Clarion University of Pennsylvania LIBRARY DEPARTMENT 2011 PROGRAM REVIEW TABLE OF CONTENTS I. II. III. Mission, Vision, and Core Values of Clarion University ................................... 3 Mission of Clarion University Libraries ............................................................ 3 Program Review Template A. Library Programs (i.e. Curriculum) ........................................................ 6 B. Students 1. Information Literacy Program ....................................................... 11 2. Distance Education Program......................................................... 17 C. Personnel ............................................................................................ 23 D. Resources ............................................................................................ 30 E. LibQUAL Assessment .......................................................................... 43 F. Appendices............................................................................................... Information Literacy Survey and Comments ................................ 62 LibQual+ Survey ............................................................................ 78 LibQUAL+ Comments ................................................................... 85 Faculty Vitae................................................................................ 109 I. Mission, Vision, and Core Values of Clarion University Mission of Clarion University of Pennsylvania Clarion University provides transformative, lifelong learning opportunities through innovative, nationally recognized programs delivered in inclusive, student-centered environments. Vision of Clarion University of Pennsylvania Clarion University will be a leader in high-impact educational practices that benefit students, employers, and community partners. Core Values Students, faculty, staff and alumni of Clarion University value: • • • • • • • learning accomplishment encouragement diversity civility civic engagement public higher education Approved by the Council of Trustees, Clarion University, February 16, 2012 II. Mission of Clarion University Libraries The mission of the Clarion University Libraries, comprised of the Rena M. Carlson Library on the Clarion campus and Charles L. Suhr Library on the Venango campus, is to: • assist University undergraduate and graduate students, faculty, staff, and administration in conveniently locating and accessing the University's information resources and those of other sources; • develop and provide timely and responsive services, programs, and tools that facilitate translation of information into knowledge and support research, scholarship, teaching, and learning; • build, select, and preserve, in cooperation with University faculty, a collection of information resources commensurate with the current and anticipated discipline needs of the University's instructional programs and supportive of teaching and learning processes; • contribute to progress of the University and the profession; and participate in addressing the information resource needs of local and rural communities in Pennsylvania. A. PROGRAMS 2011 PROGRAM REVIEW – UNIVERSITY LIBRARIES A. PROGRAMS (i.e. Curriculum) The University Libraries as an academic support unit within the overall University structure does not have a curriculum per se. Rather, they have numerous services and resources that they offer to the students and faculty of all the academic departments on the campus and in the virtual environment. Administrators, other university employees, local community members, and library users at remote locations also benefit from the services that the Libraries provide. During the past five year review cycle, the Library Department faculty engaged in analyzing the Libraries’ resources, services, and personnel needs with a view to how developments within the library profession, rapid changes in technology, and future trends within higher education generally, and within Pennsylvania and the Pennsylvania State System of Higher Education specifically, would impact library operations. A major result of this in-depth analysis has been to determine that all of the services and resources that the University Libraries offer to its various constituencies can be categorized into four distinct programs which are listed below. The library faculty has established goals, objectives and assessment measures for each of these programs in its planning efforts during this past review cycle. Additionally, as part of the University’s strategic planning that occurred during this same time period, the library faculty determined four major priorities for the Libraries. These include: Priority 1: Materials and Resources Priority 2: Information Literacy Priority 3: Distance Education Priority 4: Faculty/Staff Of these priority areas, three have library programs associated with them. The fourth priority area identified in strategic planning, Faculty/Staff, does not involve any specific programs, rather, it involves ongoing efforts to encourage and support continuing development of faculty and staff to meet changes in learning environments and technologies. Also during this program review cycle, the library faculty determined that assessment of its programs, or various elements within the programs, will be placed on a three-year cycle. This cycle of assessment activity will include the following and will be repetitive so that data accumulates for each program or activity assessed and the intervening years between particular assessment activities permits time to adjust instruments where necessary and analyze data retrieved: Year 1: Commercial assessment tool “LibQUAL+” administered Year 2: Instruction assessment Year 3: Service assessment The outline sections B, C, and D, of the University’s program review template follow this introductory section and the identified programs of the Library Department have been placed in their respective categories. The department’s goals from its 2006 Program Review will be noted in the appropriate areas with factors that assisted or hindered their accomplishment. Continuing or new goals to be implemented over the course of the next five year period along with assessment methods for them will follow. Library Programs Identified Information Literacy Program – A major priority for the Libraries is the continuing implementation and development of a high-quality information literacy program that enhances the learning environment for on-campus and distance students. Distance Education Program – Another major priority for the Libraries is developing a highquality distance (virtual) education library program that provides services comparable to the on-campus environment. Collection Development Program – This program falls within the Materials/Resources priority area and involves enhancing current effective and efficient models for selection, maintenance, and preservation of materials to support the University’s curricular offerings. Faculty Liaison Program – This program also falls within the Materials/Resources priority area, and involves maintaining appropriate and adequate means of communication and outreach to faculty regarding available library resources, services and programs. Trends Affecting Academic Libraries Over the past five years both higher education and library specific scholarly journals have published articles about the impact of social media on how students seek out information. As different networking sites were introduced to the world at large, journal articles followed on how these sites could be utilized to reach out to students and make the library’s services and resources better known. The phenomenon of “googling” on the Internet as a first choice of approach to research was identified and acknowledged as a problem that information literacy librarians would need to address. Another trend of note over the past few years is the common perception that most information needed to adequately conduct research is available on the Internet. The use of the Internet as the pass-through mechanism for access to different types of resources has fostered the expectation among many decision makers that funding for traditional library resources can be sharply curtailed because the information is somewhere out there, freely available on the Internet. This false understanding of the nature, scope and content of materials available free via the Internet and materials for which the Library must pay impacts funding negatively. Librarians must continue to analyze student and faculty research needs and match them with collection development decisions to make effective use of ever-scarcer budget dollars. A third trend that has emerged is the increasing emphasis on digital repositories of information. In particular, digitizing local resources such as University archives, yearbooks and other similar types of materials are seen as adding value to library collections and increasing user access. A fourth trend of significance is the growth in the past five years in the number of distance education classes. This is an area that is expected to continue growing with more and more students taking classes online. The challenge for the Libraries will be making more materials available electronically whether that is through digitization of local resources, obtaining access to other digital repositories, or by increasing purchases of e-books and streaming video materials or some combination of all of these. Finally, an ongoing trend that academic libraries have been coping with for many years is the seemingly unstoppable escalation of prices for scholarly journals. Whether purchased separately from individual publishers or as part of a package from database vendors, access to journals is being severely impacted by rising costs. And as the cost for journals increases and eats up larger portions of the overall library budget, the ability to purchase other needed materials is also negatively affected. Recognition that the next few years may be years of decreases in state budgets, reduced funding to the PASSHE system and reduced funding of the University Libraries is an unpalatable fact of life that must be factored into planning and programmatic efforts as the Library Department goes forward. B. STUDENTS 1. Information Literacy Program 2. Distance Education Program B. STUDENTS The Library Department serves every student enrolled in university classes, undergraduate or graduate level, taking on-campus classes or classes in the virtual environment. The faculty offer instruction on a one-to-one basis throughout scheduled hours of service Sunday through Friday at the Clarion campus and Monday through Saturday at Suhr Library on the Venango campus in Oil City. Additional individual instruction and research assistance occurs in live chat sessions and through telephone, text, and e-mail contacts. The library faculty is also heavily involved in course integrated instruction and other class instruction on general literacy topics such as Avoiding Plagiarism, Evaluating Web Sites, and Citing Sources, to name a few. B. 1. Information Literacy Program The information literacy program seeks to provide an avenue to impart the necessary information literacy skills as endorsed by the Association of College and Research Libraries (ACRL) for lifelong learning of the Clarion University academic community. The library actively engages in the continuous improvement of its information literacy program. The mission of the Libraries’ Instruction Program is to advance the information literacy competences of Clarion University students and faculty. The program is designed to teach individuals the concepts and logic of information access and the content of resources. It seeks to accomplish the following: • to prepare individuals to make immediate use of information • to develop a respect as well as an enthusiasm for learning that will extend throughout their lives • to help foster information independence and critical thinking • to promote awareness of the paramount importance of information literacy in achieving academic excellence The library recognizes that learning requires a partnership involving students, faculty and staff in expanding students’ learning beyond the classroom. The library has created an Information Literacy Plan and Strategic Plan to meet these learning objectives. Changes to the Libraries Instruction Program since 2006 Based on formal and informal assessment, ACRL Information Literacy Standards and Middle States Standards there have been several changes in the Library Instruction program at Clarion University Libraries. 