptions of their photographic holdings related to Indigenous peoples and to share these images with remote communities and the world. Through the creation of a system of “visual repatriation” and “feedback" and description, the people of Nunavut and the atoll of Satawal (in Micronesia) have the opportunity to view and identify photos of their ancestors, relatives and themselves online while at the same time sharing their knowledge with each host institution to improve descriptions of its holdings. The author concludes that, while challenges remain, these innovative approaches have helped foster meaningful relationships between, and rewards for, the participating host institutions and Indigenous peoples. In addition it is argued that the two projects bode well for: future collaborative efforts between libraries/archives and remote user-groups, understanding of our holdings, and the quality of our services to researchers.

Solutions for Subject Guides

Abstract: The following article describes two libraries' experiences with the implementation of new software packages to deliver timely, accurate and dynamic content via library subject guides. Acadia University in Wolfville, Nova Scotia implemented new subject guides using LibGuides in 2007 and Holland College in Charlottetown, PEI recently launched their new guides in the fall of 2008 using SubjectsPlus.

Provocation to Learn - A Study in the Use of Personal Response Systems in Information Literacy Instruction

Abstract: The appearance of Personal Response Systems (PRS) or “clickers” in university classrooms has opened an avenue for new forms of communication between instructors and students in large-enrolment classes. Because it allows instructors to pose questions and receive tabulated responses from students in real-time, proponents of this technology herald it as an innovative means for encouraging higher levels of participation, fostering student engagement, and streamlining the assessment process. Having already been experimentally deployed across disciplines ranging from business to the arts and sciences, it is also beginning to be used in the context of information literacy instruction. In this project we employed the technology not to transfer actual skills, but to advertise the existence of online library guides, promote the use of the library within the context of the course itself, and “provoke” students to adopt a more active approach to research as a recursive process. Our findings suggest that students adapt easily to the use of this technology and feel democratically empowered to respond to their instructors in a variety of ways that include anonymous clicker responses as well as more traditional means such as the raising of hands and posing questions verbally. The particular value of this study was to show that these broader findings seem equally applicable to pedagogical settings in which learning objectives are built around and integrated with the principles of information literacy.

Experiencing Information Literacy in Second Life

Abstract: Brave or naive, but aware of the research, teaching and play potential, the authors plunged into teaching part of an employee communication course at Mount Saint Vincent University in Halifax, Nova Scotia in Second Life, a virtual environment. Using the analytical tools of observational protocols, and discourse analysis of rhetorical accounts found in student and teacher reaction logs, discussion transcripts and focus group interviews, we situated ourselves among the learners to explore the threshold concept of information literacy in our classroom in Second Life.

IM a Librarian: Extending Virtual Reference Services through Instant Messaging and Chat Widgets

Abstract: This paper reports the findings of a study developed to evaluate the suitability and potential of Instant Messaging (IM) for the Novanet Live Help service. Both IM and the existing commercial Virtual Reference (VR) software were offered in tandem for one semester. The services were evaluated through a combination of statistical reports and survey data gathered from both the users and service providers. Comparison of statistics revealed a 44% increase in online sessions, with 22% more sessions received by the IM service. Although users displayed satisfaction with both of the online services, they preferred IM over the VR software. The IM chat widget was reported as the most preferred method for receiving library reference services overall, including face-to-face, telephone and email. Both undergraduate and graduate students preferred the IM service, while faculty and other patron groups did not have a significant enough response rate to assure an accurate measure. After the initial learning curve, service providers preferred delivering online reference by IM over the commercial VR platform. Based on these results, Novanet’s Live Help service will switch to a multi-protocol IM-based service with a chat widget in the fall of 2008.

Del.icio.us Subject Guides: Maintaining Subject Guides Using a Social Bookmarking Site.

Abstract: By using Web 2.0 social bookmarking sites, libraries can more easily manage subject guides and other lists of Web resources. Social bookmarking services such as Delicious provide a one-click method to bookmark a Web site, allowing librarians to describe and categorize Web sites. Using a small amount of JavaScript, these bookmarked resources can be dynamically included into subject guides and other Web-based library resources. This paper describes and analyses the use of social bookmarking at a medium-sized comprehensive college library for the creation and maintenance of modern languages subject guides. A brief technical description outlining necessary JavaScript code provides a way for librarians to try this idea elsewhere. This paper examines the initiative at The College of New Jersey (TCNJ) Library to utilize the social bookmarking Web site del.icio.us to easily update and maintain modern language subject-specific guides on the library Web site. Previously, the subject guides have proven difficult to maintain and a solution that allowed subject librarians to quickly and easily update subject guides from anywhere was desired. By using del.icio.us, librarians at TCNJ have been able to stream line subject guide maintenance. This paper describes the process used to include resources bookmarked on del.icio.us by librarians from both the subject librarians' and systems librarian's perspectives. Included is a brief technical description that outlines the JavaScript code that needs to be included in the subject guides that other libraries can use as an example if they choose to embark on a similar project. The response from librarians and teaching faculty has been positive. Librarians appreciate the ease of use while teaching faculty appreciate the constantly evolving nature of the subject guides. Recommendations on ways to expand this project, including methods to allowing students and faculty to identify content to be included in subject guides using del.icio.us are also discussed.

Canadian Copyright: A Citizen's Guide

Abstract: Murray, Laura J & Samuel E. Trosow. Canadian Copyright: A Citizen's Guide. Toronto: Between the Lines, 2006. 254 pp. 24.95 CND. ISBN-978-1-897071-30-4. ∞ This title from two academics (Murray of Queen's University English Department and Trosow of Western's Faculty of Information & Media Studies and Faculty of Law) attempts to serve the dual purpose of being a user's guide to copyright as well as an argument about copyright policy. The book is divided into four parts: a short section on philosophical and economic justification for copyright; a section on the Copyright Act and recent legal decisions; the longest section, which treats several creator and user communities in a series of short chapters; and a final section that proposes alternatives to the Anglo-American copyright legal tradition. Each chapter contains a short list of useful resources to aid creators and users in understanding copyright and the volume includes a short bibliography. There are also eleven tables on aspects of law among the nineteen chapters, including duration of copyright in various content forms, copyright and education, forms of intellectual property and other very useful information. Taken together, the resource citations, the tables, and the bibliography will assist both creators and users in understanding the complexity of the law in Canada. The authors mince no words in stating their own position on copyright law: it is, for the most part, a corporate conspiracy aimed at limiting the ownership rights of creators and the rights of consumers: "Throughout history, it is the larger book trade - today the 'cultural industries' or 'tech sector' - that has demanded expansion of copyright, often using the rhetoric of authors' right to do so," (p. 21). The authors correctly point out that the purpose of copyright is to protect, for a limited period of time, the ownership of an original work that shows an exercise of skill and judgement in creation, housed in a fixed format. They challenge the notion of originality, claiming that there is little that is original in the creative arts; most writing, film-making and sound recording being built upon the creations of predecessors (p. 43). So how do new creators make use of a cultural heritage in a manner that respects the ownership rights of others? This is the countervailing element of the copyright tradition: the notion that permits uses for education, criticism and reporting gathered under the poorly-defined concept of users' rights. These are the exceptions to copyright found in sections 29 (fair dealing and educational institutions) and 30 (archives, libraries and museums) of the Act. Unlike its U. S. counterpart, the Canadian Act does not set forth 'tests' for a defence of fair dealing. For this reason, advocates of 'fair copyright' in Canada (Murray operates a blog titled, 'faircopyright') have spent the past four years praising the Supreme Court of Canada decision in CCH Canadian Ltd. v Law Society of Upper Canada. That decision effectively read into interpretation of the Act six questions to determine whether the dealing is fair or foul: the six questions are remarkably similar to the fair use test set forth in the United States legislation. This should assist in expanding the notion of fair dealing (one of the Court's balancing efforts), but it does not satisfy the authors: "Canada's fair dealing provisions have major limitations. Before you can get to the analysis of "fairness" you have to show that, strictly speaking, the use was made for the purpose of research, private study, criticism, review or news reporting," (p.122). Much of what they write sounds reasonable and few would argue with their claim that users should fully exercise the rights granted under the legislation. It is when Trosow and Murray begin to expand their claims to uncharted territory that a reader may pause before accepting their argument. For example: "In principle, we see no contradiction between taking a generous view of users' rights and enforcing commercial infringement: it is absolutely crucial to distinguish the legitimate exercise of users' rights from industrial-scale criminal copyright infringements - as far too little public discussion does," (p. …