1. Changes to the Library Instruction Request form to help tailor the library instruction session to specific class assignments and to gather pertinent statistical and demographic data. 2. Formal development of a two tier approach to information literacy instruction. a. Tier 1 instruction is focused on basic information literary skills and library user instruction focused on lower level information literacy skills designed for one hundred level courses and some two hundred level b. Tier 2 instruction is focused on advanced information literacy skills and is subject specific and/or specific to a major. Tier 2 instruction sessions are designed for upper level courses and sometimes based on a capstone project or assignment. 3. The introduction of a Faculty Feedback Information Literacy Instruction Survey in the spring 2010 & fall 2011 for formal assessment. 4. The introduction of a Student Information Literacy Instruction Session Survey in the spring 2010 & fall 2011 for formal assessment. 5. The development of an Information Literacy Plan for Carlson Library. http://libguides.clarion.edu/content.php?pid=80360&sid=598882 6. The creation of an Information Literacy for Faculty LibGuide. http://libguides.clarion.edu/aecontent.php?pid=165698&sid=1397540 7. The creation of several subject specific LibGuides for instruction sessions (used primarily in tier two sessions). http://www.clarion.edu/13433/ 8. There has been a shift from basic library instruction to more formalized information literacy instruction and concepts. 9. Three years ago the library started offering open Information literacy sessions on various topics. a. Avoiding Plagiarism b. Evaluating Websites c. Citing sources d. Locating Sources Not In Your Library Collection & ILLiad e. RefWorks f. Searching The Internet 10. A university-wide LibQUAL+ Survey was administered in 2006 and 2009. 11. Library faculty worked with the General Education Council to get an “information literacy flag” established that could be attached to selected courses. They have worked with faculty members in various departments to help them respond to this initiative to flag specific courses that incorporate information literacy concepts. A preliminary look at the survey data from formal assessment activities prompted the investigation of several new ideas for the 2011-12 academic year including: 1. The success of hands on instruction when used and the demand for it when not used. 2. The demand for more than one library Instruction session for some courses. 3. More explanation of the citation features of databases. (Specifically the possible lack of accuracy in some cases). 4. More detailed explanations on refining searches and finding pertinent search terms. 5. It should be noted that there was an overall positive response on the relevance and usefulness of the content of the instruction sessions and the use of examples and illustrations during instruction sessions. 6. It should also be noted that all faculty rated the sessions good, very good or excellent 7. Because of low turn-out for the library instruction open sessions the library is investigating other means of disseminating the information. 2006 Program Review Goals Please note that the arrangement of the 2006 program review document placed three goals into two different areas of that document, “Services” and “Students”. Those goals are analyzed in this section of the 2011 review because they form part of the Information Literacy Program: 2006 Goal: All library users, regardless of location, develop confidence and competence in using the libraries’ resources and technologies 2006 Goal: Institute an interactive online information literacy tutorial to be completed by Clarion University students 2006 Goal: Work through General Education Council and CCPS to make completion of the entire tutorial a general education requirement for graduation ANALYSIS OF 2006 GOALS RELATING TO INFORMATION LITERACY [For a quick visual check, the blue checkmark indicates that the goal/outcome was achieved during this five-year review period; the red minus symbol indicates the goal/outcome was not accomplished] 2006 Goal 1 – All library users, regardless of location, develop confidence and competence in using the libraries’ resources and technologies Outcome 1 – Students demonstrate awareness of, and ability to use, varied information resources Assessment: [accomplished by] user surveys and information literacy assessment tools 2010 -2011 – 2 surveys administered NOTE: Since the work that the faculty did during this time period resulted in the determination of a three-year cycle for assessment of its various program offerings, the Information Literacy program assessment was placed in the 2010-2011 year. Previously in the Spring 2009 semester, two faculty members who teach information literacy classes worked on the development of a survey for classroom faculty who bring their classes into the library for course-integrated instruction. They investigated existing survey instruments for validity and for the ability to be adapted to meet the Library Department’s particular needs. In the fall 2010 semester, and again in spring 2011, surveys were administered in all of the classes. For survey results see Appendices A and B. Outcome 2 – Students demonstrate confidence in using changing information technology Assessment: [accomplished by] user surveys and information literacy assessment tools 2010 - 2011 – No survey administered NOTE: Although library faculty educate students in using information technology it was determined that assessment of this outcome would more appropriately be addressed through learning outcomes established in the classroom by faculty for each individual course. Library faculty continues to work closely with the university community in support of this outcome. 2006 Goal 2 - Institute an interactive online information literacy tutorial to be completed by Clarion University students [Keystone Library Network collaborative effort] Outcome 1 – Students successfully complete assigned modules of an online information literacy tutorial. Assessment: Librarians will view the results of the assessments built into the tutorial modules to determine student success 2010 - 2011 – No tutorial available NOTE: A PASSHE system-wide tutorial with the focus on students being assigned modules of instruction that could be assigned and evaluated was not developed by the KLN committee during the review period and, therefore, was not able to be assessed. In the late summer of 2011, however, a KLN committee did release 13 brief tutorial widgets related to information literacy with the idea that they could be embedded in a professor’s D2L course webpage. Cataloging records for these widgets were prepared and loaded into the online catalog. A closed captioned version of each tutorial is available. 2006 Goal 3 - Work through General Education Council and CCPS to make completion of the entire tutorial a general education requirement for graduation. [KLN collaborative effort] Outcome 1 – Students successfully complete an online information literacy tutorial as a requirement for graduation. Assessment: Librarians will view the results of the assessments built into the tutorial modules to determine student success. 2010 - 2011 – No tutorial available NOTE: The library faculty was unable to complete this assessment since the KLN Committee charged with the task of developing the tutorial had not completed its work. However, the library faculty, through representation on the Council for General Education, has seen some progress in furthering information literacy initiatives across the campus. The Council proposed, and CCPS passed, a motion to create an Information Literacy Flag requirement for all students entering Clarion in the fall of 2011. Identification of eligible courses for the flag is currently in process. It is expected that this flag will impact the library faculty with increased need for class specific library instruction. INFORMATION LITERACY - PROGRAM REVIEW GOALS FOR 2011-2015 Continue Implementation and development of a high-quality information literacy program that enhances the learning environment for on-campus and distance students (Priority 2 – Clarion University Libraries Strategic Plan, 2009 and Principles 3 and 4 from ACRL Standards for Libraries in Higher Education, approved October, 2011) Goal 1 – Maintain and enhance individual one-on-one information literacy sessions. Outcome 1 – Maintain primary coverage of scheduled sessions at Reference Desk. Assessment: Compile statistics to determine periods of highest use/need and schedule coverage based on need. Outcome 2 – Continue to develop and enhance delivery of individual instruction via email response to research inquiries and Chat reference sessions by exploring alternate software packages and technology. Assessment: Examine new software and/or technology packages and contact vendors with good track record for software aimed at education market. Outcome 3 – Maintain responsiveness to individual inquiries for research assistance via telephone and in-office visits. Assessment: Library faculty maintains and posts regular office hours with noted exceptions. Goal 2 – Maintain and enhance course-integrated information literacy classes. Outcome 1 – Continue to work with classroom faculty in developing tiered delivery of literacy standards. Assessment: Contact classroom faculty in identified courses and develop information literacy modules and LibGuides. Outcome 2 – Investigate feasibility of working through the Council on General Education to foster implementation of information literacy standards across the curriculum. Assessment: Attend or have a representative at the council on General Education meetings. B. 2. Distance Education Program The Clarion University Libraries strive to offer all distance education students and faculty services that are comparable to those offered to faculty teaching and students taking classes on campus. This is accomplished through a wide range of informational, instructional and user services via the following: Library Web page, LibGuides, video tutorials, Wimba sessions (synchronous or asynchronous), phone, live chat and e-mail. Students and faculty have access to live personal help through a toll free telephone number when needed. Clarion University Libraries accommodate the new trends in technology through access to the resources via iPhone, iPod, iPad and Android. 2006 Program Review Goals Please note that the arrangement of the 2006 program review placed goals, outcomes and statements pertaining to distance education in various sections throughout that document including the areas of “Students”, “Services”, and “Resources”. These goals are analyzed in this section of the 2011 review because they form part of the Distance Education Program. 2006 Goal: Develop a tutorial introduction to the Libraries’ resources to be incorporated into Blackboard for off-campus/distance education students. 2006 Goal: Create a section of the webpage especially for new students and advertise the availability of this resource at the beginning of each semester. 2006 Goal: Increased use of the Libraries by distance education students. 2006 Goal: Distance learning students develop confidence in accessing information through expanded virtual reference and instruction services, increased availability of online resources, and an easy to use distance education web page. ANALYSIS OF 2006 GOALS RELATING TO DISTANCE EDUCATON [For a quick visual check, the blue checkmark indicates that the goal/outcome was achieved during this five-year review period; the red minus symbol indicates the goal/outcome was not accomplished] 2006 Goal 1: Develop a tutorial introduction to the Libraries’ resources to be incorporated into Blackboard for off-campus/distance education students. Outcome 1 – Distance education students utilize a custom tutorial detailing library resources and services available to them and will offer feedback on the tutorial. Assessment: A distance learning tutorial will be developed and will contain a section for sending feedback to the Libraries regarding satisfaction with the tutorial and suggestions for improvements. Use of incentives to encourage feedback will be investigated. 