Challenging Silence, Challenging Censorship: Inclusive Resources and Policy Directives for Addressing Bisexual, Gay, Lesbian, Trans-Identified and Two-Spirited Realities in School and Public Libraries

Abstract: Schrader, Alvin, and Kristopher Wells. Challenging Silence, Challenging Censorship: Inclusive Resources and Policy Directives for Addressing Bisexual, Gay, Lesbian, Trans-Identified and Two-Spirited Realities in School and Public Libraries. Ottawa, ON: Canadian Teachers' Federation, 2007. 96 pp. 15.00 CDN. ISBN 0-88989-360-8. Alvin Schrader and Kristopher Wells' book, Challenging Silence, Challenging Censorship, deals with the issue of including materials dealing with homosexual themes in school and public library collections and the provision of services to bisexual, gay, lesbian, trans-identified, two-spirited (BGLTT); queer; and questioning children and teenagers as a way to increase relevance of school and public libraries for this group. It includes sections on existing issues and potential courses of action. I found the book to be most valuable when describing concrete courses of action to better serve this segment of the population, but found that in some parts it had a tendency to overstep what it needed to convey to its likely audience. Part one discusses the importance of accessible social services to BGLTT youth. It outlines the increased rates of alienation, violence, and social exclusion experienced by BGLTT young people compared to other individuals in that age demographic, especially in schools, and advocates potential courses of action to improve their safety and understanding of their situations by librarian educators. A large portion of this section discusses the lack of library materials and lack of access to existing library materials for this group, most importantly, the lack of adequate subject description to allow interested individuals to find the materials already included in library collections, such as headings like "Homosexuality - Fiction" as a way to aggregate relevant holdings (p. 19). The second part of the book is comprised of an annotated list of materials to add to library collections and tools to help select appropriate materials. I think this section will be the most useful part of the book for most library staff members. It divides materials by developmental level and use, including elementary/primary picture books, junior and senior high school/young adult readers, educational videos, professional resources, policy development, curriculum development, censorship and educational texts, and Canadian BGLTT education-related web sites. The authors include a prototype "Bisexual, Gay, Lesbian, Tran-identified, and Two-spirited Students' Charter of Rights and Freedoms" adapted from Dr. Virginia Uribe, which includes standards they want schools to adopt, and a set of library service and collection strategies to improve services to BGLTT communities. …

Webpages on copyright in Canadian academic libraries

Abstract: Academic libraries value the web as being a vital channel for communicating information and policies to their user community. Designing a webpage on copyright is a challenging task that requires a consideration of the medium and the message. This article proposes a conceptual model and proactive approach for integrating policy objective and goals into the development of a copyright webpage, based on key elements of the library’s involvement in academia. To complement this theoretical approach, an analysis of Canadian academic library websites was conducted in order to gage the effectiveness of copyright webpages, in the Canadian legal context, according to the model as well as related design issues of visibility and access.