2009 - 2010 – 1 general, 6 subject specific tutorials developed 2010 - 2011 – 4 general, 16 subject specific tutorials developed 2010 - 2011 – Incentives investigated NOTE: All tutorials developed contain a section for sending feedback to the Libraries. Use of incentives with these tutorials to encourage feedback was investigated for the general tutorials posted to the library’s webpage. It was determined such incentives would not be feasible. The use of incentives for subject specific tutorials was determined to be unnecessary since most of these tutorials were course-integrated and embedded into the faculty member’s D2L page. (D2L has replaced Blackboard) 2006 Goal 2: Create a section of the webpage especially for new students and advertise the availability of this resource at the beginning of each semester. Outcome 1 – New students and transfer students utilize a custom tutorial detailing the Libraries’ resources and services available to them and will offer feed back on the tutorial. Assessment: The new student web document will contain a section for sending feedback to the Libraries regarding satisfaction with the resource and suggestions for its improvement. Use of incentives to encourage feedback will be investigated. 2010 - 2011 – Camtasia video made for DE/Virtual Campus webpage 2010 – 2011 – No incentives investigated NOTE: The use of incentives for tutorials appearing on the DE/Virtual Campus webpage has not been investigated beyond establishing that the control and use of such incentives for this webpage falls outside the Library Department’s purview. The Distance Education/Virtual Campus program has a requirement for all new distance education students to view this tutorial. 2006 Goal 3: Increased use of the Libraries by distance education students. Outcome 1 – Distance education students increase their utilization of the Libraries’ on-site collections. Assessment: Librarians will look at ILL statistics for each year during the next five years to determine if more distance education transactions are taking place each year. 2010 - 2011 – ILL statistics are available NOTE: While ILL statistics for distance education transactions have not been compiled and reported in a formal document, these statistics are readily available by request to the staff in the Interlibrary Loan area of the Libraries and are provided as needed for use in various reports requiring these statistics. For example, staff at Suhr Library report that interlibrary loan transactions for distance education students increased approximately 30% in 2010-2011 from the previous year. The staff in the Carlson Library report that on the Clarion campus in 2009-2010 we answered 8,872 requests and in 2010-2011 that number increased to 9,809 requests. Distance Education requests in 2010-2011 made up 11% of all book requests borrowed and 40% of all article requests borrowed. Roughly, 25% of all requests answered were for Distance Education students. Also, in the last fiscal year we filled 570 Distance Education requests for articles and 187 D.E. requests for books from our own collection. 2006 Goal 4: Distance learning students develop confidence in accessing information through expanded virtual reference and instruction services, increased availability of online resources, and an easy to use distance education web page. Outcome 1 – None defined. Assessment: User surveys and faculty evaluations of online resources and web page access completed annually. 2009 - 2010 – No survey administered 2010 - 2011 – No survey administered NOTE: The Distance Education Office regularly surveys classroom faculty for online access problems and notifies the Library if the problem is specific to the Library’s webpage or resources. DISTANCE EDUCATION - PROGRAM REVIEW GOALS FOR 2011-2015 Develop a high quality Distance/Virtual education library program that provides services comparable to the on on-campus environment. (Priority 3 - Clarion University Libraries Strategic Plan, 2009 and in accordance with the ACRL Standards for Distance Learning Library Services, approved July, 2008) Goal 1 - Continue to enhance and develop online instruction modules, tutorials, LibGuides and pathfinders. Outcome 1 – Use the appropriate software (e.g. WIMBA, Camtasia) to develop instruction modules for web viewing. Assessment: Number of online modules will increase in a timely way. Printed brochures and pamphlets are available where needed. Outcome 2 – Use LibGuide software, develop subject related guides and pathfinders related to the courses offered through DE/Virtual Campus. Assessment: Number of LibGuides available will increase in a timely way. Outcome 3 – Use the appropriate software to develop instruction modules for general library services for distance/virtual campus students and faculty. Assessment: Instructional modules for general library services are completed. Goal 2 - Continue to develop and enhance the Library’s web page for distance/virtual campus students and faculty. Outcome 1– Work in conjunction with Extended Programs and Computing Services personnel to provide instruction on remote library log-in access procedures. Assessment: Communication with appropriate personnel is established. Procedures for remote access are developed. Outcome 2 – Review the Library Distance Education webpage for accessibility, currency and broken links. Assessment: Provide a way to report problems and broken links. Review site during each semester and during the summer for problems and fixes. Outcome 3 – Review the Library Distance Education webpage for an adequate level of resources. Assessment: Work with stakeholders to check the holdings in each subject area for comprehensiveness and timeliness. Electronic resources will be examined for coverage of distance/virtual campus class offerings. Goal 3 – Develop appropriate and adequate means of communication to faculty and students working in the virtual campus environment. Outcome 1 – Establish regular communication with faculty teaching virtual education classes. Assessment: Listservs or appropriate means of communication are established. Establish discipline specific listservs for notifications from the library to virtual campus faculty. Outcome 2 – Establish regular communication with library faculty liaisons regarding available online instruction in pertinent areas. Assessment: Library listservs and e-mail notifications to library liaisons are utilized. Outcome 3 – Establish a library presence in the CMS management system to communicate with students. Assessment: Production of various types of files to use within the CMS for student access. Student survey conducted to assess the success of the integration in the CMS. Goal 4 - Continue to monitor and implement new technology, library materials and procedures in support of distance/virtual campus faculty and students. Outcome 1 – Research new technologies, library materials and procedures available to the libraries for their viability within the distance education/virtual campus program. Assessment: Research, read and present new ideas about technologies, library materials and procedures to the library faculty and distance education/virtual campus administration. Outcome 2 – Investigate new technology, library materials and procedures for distance education/virtual campus faculty and students. Assessment: Implement desirable new technology as funding permits. Outcome 3 – Provide instruction for distance education/virtual campus faculty and students regarding new technology, library materials and procedures. Assessment: Develop presentations through WIMBA, Camtasia, or other available software of new technology, library materials or procedures. Monitor access to the presentations after they are offered to the students and faculty. Ask that the DE/VC faculty or students e-mail or call with any questions that arise from new technology, library materials or procedures. C. PERSONNEL C. PERSONNEL Clarion University Libraries’ faculty and non-instructional employees staff two library facilities. During the academic year Carlson Library on the Clarion campus is open 92 hours a week and Suhr Library on the Venango campus is open 63 hours per week. Both libraries operate on a more abbreviated schedule over academic breaks and during summer sessions and winter intersession. The combined 24 member full-time staff includes the Dean of University Libraries, a Systems Administrator, nine faculty and 13 support staff. While each employee has unique responsibilities, the responsibilities are inter-related and successful library operations are the “sum of the whole”. Faculty The Library Department currently has eight full-time, permanent library faculty members, seven at the Clarion campus and one at the Venango campus. Six faculty members hold tenured positions at the Assistant Professor rank; one library faculty member is in the fifth year and another faculty member is in the fourth year of tenure-track positions. In addition to these members of the department’s complement, there is a ninth faculty member in a temporary position at Suhr Library on the Venango Campus. All nine faculty members hold the Master’s Degree in Library Science (MLS) which is considered to be the terminal degree for practicing librarians as noted in the Association of College and Research Libraries’ “Statement on the Terminal Professional Degree for Academic Librarians” (http://www.ala.org/acrl/standards/statementterminal) and all have earned post-graduate credits. One faculty member has recently completed doctoral studies, two faculty members have an additional subject master’s degree in Education, one faculty member holds a master’s degree in Adult Education, one faculty member holds a Certificate of Advanced Studies in Library Science, one faculty member is pursuing advanced graduate level academic work in Philosophy and Theology, and one faculty member has earned a Graduate Certificate in Archival Studies. The newest member of the faculty is pursuing an additional master’s degree in Education. These professional librarians have the responsibility of developing, implementing, coordinating and evaluating library programs, systems and services, and providing curricular and administrative support to the university through interaction with classroom faculty and service on university committees. Library faculty members are responsible for database management, one-on-one and group information literacy instruction, serials and e-resources management, reference and instructional services, collection development and department liaison responsibilities, planning and coordination of public and technical services operations and archives administration. The faculty continues to maintain high levels of involvement in department, university and community affairs. Every year all tenured faculty members serve on the Department’s evaluation, tenure, and promotion committees. The faculty has participated in university wide committees for Middle States evaluation, facilities planning, Conduct Board, and general education. Library faculty members have represented the department in university focus groups and at round tables and on Presidential Commissions. In addition, librarians have attended numerous conferences and workshops related to issues of importance in the library field and have made presentations at national and international conferences. Faculty vitas included in the appendix of this document provide more detailed information. This high level of involvement in professional, university, community and departmental activities is particularly commendable given the number of hours the libraries - both on the Clarion and on the Venango campuses - are open for service to the University community with coverage by professional librarians. Library Administration, Support Staff, and Student Assistants Carlson and Suhr Libraries share the expertise of the Dean of University Libraries and the Systems Administrator. The Dean is responsible for overall library administration and represents the Libraries on campus, in the community, with the state system and the Keystone Library Network, other library consortia and library vendors. The Systems Administrator is responsible for oversight of the Libraries’ Integrated Library System as well as IT planning and troubleshooting for most technology related issues in the Libraries. This individual works closely with library faculty and staff, state system personnel, and university computer personnel in planning and coordinating implementation of services and resolution of problems. Library paraprofessionals or “support staff” support faculty and administrators in all aspects of library operations described above. The majority of paraprofessional time is allocated to some aspect of public service. There are eleven full-time support staff at Carlson and two at Suhr. Two part-time support staff members are hired to help cover public service functions during extended hours at the end of the term and a few hours during the academic year. Depending on job responsibilities, paraprofessionals are hired with varied skill sets and academic preparation. Ever changing library needs require ongoing review of priorities and staff responsibilities and appropriate training and development. Whenever possible, support staff receives cross-training to enhance emergency service coverage. A staff member’s retirement in 2010 precipitated a thorough review of the responsibilities of that position and others in the department and resulted in a variety of changes including redefinition, redistribution, and elimination of some responsibilities. The Libraries also rely heavily on the services of student assistants to help provide service at circulation and computer support desks as well as interlibrary loan and technical services. Carlson has 32 part-time student employees and Suhr has five. Carlson currently has approximately 50 hours per week of graduate assistant time which is used in Reference and Information Services and weekend Circulation coverage. Public service schedules include weekend coverage as well as late evenings (Carlson is open until midnight 5 days a week during the academic year) and round-the clock hours the last two weeks of each semester. That schedule requires multiple shifts to ensure that library services and building security are maintained. Schedules of permanent staff have been adjusted as much as possible to provide appropriate levels of coverage; however some part-time staffing is required to ensure consistent operation. During most of the academic year at least three hours per week of part-time staffing is necessary and during extended hours the last two weeks of the term, part-time staffing covers overnight and extended weekend hours. Administrative planning/decisions must take into account the requirements and conditions of applicable collective bargaining agreements for APSCUF (faculty) and AFSCME (support staff) as well as Human Resources Policies. Those contracts address hours worked in a week, sick leave, vacation, and time between shifts worked, overtime and equalization which all must be considered in scheduling. 2006 Goals /Progress 2006-2011 2006 Goal 1 - Meet student needs for library services through employment and training of an appropriate number of full-time tenure-track librarians based on established needs. Assessment: • Electronic Resources and Serials Librarian tenure-track position approved to replace retiring Serials Librarian (2006). Position has been filled at tenure-track level. • Information Literacy / Reference Librarian tenure-track position approved upon untimely death of library faculty member. (2007). Position has been filled. • Distance Education /Reference Librarian position at Suhr Library was developed in response to a recognized need created by an increasing university emphasis on distance education. The position has evolved from a half-time distance education/reference position (replacing a vacated full-time reference position at Suhr) for several years to a full-time, temporary position in 2011-2012. The position is not yet tenure-track. • Collection development, formerly a half-time responsibility of a tenure-track faculty member, ,has been assigned as a one-quarter time responsibility to a tenured faculty member impacting liaison responsibilities, overall collection management, and public services responsibilities of that faculty member. The position request to replace a retiring faculty member was not granted. 2006 Goal 2 - Ensure prompt and effective interactions with students and other library users by providing all employees with appropriate mentoring, training, and development. Assessment: Training workshops, conferences and webinars have been promoted regularly and in almost all cases have been funded at least to some degree. PERSONNEL - PROGRAM REVIEW GOALS FOR 2011-2015 The program review goals for 2011-2015 for faculty and other employees reflect those outlined in the Libraries’ Strategic Plan. Strategic planning Priority 4 addresses faculty and staff goals, objectives and assessment as well as consideration of Standards for Libraries in Higher Education ( http://www.ala.org/acrl/standards/standardslibraries) adopted by the Association of College and Research Libraries in October 2011. The standards are “designed to guide academic libraries in advancing and sustaining their roles in educating students….” The Standards employ an outcomes-based framework and include a core of principles and related performance indicators. Selected indicators noted below apply to library personnel. Standards Principle 7.3 - The Libraries will allocate human and financial resources effectively and efficiently to advance the Libraries’ mission. Standards Principle 7.8 - Library personnel model a culture of continuous improvement and a proactive approach to design and delivery of library services. Standards Principle 8 - Libraries provide sufficient number and quality of personnel to ensure excellence and to function successfully in an environment of continuous change. Encouraging and supporting continuing development of library faculty and staff to meet changes in learning environments and technologies (Priority 4 - Clarion University Libraries Strategic Plan, 2009 and Principles 7 and 8 from ACRL Standards for Libraries in Higher Education, approved October, 2011) Goal 1 - Provide all employees mentoring, training, and development Outcome 1 – Ensure employee access to ongoing training Assessment: Employee completion of training opportunities. (Webinars, conference attendance, presentations, degree completion, coursework, etc.) Goal 2 - Foster proactive attitudes in designing and delivering quality services. Outcome 1 – Library staff and faculty maintain awareness of evolving changes within the profession through attendance at professional meetings, review of the professional literature, and networking. Assessment: Determine a reasonable portion of the budget and commit it to professional development. Conduct an annual review of changes in library operations and services. Review results of LibQual results usually administered at three year intervals. Outcome 2 – Encourage all employees to think “outside the box” for best means of implementation of identified priorities. Assessment: Library personnel meet regularly for information exchange and opportunities to brainstorm about specific issues and general library operation. D. RESOURCES D. RESOURCES The goals and objectives in the 2006 Program Review were established from needs identified in a SWOT analysis process conducted as a part of the University’s planning initiative at the time. Based on these identified needs and in compliance with ACRL’s Standards for Libraries in Higher Education (approved June 2004), resource goals were established. In its 2009 strategic planning efforts, the Library Department identified two programs that fall within the Resources area: Collection Development and Liaison Activities. 2006 Program Review Goals Please note that the arrangement of the 2006 program review document placed four goals into two different areas of that document, “Services” and “Students”. Those goals are analyzed in this section of the 2011 review because they form part of the Collection Development Program: 2006 Goal: The library provides the resources essential to the advancement of Clarion University’s teaching and research needs. 2006 Goal: Development of well planned preservation programs and physical facilities to support and protect valuable library collections and resources. 2006 Goal: Libraries’ efforts in collecting, preserving and organizing the university’s history are enhanced to make the University archives available to the public. 2006 Goal: Acquisition of scholarly electronic content including electronic versions of traditional print titles, reference resources, and web sites which are made available through the library’s web page. ANALYSIS OF 2006 GOALS RELATING TO COLLECTION DEVELOPMENT [For a quick visual check, the blue checkmark indicates that the goal/outcome was achieved during this five-year review period; the red minus symbol indicates the goal/outcome was not accomplished] 2006 Goal 1 – The library provides the resources essential to the advancement of Clarion University’s teaching and research needs. Outcome 1 – Collaborative efforts with university faculty result in resources commensurate with needs Assessment: assess, identify, and develop core collections; efficient methods of collecting statistics to support collection; restructured weeding and inventory procedures in use 2010 - 2011 – Library liaisons continue to identify and mark core 2010 - 2011 – Weeding and inventory procedures modified 2010 - 2011 – Statistics collecting procedures modified NOTE: Existing collections have been evaluated and marked core as indicated by sources such as Choice’s “Outstanding Academic Books” and “Resources for College Libraries”. Ongoing efforts by various library liaisons to identify core resources using subject specific guides are taking place. Weeding of outdated materials is an ongoing process and library liaisons attempt to weed portions of the collections that correspond to the Program Review process that takes place annually. More regular online statistics downloads took place from vendors for serials in order to report on electronic usage and tally sheets for print format in the libraries being reshelved were utilized. Statistics collection and reporting for cataloging were reviewed and manual counts were discontinued in favor of reports generated by the Systems Manager. 2006 Goal 2 – Development of well planned preservation programs and physical facilities to support and protect valuable library collections and resources. Outcome 1 – Preservation program developed and staffed. Assessment: Disaster Plan completed and recommended; disaster supplies on-site 2010 – 2011 – Disaster Plan completed and accessible electronically 2010 - 2011 – All disaster supplies recommended in plan not on-site Outcome 2 – Physical space configured to better protect the collection. Assessment: all exits alarmed or secured 2010 - 2011 – Exits have warning alarms. 