Innovations in Practice: Drop-In Clinics for Environmental Studies Students

Abstract: The delivery of library instruction to students in those areas of the sciences and the social sciences dealing with biology and the environment has a long history (Bowden & Di Benedetto 2001; Kutner 2000; Kutner & Danks 2007; Sapp 2006; Sinn 1998). Often these instruction sessions take the form of a one hour lecture or workshop at the start of a semester before the students have begun their projects or papers. This "one-shot" approach, though popular, has its limitations. It may not be offered at a time when the students will actually start making use of library resources, it may not be tied very specifically to a particular assignment, or it may be too general in nature to be of much use to students later on when they need to look at particular topics in much more depth than can be addressed in one such session. The following article describes another approach: the strategic use of drop-in clinics as a method of instruction in which the students themselves determine how the instruction proceeds. Keywords Faculty-Librarian Collaboration; Information Literacy; Research Skills; Self-Directed Learning; Drop-In Clinics Introduction The drop-in clinic model has been discussed in the library literature as a way to support students outside the physical classroom (Bergen & MacAdam 1985; Christensen 1994; Debreczeny 1985). Earlier views described it as a method to help students improve their writing in tandem with their library skills. Rather than focusing on improvement in writing skills, the practice described in this article uses the drop-in clinic as a way to improve student learning. The new model of the drop-in clinic is grounded in ideas of scaffolding and constructivism. Scaffolding is a method of acquiring knowledge, and constructivism is a theory of how knowledge grows. The ERIC Thesaurus defines scaffolding as: Temporary support or assistance, provided by a teacher, peer, parent, or computer, that permits a learner to perform a complex task or process that he or she would be unable to do alone-the technique builds knowledge/skills until learners can stand on their own, similar to scaffolding on a building (ERIC Thesaurus 2003). In library terms, scaffolding refers to assistance received from student peers, classmates, the professor, the librarian or others in completing library tasks (Bordonaro 2004). Constructivism is a learning theory that proposes that new knowledge is "constructed" through building connections between what is known and unknown (Fosnet 2005). Constructivism in library contexts occurs when students add new knowledge to their prior existing knowledge base about how to efficiently find and use appropriate library resources. In the drop-in model discussed in this article, the focus is on the building of student selfknowledge in the subject area of environmental studies. The librarian in this new model is a facilitator helping students acquire new subject knowledge rather than a mentor helping students improve their generic writing skills. Background This article describes the use of drop-in clinics as an instructional tool at the James A. Gibson Library, Brock University in St. Catharines, Ontario. Brock University is a midsize university in southern Ontario that offers both undergraduate and graduate degrees in the arts and sciences. This university is currently undergoing a transformation to become a more research focused graduate institution. It is in light of this transformation that this new approach to library instruction has been tested. A stronger pedagogical emphasis on enabling students to become more self-directed learners provided a good opportunity to test this new form of instruction. The drop-in clinic approach was conducted with undergraduate environmental studies students in a course called TREN 1F90, Sustainability, Environment and Tourism. This course, aimed at first year students, is offered every fall, and it generally enrolls about 300 students. …

Shouting from the Rooftops

Abstract: I think that I take every opportunity to promote this journal. Whenever I hear about an interesting project or a bit of research, I interject and say "Are you planning on publishing that and have you considered the Partnership journal?". Often the response is "What journal?" I flog the journal during job interviews, at conferences, at work, and I send out emails and broadcast on listservs. I am also confident that the editorial board members take every opportunity to promote the journal too. Even without our active participation, library blogs pick up articles or announcements and further disseminate information about this journal, so much so that I get requests from China asking about subscriptions, yet I still encounter librarians in my own province who have never heard of it. I wonder, how can every library association promote the journal on their websites, in their publications and listservs to a total of 8,000 members yet I still encounter colleagues on a regular basis who have never heard of it. The journal receives tens of thousands of hits on the site and articles are downloaded thousands of times. If you google the exact phrase "Partnership: the Canadian Journal of Library and Information Practice and Research" you get over 27,000 hits. So I guess, some people do know about it and perhaps building a participant base just takes time.

Strength Together - School Boards, A Public Library, A Regional Library System, A College: A Cooperative Venture into the World of French Resources

Abstract: How does a public library go from owning less than 5 French language books to owning more than 1500 in 3 years? How does a teaching of French language community go from having a scattered number of resources throughout the Peace district to gaining access to over 1500 titles in 3 years? This project began in 2004 when several organizations got together to apply for a federal government grant to explore ways to improve language services for students in French as a second language. The organizations were successful in their grant application to Canadian Heritage for just under $500,000 matching dollars and since that time the project has grown to include several other organizations. The result has been a successful collaboration in our community that includes the local college, the local public library and its regional headquarters plus 5 area school boards. The public library now houses a collection of over 2500 titles that assist teachers in their delivery of French as a second language (FSL), French immersion and Francophone education. For our French reading public our collection now numbers over 1500 items. Like any project, there were several drivers at the start. First, the local community members involved with Francophones and the delivery of French teaching programs in the city saw a need to address resources in Grande Prairie. Second, the provincial government mandated the teaching of FSL for Grade 4 and up. Our schools were not prepared. These groups got together and submitted an application to the federal government for a grant. It was a lot of work but the application was successful and Grande Prairie received over half a million dollars over 3 years to deliver the program. The school boards partnered with Grande Prairie Public Library and Peace Library System (PLS) to process, house and circulate the items, and contracted with a French teacher to do the selection of the materials. During the first year of the project, over $70,000 was spent on resources. During the second year of the project, a facilitator was hired to coordinate the project as it grew in scope enormously and went beyond the selection and ordering of resources; during that year, over $90,000 worth of resources arrived. Also during the second year, French was withdrawn as a language that was supported by the International collection. The library decided to use $10,000 of the Public Library Initiative money to develop the French adult reading collection. The project matched that amount and the items were ordered. Because this ordering was being done by the Library, PLS headquarters became involved because not only were they processing all of the French Resource Centre items, they now had to order and process all of the French adult reading materials. Collection Development How does one order resources for 43 schools each offering a variety of French programs and each experiencing different challenges and strengths? What steps were taken? The Centre... * Contacted the consultants working with Alberta Education and Edmonton Public Schools. Both institutions have recommended resource lists for FSL. * Met with principals in immersion and asked what they needed. * Met with teachers and asked what they wanted to see. * Talked to the librarians at the immersion schools, looked at their material and asked them for recommendations. * Talked to the provincial French bookstores and became informed on what is good, well-liked literature that would be useful for teachers. * Attended several conferences and asked many questions from publishers at the display tables. * Attended many sessions where specific resources were highly recommended. Through this process, the Centre was able to order a collection containing: * All FLS recommended resources for grade 4 through grade 12. * Several series of readers for FSL and Immersion for kindergarten through to grade 8. …