2006 Goal 3 – Libraries’ efforts in collecting, preserving and organizing the university’s history are enhanced to make the University archives available to the public. Outcome 1 – University records, publications, and history in all formats are collected and organized according to Archives Policy. Assessment: Archival collections are amassed and accessible 2009 – 2010 – 14 collections accessioned, 4 collections processed NOTE: A number of activities related to Archives took place during this time period. The initial transfer of the Pennsylvania Black Conference on Higher Education Collection (PBCOHE) was processed and finding aids were written; the SSHELCO Collection was processed and finding aids written; a University photo collection and a photo negatives collection were processed and finding aids written; a card file on University buildings and people was enhanced with additional citations; an Archival Collection LibGuide to point researchers to online availability of archival digitized publications was created; and the Archivist held 61 individual appointments with researchers to use archival materials. Outcome 2 – Digitizing and indexing of appropriate selections. Assessment: digitized collections of archives are available online 2009 - 2010 – Online access to Archives via Libraries’ webpage NOTE: Background and preparation work for the digitization of the University’s alumni publications, curricula/course catalogs, yearbooks, and newspapers was completed. The newly digitized alumni publications were loaded into CONTENTdm with identified metadata. Lyrasis subsequently digitized these materials and made them available online through the Internet Archive. 2006 Goal 4: Acquisition of scholarly electronic content including electronic versions of traditional print titles, reference resources, and web sites which are made available though the library’s webpage. Outcome 1 – Development of a written electronic resources section in the Collection Development Policy document. Assessment: A written electronic resources policy is in place. 2010 - 2011 – Document draft completed. NOTE: A draft of an electronic resources policy to be incorporated in the Clarion University Libraries Collection Development policy was distributed for review by library faculty in the 2011 fall semester. Outcome 2 – More quality electronic resources are available to onsite and remote library users. Assessment: Data compiled on acquisition of electronic resources. 2010 - 2011 – Data available through reports NOTE: The number of electronic resources held in the Libraries’ collections is readily available from reports that can be run by the Library Systems Manager. A recent check of the statistics shows that total e-book titles have increased more than 60% since 2008 from 17,544 to 27,900. Data collected is regularly updated and included in the online University Factbook as well as the libraries’ internal statistical page. Resource Changes since 2006 Distance Education The 2006 Program Review spoke of the “burgeoning distance education initiatives of the university,” with a reference of more than 600 students taking some form of online class through Clarion University and the understanding that this trend would impact the Resource needs of the library. Fall 2011 enrollment statistics show that Distance Education now accounts for an FTE of 790. In the Committee on Courses and Programs of Study (CCPS) documents from June 2011 there are more than 600 courses that have been approved through CCPS for Web delivery. The Libraries have continued migrating information resources to the electronic environment in an attempt to meet the changing information needs of the service population. Several software and programming changes have been implemented to make access and delivery of library resources more efficient for both Distance Education and traditional students. For instance: • The campus IT department implemented LDAP authentication which gives students and faculty access to campus resources, including the Libraries’ databases, with one user name and password. • New interlibrary loan management software, ILLiad, was added featuring “Patron Web Delivery” which makes it possible to send requested documents by email rather than scanning, printing, and mailing them. • The E-Z Borrow book borrowing service was migrated to a new platform. • WebFeat, a federated search engine was replaced by Serials Solutions’ 360 Search renamed locally as Eagle Gold 360 Search. Monograph Collections (Print and Electronic) The Libraries have added approximately 44,000 new monograph titles to their collections during this review period with almost half of those titles in electronic format. The first e-book titles were added in the fall of 2006 with the addition of 12,000 AccessPA titles made possible through a Keystone Library Network (KLN) agreement. Since then, through KLN consortia purchasing, vendor “collection” purchases, and individual liaison selections for specific disciplines, the total number of e-books available through the Libraries exceeds 27,900. Our collection statistics for the 2010-2011 year show that 1,987 print titles were added to the collection while 5,701 e-book titles were added. The Libraries switched primary acquisition vendors from Baker and Taylor to YBP. As reported on its Web site (http://www.ybp.com), this vendor offers a “web-based acquisition and collection development tool” called GOBI (Global Online Bibliographic Information) that is directed towards the academic market. This is “YBP’s complete online interface for searching, selecting, ordering and reporting.” The use of GOBI has significantly improved the ordering process. The library faculty who now utilize this online acquisition system to select titles for the collection has found that the time between order placement and title acquisition is much shorter and that the overall workflow from point of request to title availability has improved. One especially nice feature of this system is the ability to see in what format the selected title is available. This makes identifying and choosing an electronic version of a title much easier. Serials (Print and Electronic) The Libraries’ journal collection includes both print and electronic resources and individually selected titles as well as journals received as part of full-text database packages. The Libraries currently provide access to more than 33,575 unique journals including print holdings, microform holdings and electronic holdings. In some cases print is the only option or the content is such that print is preferable to an online version. A very high number of print titles either have been migrated to online format (usually as part of a full-text journal database collection) or have been cancelled because of low use and/or high cost. The bulk of the print collection consists of bound and unbound volumes of which there are approximately 2400 titles on the shelf. About 270 of these titles are current subscriptions in Carlson and Suhr Libraries. A small browsing collection of popular magazines is maintained in the periodicals area. Library faculty continued during this program review period to explore other ways to access journal content. The Electronic Resources and Serials Librarian investigated and recommended that open source journals be added to the Libraries’ collections. By supporting open access initiatives like DOAJ (Directory of Open Access Journals) where stable, scholarly, peer-reviewed e-journals are made freely available to the academic community, the University Libraries have succeeded in increasing access to journal titles at little to no cost. For electronic journal subscriptions since 2006, the increase in title-access went from 20,454 to 33,243 as of spring 2011, with each year showing an annual increase in title access including, but not limited to, open access journals. It is important to note here that while open access journals are a significant addition to the collection, the content complements rather than supplants that of other scholarly journals purchased individually or as part of commercial database packages. Limited indexing in generally accepted academic indexing sources also remains an issue with open access titles. As noted in the “Trends” area of Section A in this review document, costs for providing access to e-journals through KLN consortial subscriptions, Clarion databases, and single journal subscriptions have shown average annual inflationary increases of 5 to 7% over this same time period. Databases Another development during this review period related to journal access was the decision, via Clarion’s participation in the KLN consortium, to continue using Serials Solutions as the vendor for the Article-Linker capability. This linking capability from the Libraries’ webpage database listing to the full-text of individual articles retrieved in a database search is a very important function in providing access to journal content. Serials Solutions was determined to be the most cost effective product of those examined, as well as the most service oriented. The library's databases consist of four different types: A&I databases, full-text databases, open access (OA) databases and eBooks databases. A&I databases mainly provide citation and abstract information with some occasional, but unstable full-text access. The full-text databases link to stable content and library users can go to the article level where it is possible to download, print or email the full-text articles. The Libraries’ also make available some journal content through publishers’ websites. Recently, the Libraries’ federated search mechanism, Eagle Gold Search, was migrated from WebFeat to Serials Solutions 360 Search. The effects of this migration have been to consolidate all of the full-text databases, (OA) journal databases, A&I databases and eBook databases in Serials Solutions KnowledgeWorks. Because we are still in the early stages after the recent migration, it has not yet been possible to formally evaluate/assess whether the 360 Search product is helping patrons to retrieve information more precisely or not. But one positive aspect has been to improve workflow efficiency in maintaining the e-Journal Portal, 360 Link, and 360 Search within one knowledge base. Other Electronic Resources In addition to e-books, online journals and databases, the Libraries have acquired other types of electronic resources. One of the most popular is Films On Demand which offers thousands of educational films in a streaming video format. Faculty may elect to include the links to specific titles in their D2L class sites with no separate licensing considerations and the cost to the Libraries is much less than it would be for individual purchase of titles without the streaming access. Examples of other non-journal type electronic resources that both replace and enhance formerly held print resources include Opposing Viewpoints, Mergent’s Financial Information Online, Literature Criticism Online, CREDO Reference, Oxford Digital Reference, Oxford English Dictionary, Lexis-Nexis Statistical DataSets, and CQ Researcher. These titles all offer the advantages of better functionality, broader access, and reduced processing time and costs. It should be mentioned here also that many if not most of the government print resources have been transitioned to electronic access only. This transition requires more maintenance on the part of Technical Services personnel as Web addresses must be found and added to appropriate records to maintain access. Reviewed Web sites are a regular addition to the collection. Many reviewing journals now review top quality Web sites and the decision has been made to add quality sites. The advantage of this is subject access through the catalog, and recognition of their scholarly content. Many of the government documents that we previously received in print are now only available through the Web and they too are regularly added to the online database. Archives The Libraries, recognizing the national trend toward the digitization of local history resources, undertook a project to digitize some of the most frequently used archival materials. The necessary background and preparation work for the digitization of the University’s alumni publications, curricula / course catalogs, yearbooks (both Clarion Campus and Venango Campus), and student newspapers (both Clarion Campus and Venango Campus) was completed by the archivist. Such work included the collation of materials, the researching of vendors, and the identification / organization of metadata. The course catalogs, yearbooks, and student newspapers were subsequently digitized through Clarion University Libraries’ participation in the Lyrasis Library Consortium’s Mass Digitization Collaborative. The digitized course catalogs, yearbooks, and Venango Campus student newspapers were placed in Internet Archive (www.archive.org) during the summer of 2010. The Clarion Campus student newspapers were placed in Internet Archive during the fall of 2011. (Prior to being digitized, the Clarion Campus student newspapers underwent preservation microfilming by Backstage Library Works in the spring of 2010.) The archivist loaded the digitized alumni publications with accompanying metadata into CONTENTdm in the summer of 2010. The alumni publications were digitized during the spring and summer of 2010 by The HF Group, LLC. New Programs and Accreditations Clarion University currently holds 28 national accreditations (http://www.clarion.edu/4249/). In most cases, the library requirements for the accreditations are met through the resources of current database subscriptions, but not always. In some cases, the accrediting agency mandates access to sometimes costly and often low use resources. In the current climate of shrinking materials budgets, this has at times been problematic but acceptable solutions have been negotiated. Recent decisions to cut two database subscriptions required careful analysis of content to ensure necessary resource coverage. This was accomplished through overlap analysis reports of the database contents, database use statistics, consultation with library liaisons and appropriate academic departments, and the collection development librarian. Library liaisons continue to monitor the CCPS proposals for new courses and programs that might require additional library resources. Specific requests from classroom faculty are usually honored and quickly processed. Collections Budget The library has been hard hit by cuts to the University’s funding over the review period. Those budget reductions combined with rising costs for materials and increasing user demand for access to expensive resources have made for some difficult collection development decisions. Many standing orders and print journal titles have been discontinued and few new databases have been added. For several years supplementary funding through the PASSHE performance initiative was available. Campus technology allocations, as well as participation in consortia purchase agreements, helped to offset the very limited budget for resources and rising costs for all types of materials. By 2011, however, much of the external budget support was discontinued and even more significant cuts have been made in standing orders, print and electronic book purchases, and database renewals. Interlibrary loan services are increasingly in demand for materials not owned locally which is a partial solution to collection gaps; however, costs related to that service such as lending fees and copyright charges also continue to increase and the intent of national interlibrary service is only to complement, not replace, strong local collections. Collaborative Resource Initiatives From the almost forgotten collection development effort in the 1960’s requesting each state university to collect heavily in a specific subject area (Clarion’s subject was British Cultures, hence our large collection of British papers), to the Keystone Library Network (KLN) consortia purchase of the Voyager integrated library system, the University Libraries have a demonstrated history of resource collaboration. During this review period, collaborative opportunities for collection development, resource maintenance, and resource reallocation have continued to expand through large library consortia such as Lyrasis and the Pennsylvania Academic Library Consortium (PALCI). Library faculty, staff, and administration have also had the opportunity to participate on various PASSHE and KLN committees to investigate new ways of partnering for future library resources and directions. Some results from these collaborative efforts include: • • • • • • • • • Substantial cost savings in purchasing database access, streaming video, and access software KLN collection development policy resulting in the collaborative purchase of almost 400 e-book titles Authority control procedures developed and implemented through the KLN Authority Control Project Training for and participation in the KLN Name Authority Cooperative Program (NACO) Funnel Program, contributing local name authority records to the Library of Congress authority file Purchase of MARC records for the Evan’s Early American Imprint collection through an LSTA grant Addition of digital collections and accompanying metadata to CONTENTdm Continued development of VuFind, an open source software to enhance resource discovery Continued development of Equella, a content management software, for use in establishing a digital repository of learning objects Initial investigation of cataloging requirements for a possible “Common Catalog” in preparation for future integrated library system initiatives Facilities The Libraries’ facilities – the Carlson Library on the Clarion campus and Suhr Library on the Venango Campus - are welcoming, inviting places in which students can study, do research, and meet in small groups. Both facilities are regularly used for group meetings, training programs, special class sessions and university events such as speaker presentations, student orientation, book fairs, and recruitment programs. It is important to note that in addition to the physical space provided by the libraries, “Library As Place” is more and more being associated with an online presence .The Libraries’ Web Page is not only a gateway to research resources, but also a link to various types of research support including electronic reference services, e-reserves, interlibrary loan, library tutorials, and LibGuides. Users also may readily access information about Library Instruction as well as library hours, policies, and staff contacts. There are, however, some areas of concern to the faculty. Problems Related to Facilities Use of space Because both Carlson Library and Suhr Library have become an important part of campus culture, library faculty and staff find themselves competing for use of specific areas of these facilities. On the Clarion campus, places such as the Level 2 Library Instruction lab and the Level A Center for Academic Excellence are in frequent demand from many groups across campus. The demand for the Instruction lab, for example, on numerous occasions has created a problem in scheduling the information literacy classes the library faculty teaches. These classes are the primary purpose for the lab’s existence. The library faculty at the Venango campus also experience problems in scheduling information literacy classes because of lack of space. There is no separate instruction lab in the Suhr Library which means the general library seating area must serve this purpose. It does so in a very inadequate manner and library users who are not part of the instruction class are frequently disturbed and hindered in their use of the facility. Maintenance and Repair At Suhr Library, walls on the hill side of the library continue to have crumbling plaster due to water and drainage issues. RESOURCES - PROGRAM REVIEW GOALS FOR 2011-2015 Enhance current Effective and Efficient Models for Selection, Maintenance, and Preservation of Materials (Priority 1 - Clarion University Libraries Strategic Plan, 2009 and Principle 5 from ACRL Standards for Libraries in Higher Education, approved October, 2011) Goal 1 - Build, select, and preserve a collection of information resources commensurate with the current and anticipated needs of the University’s instructional programs through collaborative efforts with classroom faculty and other groups both within and outside the University setting. Outcome 1 – Assess, identify, and continue to build collections of core materials in all formats using authoritative sources and guides for the various disciplines Assessment: Increased access to electronic content within collection Outcome 2 – Continue to identify and develop areas of collaboration with consortia partners (e.g. KLN, PALCI, and Lyrasis) for collection development Assessment: Annual report on collaborative projects Outcome 3 – Identify materials that may be suitable for shelf-ready purchase Assessment: Vendor proposals are secured Outcome 4 – Develop more efficient ways of utilizing available statistics to inform collection decisions Assessment: Access is more readily available to accurate collection and use statistics. Outcome 5 – Enhance weeding and inventory procedures for the collection Assessment: Accuracy of records in database will increase. Goal 2 - Develop, organize, and staff the Library’s preservation program to support the preservation needs of the various formats and collections. Outcome 1 – Ensure staff access to ongoing training. Assessment: Staff attendance at training workshops and webinars Outcome 2 – Develop procedures for identifying and securing rare or extremely valuable materials in the existing collection. Assessment: Queries for analyzing database for rare materials are developed and run. Goal 3 - Collect and organize University records, publications, and history according to the guidelines of a recognized Archival Policy. Outcome 1 – Continue to develop a provenance-based organizational scheme for University archival materials. Assessment: Existence of new organizational scheme reported in archives unit annual report. Outcome 2 – Work with Dean of University Libraries to get revised Archival Policy formally approved through appropriate channels. Assessment: Revised, approved policy goes into effect. Outcome 3 – Communicate annually with appropriate campus units to encourage transfer of University records of enduring value to the archives. Assessment: Archivist’s communication efforts to campus units are evidenced in the archives unit annual report and through e-mail correspondence. E. LibQUAL ASSESSMENT E. LibQUAL Assessment Introduction The LibQUAL+® ™ Protocol is based on the Gap Model, which is a standardized measure of library service quality grounded in Expectation Confirmation-Disconfirmation Theory (Roszkowski, Baky, & Jones, 2005). Zeithaml, Parasuraman, and Berry (1990), from their qualitative work, formulated a conceptual model of service quality called the Gap Model of Service Quality. A survey instrument based on this model will ask the respondents to rate questions at least three times; once with their desired level of quality, once with their minimal level of service accepted, and then with their perceived level of service received. Expected service, then, is either verified or disconfirmed in a perception of service, and a view of service quality emerges as the difference or “gap” between expectations users have of the service they actually received (Zeithaml, Parasuraman, & Berry, 1990). Zeithaml, Parasuraman, and Berry (1990) explain that the key idea in their Gap Model is that service quality is measured as a function of the difference score between expectations and perceptions (P - E). This difference will result in a “zones of tolerance,” and allow the researcher to determine which aspects of service that needs to be addressed. Methodology Pennsylvania State System of Higher Education (PASSHE) libraries administered the LibQUAL+® ™ survey in the fall of 2006 and 2009. Thirteen PASSHE libraries conducted the surveys as members of the Keystone Library Network (KLN) consortium. The LibQUAL+® ™ Protocol focuses primarily on outcomes measures such as perceptions of library service quality, user satisfaction, and assessments of expectations (Heath, Cook, Kyrillidou, & Thompson, 2002). The protocol measures three dimensions of library service. The survey results can be an important ingredient in the libraries’ strategic planning process since the information gained from these surveys provide information about service deficiencies and enable identification of areas of service that need to be improved. This quantitative study focused on the ability of the LibQUAL+® ™ instruments to measure perceived service quality by calculating the service quality sub category mean scores. The study examined the differences of these scores for each of the protocol’s three dimensions and the individual survey items. The study also compared scores among the Peer institutions. The study was based on data that was collected with the LibQUAL+® ™ survey at PASSHE institutions. Instrument Design The LibQUAL+® ™ assessment