Electronic Serials Usage Patterns as Observed at a Medium-Size University: Searches and Full-Text Downloads.

Abstract: As the number of electronic serials available to libraries continues to increase while library budgets remain either stagnant or on the decrease, it becomes necessary to evaluate the use of a library’s electronic collection. In 2006, usage statistics were evaluated at Laurentian University, Canada, to provide direction to collection development and identify high-cost low-use electronic serials. Searches and full-text downloads were studied. A sharp increase in use was observed in and around 2004 which can be explained by the introduction, in Ontario, of the ‘double cohort’, by the rapid increase in the number of electronic resources subscribed to at Laurentian, and by the adoption of OpenURL technology. Heavily used electronic serials are identified. Turnaways, connections by IP address and Bradford’s 20:80 rule are also examined. The application of a cost-per-download ratio provided a practical method for identifying underused products.

Management Basics for Information Professionals, 2nd Ed

Abstract: Evans, G. Edward and Patricia Layzell Ward. Management Basics for Information Professionals, 2nd ed. New York, NY: Neal Schumann Publishers, 2006. 567 p. $65 USD. ISBN-10: 1-55570-586-3. ISBN 13: 978-1-55570-586-2. ∞ Management Basics for Information Professionals, 2nd ed. is the most comprehensive volume that this reviewer has yet seen on the increasingly complex subject of library and related information services management. Updating and in places, substantially reformulating the topics treated in the first edition of Management Basics for Information Professionals, this volume is intended for all streams of information service management, i.e., libraries, archives and similar organizations. Evans and Ward bring vast experience as information service managers to this volume and present it all in a lucid, broadly engaging work that is relevant for managers of all information service areas. While the literature of library and related services management is growing, this work stands alone as the only one volume work in this area. The organization of the volume is systematic and arranged in four-parts, proceeding from a broad discussion of management principles to specific career advice for an information manager determined to meet those principles. Within each of these four parts, the quality of analysis is very high. The reader is not only led through coherent discussions of relationships among management "schools" and concepts, but also through tensions arising between philosophies and their applications. The book's table of contents, indexes and figures add great value, but the complexities of the various discussions are especially supported by the use of text boxes which offer, "things to ponder," "key points to remember," "expert" quotations, and "things to remember." In addition to bibliographies at the end of each chapter, further reading materials are also provided as "launching pads" to deeper and broader perspectives on the chapter's subject. Part One, "Background" takes the reader through four chapters that provide an overview of what is meant by management, overviews of key management concepts, the challenges of organizational environments, and what is involved in the management of diversity within an information service organization. "Managing Diversity", an entirely new chapter to the second edition, is packed with historical, legal and cultural perspectives. Challenges to the reader throughout the analysis in this chapter include specific advice on the advancement of a diverse workforce, tips on legislative resources available, and opportunities for administrative self-reflection. The chapter on the operating environment presents an intensive and thoughtful tour through first principles of sustainability, including the role played by organizations in the human experience, the dependency for survival on an increasingly complex number of variables, and the risk of organizational failure when managers do not exercise due diligence in the maintenance of organizational health in the midst of change. Part Two is by far the most substantive, undertaking discussion of the evergrowing suite of management knowledge and skills. Each of the ten chapters separately treats the topics of marketing, innovation and change, decisionmaking, planning, power, authority/responsibility, delegation, performance management, communication, motivation and leadership. …