instrument provides a new method of assessing library user knowledge of, and satisfaction with, library services. It is an electronic, web-based survey designed especially for academic libraries. The Association of Research Libraries (ARL), a nonprofit organization of research libraries at comprehensive research institutions, offers the LibQUAL+® ™ instrument to academic libraries to help them to assess their users. The instrument has been in use in one form or another since 2001, and over 1,000 libraries have used LibQUAL+® ™ to assess their users (Garthwait & Richardson, 2008). “The LibQUAL+® ™ instrument is unique in that it can use three different interpretations: (1) location of perception in relation to the zones of tolerance, and (2) benchmarking against peer institutions, (3) longitudinal studies at a given institution” (Posey, 2009, p. 24). The 22 core survey items (see Table 1) measure user perception of service quality in three dimensions: Information Control, Library as Place, and Affect of Service. The Information Control dimension addresses the adequacy and timeliness of resources and services. The Affect of Service dimension evaluates how well the library staff serves patrons in terms of responsiveness, assurance, and empathy. The Library as Place dimension seeks information on patrons’ perceptions of the library building, its physical facilities, and the impact of the building on its users (Davis & Kyrillidou, 2009). The survey also includes a few items on information use, learning outcomes, and general satisfaction. The researcher can add five local questions to this instrument from a list of more than 100+ options provided, or choose to create their own five additional questions. The PASSHE libraries decided to develop the five additional questions to meet local needs. A committee was created with members from several of the PASSHE libraries to create the five additional questions (see Table 2). The five items were added to, and mixed in with, the 22 core items on the survey. These five local items have changed with each survey and have not been included in the results of this study. The survey form also includes demographic questions such as age, sex, major, and university status. This web-designed survey allows each individual to select bullets to each question based on a Likert scale (survey is included in Appendix B). The instrument scores are scaled from 1 to 9 with 1 being the lowest rating and 9 being the highest rating (Davis & Kyrillidou, 2009). Each question is rated three times with respect to minimally acceptable service level, desired service level, and perceived level of actual service quality (Davis & Kyrillidou, 2009). The LibQUAL+® ™ survey data can be used to collect library effectiveness data and outcomes. The survey measures user perceptions and expectation of library service quality, calculating scores for each survey item and the protocols’ three dimensions. At the end of the survey form, there is an open-ended comments box (the complete list of comments are included in the Appendix D). Table 1 LibQUAL+® ™ Dimensions and their Core Questions Affect 0f Service Information Control AS-1. Employees who instill confidence in users IC-1. Making electronic resources accessible from my home or office AS-2. Giving users individual attention IC-2. A library Web site enabling me to locate AS-3. Employees who are information on my own consistently courteous IC-3. The printed library AS-4. Readiness to respond materials I need for my to users’ questions work AS-5. Employees who have IC-4. The electronic the knowledge to answer information resources I user questions need AS-6. Employees who deal IC-5. Modern equipment that with users in a caring lets me easily access fashion needed information AS-7. Employees who IC-6. Easy-to-use access understand the needs of tools that allow me to find their users things on my own AS-8. Willingness to help IC-7. Making information users easily accessible for AS-9. Dependability in independent use handling users’ service IC-8. Printed and/or problems electronic journal collections I require for my work Library as Place LP-1. Library space that inspires study and learning LP-2. Quiet space for individual activities LP-3. A comfortable and inviting location LP-4. A gateway for study, learning or research LP-5. Community space for group learning and group study information Table 2 LibQUAL+® ™ Five Locally Created Questions 1. 2. 3. 4. 5. Availability of assistance to improve my research skills Availability of assistance in addressing issues of copyright and plagiarism Reliable mix of technology to help me complete my work Library materials available when and where I need them Access to materials from other libraries (Interlibrary Loan) Participants This survey was first conducted at Clarion University in the Fall 2006 and again in 2009. In 2006 the survey had 806 participants with 323 respondents providing an open-ended comment at the end of the survey. The respondents consisted of 67 faculty, 659 undergraduate students, and 80 graduate students. At the time of the survey the sample population was 6,895, so this gave the university almost a 12% response rate. The respondents were fairly evenly distributed across disciplines in line with the makeup of the student population within each discipline. The only discipline unevenly represented was Library Science. This may be due to Library Science being the university’s largest online graduate program, with most of the students attending school at a distance and not getting a chance to visit the physical library. The respondent makeup, by gender, was 583 females and 223 males – at the time, the total makeup of the sample population by gender was 62% female and 38% Male. In 2006 the survey’s 323 comments were not formally analyzed for qualitative data. Table 3 displays mean scores for each dimension of library service quality measured at Clarion University in 2006 by the LibQUAL+® ™ survey. In 2009 the survey had 848 participants with 312 respondents providing an open-ended comment at the end of the survey. The respondents consisted of 62 faculty, 659 undergraduate students, and 97 graduate students. At the time of the survey the sample population was 7106, so this gave the university an 11.5% response rate. The respondents were fairly evenly distributed across disciplines in line with the makeup of the student population within each discipline. Again the results showed that the only discipline unevenly represented was Library Science. This continues to be attributed to the fact that Library Science is the university’s largest online graduate program, with most of the students attending school at a distance and not getting a chance to visit the physical library. The respondent makeup, by gender, was 613 females and 230 males – at the time, the total makeup of the sample population by gender was 73% female and 27% Male. In 2009 the survey’s 312 comments were not formally analyzed for qualitative data. Table 4 displays mean scores for each dimension of library service quality measured at Clarion University in 2009 by the LibQUAL+® ™ survey. Results Results from the 2006 and 2009 LibQUAL+® survey indicate that Clarion users show a high level of overall satisfaction with library services. The survey covers three dimensions of library service quality: • • • Affect of Service – evaluates how well the library staff serves patrons in terms of responsiveness, assurance, and empathy. Information Control – addresses the adequacy and timeliness of resources and services. Library as Place – seeks information on patrons’ perceptions of the library building, its physical facilities, and the impact of the building on its users. Of these dimensions in both years, Library as Place is viewed more positively than the other two service dimensions. The Affect of Service dimension scored the lowest in both years but still indicates a high level of satisfaction. Tables 3 and 4 show the results of the LibQUAL+® survey by dimension. Table 3 Mean scores for each sub category 2006 Dimension Minimum Desired Mean Mean Affect of Service 6.49 7.75 Information Control 6.67 7.96 Library as Place 6.62 7.93 Overall: 6.59 7.87 Perceived Mean 7.12 7.16 7.37 7.19 Adequacy Mean 0.63 0.49 0.75 0.60 Superiority Mean -0.63 -0.80 -0.55 -0.68 Perceived Mean 7.25 7.36 7.48 7.35 Adequacy Mean 0.82 0.78 0.88 0.83 Superiority Mean -0.50 -0.56 -0.50 -0.52 n 806 806 794 806 Table 4 Mean scores for each sub category 2009 Dimension Minimum Desired Mean Mean Affect of Service 6.43 7.75 Information Control 6.58 7.92 Library as Place 6.60 7.98 Overall: 6.52 7.87 n 658 659 658 659 The LibQUAL+® survey includes twenty-two standard questions covering three categories, or dimensions: Affect of Service (AS), Information Control (IC), and Library as Place (LP). In the LibQUAL+® survey, the 22 standard items each received 3 responses: minimum, desired, and perceived. These are tabulated and mean, or average, scores for each of the three categories are established for each question. The tables (Table 5 & 6) on the following pages are a summary of 2006 and 2009 results for the core survey questions. The illustrations show clearly that in all areas measured library users perceived that Clarion University Libraries performed at greater than the minimum results level but fell short of what was considered the most desirable results for each question listed (see Table 5 & 6). The summary results pages that follow apply specifically to Clarion University and not to the Keystone Library Network (KLN) as a whole. Table 5 LibQUAL+® 2006 Survey Results Question Minimum Mean Desired Mean Perceived Mean Adequacy Mean Superiority Mean AS-1 Employees who instill confidence in users 5.75 7.46 6.55 0.80 -0.91 AS-2 Giving users individual attention 5.77 7.15 6.60 0.82 -0.55 AS-3 Employees who are consistently courteous 6.96 8.06 7.38 0.42 -0.69 AS-4. Readiness to respond to users’ questions 6.52 7.73 7.20 0.68 -0.52 6.74 7.88 7.24 0.50 -0.63 6.69 7.90 7.33 0.63 -05.7 6.67 7.87 7.27 0.60 -0.60 6.73 7.88 7.36 0.63 -0.52 6.67 7.87 7.26 0.59 -0.61 6.41 7.97 6.96 0.55 -1.01 6.60 7.95 7.15 0.55 -0.80 6.58 7.83 6.88 0.30 -0.95 6.56 7.85 7.11 0.56 -0.74 6.94 8.18 7.50 0.56 -0.68 6.75 7.99 7.21 0.45 -0.79 6.77 7.98 7.32 0.55 -0.65 6.74 7.95 7.14 0.40 -0.82 Affect of Service AS-5. Employees who have the knowledge to answer user questions AS-6. Employees who deal with users in a caring fashion AS-7. Employees who understand the needs of their users AS-8. Willingness to help users AS-9. Dependability in handling users’ service problems Information Control IC-1. Making electronic resources accessible from my home or office IC-2. A library Web site enabling me to locate information on my own IC-3. The printed library materials I need for my work IC-4. The electronic information resources I need IC-5. Modern equipment that lets me easily access needed information IC-6. Easy-to-use access tools that allow me to find things on my own IC-7. Making information easily accessible for independent use IC-8. Printed and/or electronic journal collections I require for my work Library as Place 6.53 7.97 7.16 0.63 -0.81 6.73 8.01 6.99 0.26 -1.02 6.72 7.97 7.89 1.17 -0.08 6.68 7.93 7.31 0.63 -0.62 6.48 7.74 7.52 1.04 -0.23 6.59 7.87 7.19 0.60 -0.68 Minimum Mean Desired Mean Perceived Mean Adequacy Mean Superiority Mean AS-1 Employees who instill confidence in users 5.87 7.58 6.84 0.97 -0.74 AS-2 Giving users individual attention 5.89 7.28 6.80 0.91 -0.47 AS-3 Employees who are consistently courteous 6.88 8.09 7.55 0.67 -0.53 AS-4. Readiness to respond to users’ questions 6.67 7.88 7.48 0.81 -0.40 6.75 8.01 7.46 0.71 -0.55 6.72 7.98 7.54 0.82 -0.44 6.73 7.95 7.44 0.71 -0.51 6.81 8.04 7.66 0.85 -0.39 6.58 7.84 7.40 0.81 -0.44 LP-1. Library space that inspires study and learning LP-2. Quiet space for individual activities LP-3. A comfortable and inviting location LP-4. A gateway for study, learning or research LP-5. Community space for group learning and group study information Overall Table 6 LibQUAL+® 2009 Survey Results Question Affect of Service AS-5. Employees who have the knowledge to answer user questions AS-6. Employees who deal with users in a caring