Ask! Your Library at the HUB: Penn State Libraries’ Experiences Providing Reference Services at the Campus Student Union Building

Abstract: The Web 2.0 generation presents many service challenges to libraries. College students of today have work styles that emphasize collaboration, preference for flexible and comfortable spaces, and independent discovery of information. Given that challenge, it is important for libraries to experiment with new and unique models of service. Librarians and Staff at the Penn State University Libraries explored offering library service at the main campus’s student union building during two trials, during the Spring and Fall semesters of 2006.

Drop-In Clinics for Environmental Science Students

Abstract: This paper describes the use of drop in clinics as a new pedagogical approach in information literacy instruction. Although drop in clinics have been used before for library instruction purposes, they are generally aligned with improvement of student academic writing. In the scenario described in this article, in contrast, the drop in clinic is used in a different manner. The drop in clinic as described here offers students an opportunity to engage in self-directed learning by letting them control the content of the instruction. The clinic is offered to students as a way for them to direct their own learning of the course content. It is facilitated by the librarian but it is not controlled by the librarian. The use of this innovative approach is grounded in the example of environmental science and tourism students at a medium sized university in Ontario and it is an approach that has been jointly promoted to students by both the librarian and the course instructor.

New Talking Avatars on the MSVU Library Website

Abstract: Two talking avatars - Sarah and Suzie SitePal - were recently added to the MSVU Library website. By adding the avatars to the site, the Library hopes to make the site more interactive and fun for new and returning students. The avatars are used to welcome students to the Library, to highlight Library resources and services, and to relay information about Library events. The SitePal software was installed by Denyse Rodrigues, and the avatars were designed and scripted by myself, the Library's new term librarian responsible for public services. SitePal is a subscription internet service that allows users to create and customize talking avatars to add to websites. For a monthly fee, users can choose from a diverse selection of male and female avatars, can add different backgrounds, accessories, clothing, and can choose from a wide selection of players and pre-recorded voices. SitePal also allows you to record your own voice to add to the avatar. I highly recommend taking advantage of this feature because it adds a more life-like quality to the avatar. The SitePal supplied voices sound robotic and monotone and do not allow for natural inflections in language. The SitePal design process is user-friendly and consists of a series of visual menus that you use to design your avatar by simply picking and clicking on the many styles and accessories offered. The avatars can also be updated easily, as often as you like, by logging in to your account on the SitePal website and making the necessary changes. Users have the option of creating multiple avatars at the same time, so library staff can add new life to their library website by changing the avatars periodically. The number of avatars you can create depends upon the type of account you subscribe to: Bronze, Silver, Gold, or Platinum. The designer also has control over the avatar placement on the site, and sound options. I set it up so Sarah and Suzie would not play automatically and they are equipped with a play, pause and mute button. Students control the volume setting and can choose to play the avatars at their convenience. Embedding the avatar into your library website is also a relatively stress-free process. I tend to break out in hives at the prospect of working with code, but embedding the avatar into the MSVU Library website was as simple as cutting and pasting the code generated by the SitePal website into our website code. I did encounter a minor set-back during the launch of the avatars in September. The security features installed on the student computers in the library and in the computer labs prevented the avatars from appearing on the site because they need to be downloaded from the SitePal server and the computers were prevented from accessing the information. …

A Professional Learning Community Journey

Abstract: Four teachers (three classroom teachers and a teacher-librarian) explain how their school applied a professional learning community framework to its operational practices They discuss the process, the benefits, and the challenges of professional learning communities

Canadiana.org: One of Canada’s oldest and newest digitization initiatives

Abstract: Canadiana.org is a new independent, non-profit, alliance of partners, including Library and Archives Canada, from all parts of Canada’s cultural, heritage, research, broadcasting and publishing communities, chartered to raise funds, receive donations and grants and to act as the overall coordinator and facilitator for digitization initiatives and related enduring access services and preservation infrastructures. Working with Library and Archives Canada under the framework of the Canadian Digital Information Strategy, Canadiana.org has a ‘master plan’ to facilitate a coherent national digital information strategy. ) The community has developed a bilingual metadata toolkit to suit most types of material as an option for those who need it. The community also supports a powerful bilingual public access Indexing and Discovery Portal system (right now branded AlouetteCanada) to enhance the searching and discovery of local digital collections of all types across the country.

Navigating our days in a culture of distraction

Abstract: In the past decade or so, librarians’ working lives have been transformed by digital communication and information technologies. This has created an environment where distraction has become a normative state. We need to be cognizant of the impacts of distraction on our effectiveness. As library professionals working with information for a multiplicity of purposes, how do we adapt in ways that respect our human limitations? What are the implications of working in a state of continual distraction, and what strategies can we use to minimize this reality? This article reviews some of our daily distractions and draws associations from the literature in cognitive psychology and neuroscience to highlight the problems and raise potential solutions that we can apply

The Southern Alberta Information Resources (SAIR) Project

Abstract: Southern Alberta Information Resources (SAIR) is a collaborative bibliography of published resources significant to southern Alberta. Objectives and progress with evolving methodology, technology, issues and challenges are explored within the context of the library field. We investigate a collaborative digital library that allows librarians and non-librarians alike to share information on specific topics through MARC records. An outcome of a collaborative digital library is how to create and sustain interest within the library community. Southern Alberta region was selected based on the authors’ familiarity with the region. Some issues and questions remain to be resolved. Digital formats present a number of challenges in terms of selection and presentation. Legal issues relating to technology such as linking and location information have emerged. Basic technical issues remain, such as, how best to update links.

University of Waterloo's Historical Air Photo Digitization Project

Abstract: The University of Waterloo Map Library is a cartographic and GIS academic resource centre to academics, community organizations and interested members of the local community With a collection of over 100,000 maps, 49,000 air photos and being the campus’ hub for geospatial data, the library is frequented by many user groups and individuals – serving a variety of interests and purposes Until most recently, many of these users were able to only access the collection in person, during library hours Now, one of the library’s most popular paper collection used by the local community, the historical aerial photographs, have become available online for users to view and download from their home and business computers The Map Library’s air photo collection includes stereoscopic images of the Region of Waterloo taken as early as 1930 to as recent as 1995 The air photos are widely used by students, business contractors, history buffs and home owners who like to study the air photos for land cover, property information, feature identification and changes in these over time Due to several access limitations, the Map Library wanted to provide the community with easier access, available 24/7 and remotely from the internet The Map Library scanned, digitized, and georeferenced photos from the 1930s and 1940s and uploaded them to a website that provides easy access for viewing and downloading the imagery Using GIS technology, the air photos were digitized with geographical coordinate tags for use in GIS software programs including online mapping applications such as Google Earth (GE) By creating and offering downloadable georeferenced images compatible with popular mapping tools, the air photos have gained significant popularity and utilization by not only regular library users but by community groups, organizations and corporations who have never used library resources in the past The integration of modern technology with traditional paper mapping has proven to be both methods of preservation and increased varying utilization

As We Evolve

Abstract: I would like to take this opportunity to recognize and thank a number of people who have contributed so much to both the development of the Partnership network, as well as the journal, over the last two and half years. During the last year, three of the founding members of the Partnership have retired or stepped down. Larry Moore, Executive Director of Ontario Library Association has retired after a long and inspiring reign at OLA and will be greatly missed. Judith Silverthorne of the Saskatchewan Library Association stepped down in late 2007 and most recently Mike Burris, Executive Director of the British Columbia Library Association has accepted a new position with the Public Libraries in BC. On our editorial board, three of our founding editors, Heather Morrison (BCLA), Lorie Kloda (ABQLA) and Heather Berringer (APLA/OLA) will be finishing up their terms on the editorial board with the completion of this issue. I send out my heartfelt appreciation and admiration to all these wonderful, hardworking people for their contributions to the Canadian library community. It is their professionalism and enthusiasm, along with many others including Trudy Amirault, Chair of the Education Institute Committee that has fostered the development of this journal initiative as well as that of the Education Institute and the Career Centre.