fashion AS-7. Employees who understand the needs of their users AS-8. Willingness to help users AS-9. Dependability in handling users’ service problems Information Control IC-1. Making electronic resources accessible from my home or office IC-2. A library Web site enabling me to locate information on my own IC-3. The printed library materials I need for my work IC-4. The electronic information resources I need IC-5. Modern equipment that lets me easily access needed information IC-6. Easy-to-use access tools that allow me to find things on my own IC-7. Making information easily accessible for independent use IC-8. Printed and/or electronic journal collections I require for my work 6.65 8.09 7.33 0.68 -0.76 6.67 7.95 7.26 0.59 -0.70 6.54 7.80 7.23 0.69 -0.56 6.59 7.93 7.37 0.78 -0.55 6.83 8.12 7.55 0.71 -0.58 6.76 8.09 7.39 0.63 -0.70 6.77 8.03 7.54 0.77 -0.49 6.78 7.99 7.41 0.63 -0.58 6.55 8.03 7.38 0.83 -0.64 6.69 7.97 7.26 0.57 -0.72 6.63 8.04 7.75 1.11 -0.30 6.65 8.00 7.56 0.91 -0.44 6.37 7.73 7.55 1.18 -0.18 6.62 7.93 7.40 0.79 -0.53 Library as Place LP-1. Library space that inspires study and learning LP-2. Quiet space for individual activities LP-3. A comfortable and inviting location LP-4. A gateway for study, learning or research LP-5. Community space for group learning and group study information Overall Analysis of LibQUAL+® Scores “zones of tolerance” Data from the LibQUAL+® ® surveys was analyzed to identify strengths, user priorities, and opportunities for improvement. Zeithaml, Parasuraman, and Berry (1990) explained that the key idea in their Gap Model is that service quality is measured as a function of the difference score between expectations and perceptions (P - E). This difference will result in a “zones of tolerance,” and allow the researcher to determine which aspects of service need to be addressed first, areas with the greatest opportunity for improvement and the libraries’ strengths. Strengths These tables identify specific aspects of the “Affect of Service”, “Library as Place”, and “Information Control” dimensions of the LibQUAL+® survey that most closely match what users want. What users want equates to the desired score. What users experience equates to the perceived score. The difference between what is desired and what is perceived is called the superiority gap. It is an indicator of the extent to which user desires are being met. In the table, if the number in parentheses is positive, it means what is perceived exceeds what is desired. Because this situation doesn't occur very often, the table also shows the items with the least difference between what is perceived and what is desired. If the number is negative, it means that what is perceived is less than what is desired. The closer the negative score is to zero, the closer what is perceived is to what is desired, i.e., ‐0.18 is closer to what is desired than ‐0.76. Items are ranked in descending order by superiority gap score (see Table 7 & 8). Example: LibQUAL+® 2009 score “A comfortable and inviting location” Superiority Gap = Perceived Mean Score ‐ Desired Mean Score (‐0.08 = 7.89 ‐ 7.97). Table 7 Top 5 LibQUAL+® superiority gap scores for 2006 LiQual+ Rank 2006 LibQUAL+® Survey Item Superiority Gap 1 A comfortable and inviting location -0.08 2 Community space for group learning and group study -0.23 3 Willingness to help users -0.52 4 Readiness to respond to users’ questions -0.52 5 Giving users individual attention -0.55 Table 8 Top 5 LibQUAL+® superiority gap scores for 2009 LibQUAL+® Rank 2009 LibQUAL+® Survey Item Superiority Gap 1 Community space for group learning and group study -0.18 2 A comfortable and inviting location -0.30 3 Willingness to help users -0.39 4 Readiness to respond to users’ questions -0.40 5 A getaway for study, learning, or research -0.44 Opportunities These tables identify specific aspects of the “Affect of Service”, “Library as Place”, and “Information Control” dimensions of the LibQUAL+® Survey that show the greatest gap between what users experience and what they want. What users experience equates to the perceived score. What users want equates to the desired score. The difference between what is desired and what is perceived is called the superiority gap. It is an indicator of the extent to which user desires are being met. In the tables, the negative numbers in parentheses mean that what is perceived falls below what is desired. Items are ranked in ascending order by superiority gap score beginning with the lowest score (see Table 9 & 10). Example: LibQUAL+® 2009 scores “Quiet space for individual activities” Superiority Gap = Perceived Means Score ‐ Desired Means Score (‐1.02 = 6.99 ‐ 8.01) Table 9 Lowest 5 LibQUAL+® superiority gap scores for 2006 LiQual+ Rank 2006 LibQUAL+® Survey Item Superiority Gap 1 Quiet space for individual activities -1.02 2 Making electronic resources accessible from my home or -1.01 office 3 The printed library materials I need for my work -0.95 4 Employees who instill confidence in users -0.91 5 Print and/or electronic journal collections I require for my work -0.82 Table 10 Lowest 5 LibQUAL+® superiority gap scores for 2009 LiQual+ Rank 2009 LibQUAL+® Survey Item Superiority Gap 1 Making electronic resources accessible from my home or office -0.76 2 Employees who instill confidence in users -0.74 3 Quiet space for individual activities -0.72 4 A library Web site enabling me to locate information on my own -0.70 5 Easy-to-use access tools that allow me to find things on my own -0.70 It should be noted that superiority gaps improved for every survey item between 2006 and 2009 except one, which was item LP-3 A comfortable and inviting location which had a very small increase (2006 Score -0.18 vs. 2009 Score -0.30). This shows that Clarion University has improved in meeting the needs of it library users in all but one item between 2006 and 2009. Priorities These tables identify specific aspects of the “Affect of Service”, “Library as Place”, and “Information Control” dimensions of the LibQUAL+® Survey that are most valued by Clarion University users. They are the items on the survey to which users assigned the highest overall desired scores (see table 11 &12). Table 11 Highest overall desired scores for 2006 LiQual+ Rank 2006 LibQUAL+® Survey Item Desired Mean Score 1 Modern equipment that lets me easily access needed information 8.18 2 Employees who are consistently courteous 8.06 3 Quiet space for individual activities 8.01 4 Easy-to-use access tools that allow me to find things on my own 7.99 5 Making information easily accessible for independent use 7.98 Table 12 Highest overall desired scores for 2009 LiQual+ Rank 2009 LibQUAL+® Survey Item Desired Mean Score 1 Modern equipment that lets me easily access needed information 8.12 2 Employees who are consistently courteous 8.09 3 Easy-to-use access tools that allow me to find things on my own Employees who are consistently courteous 8.09 4 Making electronic resources accessible from my home or office 8.09 5 Willingness to help users 8.04 It should be noted that “modern equipment that lets me easily access needed information”, “employees who are consistently courteous” and “easy-to-access tools that allow me to find things on my own” were top desires by Clarion University library users in both 2006 and 2009. Visual interpretation of LibQUAL+® scores using radar charts Radar charts are a way to show strengths and weaknesses graphically by enabling you to observe symmetry or uniformity of data. Points close to the center indicate a low value, while points near the edge indicate a high value. When interpreting a radar chart, it is important to check each individual axis as well as the chart’s overall shape in order to gain a complete understanding of its meaning. You can see how much data fluctuates by observing whether the spiral is smooth or has spikes of variability. Respondents’ minimum, desired, and perceived levels of service quality are plotted on each axis of your LibQUAL+® radar charts. The resulting “gaps” between the three levels are shaded in blue, yellow, green, and red. Generally, a radar graph shaded blue and yellow indicates that user perceptions of service fall within the “zone of tolerance”; the distance between minimum expectations and perceptions of service quality is shaded in blue, and the distance between their desired and perceived levels of service quality is shown in yellow. When users’ perceptions fall outside the “zone of tolerance,” the graph will include areas of red and green shading. If the distance between users’ minimum expectations and perceptions of service delivery is represented in red, that indicates a negative service adequacy gap score. Clarion University libraries had no LibQUAL+® survey item indicate a negative service adequacy gap thus no red is shown in the radar chart (meaning did not score low than minimum expectations). If the distance between the desired level of service and perceptions of service delivery is represented in green, that indicates a positive service superiority gap score. Clarion University libraries had no LibQUAL+® survey item indicate a positive service superiority gap thus no green is shown in the radar chart meaning also did not score higher than desired expectations for any LibQUAL+® survey item. Figure 1 shows the radar chart for 2009 results and Figure 2 shows the radar chart for 2006 results. (LibQUAL+® 2009 Survey Workbook) Figure 1. Radar Chart for 2009 Results Figure 2. Radar Chart for 2006 Results Benchmarking against peer institutions As you can see from the Table below Clarion University had the third highest LibQUAL+® overall perceived mean score among peer institutions and the highest score for the Library as Place dimension. Clarion University Libraries also scored fourth in the Information Control dimension and fifth in the Affect of Service dimension. Clarion University was well above the average scores of Peer Institutions in all three dimensions scores and overall all LibQUAL+® Score (See Table 13 for details). Table 13 2009 LibQUAL + Dimension Scores of perceived mean for Peer Institutions’ University Clarion Univ. University 2 University 3 University 4 University 5 University 6 University 7 University 8 University 9 University10 University11 University12 University13 Average Affect of Service 7.35 7.52 7.22 6.94 7.39 6.99 7.27 7.28 7.49 7.41 7.25 7.13 7.32 7.24 Information Control 7.38 7.43 7.36 6.90 7.24 7.00 7.42 7.23 7.52 7.28 7.27 7.23 7.23 7.27 Library as Place 7.51 7.37 7.03 6.81 7.26 6.93 7.27 7.43 7.72 6.86 7.10 7.12 7.15 7.18 Overall Score 7.40 7.46 7.23 6.90 7.31 6.99 7.33 7.30 7.56 7.24 7.23 7.17 7.28 7.24 Longitudinal Analysis A longitudinal comparison of the 2006 and 2009 results indicated a steady improvement in both perceived means scores and superiority gap means scores. The libraries’ show improvement of means score for all survey items except one which was LP-3. A comfortable and inviting location (see Table 14 & 15). Table 14 Comparison Perceived Scores and Superiorty Gap Scores between 2006 and 2009 Question Perceived Mean 2006 Perceived Mean 2009 Superiority Mean 2006 Superiority Mean 2009 AS-1 Employees who instill confidence in users 6.55 6.84 -0.91 -0.74 AS-2 Giving users individual attention 6.60 6.80 -0.55 -0.47 AS-3 Employees who are consistently courteous 7.38 7.55 -0.69 -0.53 AS-4. Readiness to respond to users’ questions 7.20 7.48 -0.52 -0.40 7.24 7.46 -0.63 -0.55 7.33 7.54 -05.7 -0.44 7.27 7.44 -0.60 -0.51 7.36 7.66 -0.52 -0.39 7.26 7.40 -0.61 -0.44 6.96 7.33 -1.01 -0.76 7.15 7.26 -0.80 -0.70 6.88 7.23 -0.95 -0.56 7.11 7.37 -0.74 -0.55 7.50 7.55 -0.68 -0.58 7.21 7.39 -0.79 -0.70 7.32 7.54 -0.65 -0.49 Affect of Service AS-5. Employees who have the knowledge to answer user questions AS-6. Employees who deal with users in a caring fashion AS-7. Employees who understand the needs of their users AS-8. Willingness to help users AS-9. Dependability in handling users’ service problems Information Control IC-1. Making electronic resources accessible from my home or office IC-2. A library Web site enabling me to locate information on my own IC-3. The printed library materials I need for my work IC-4. The electronic information resources I need IC-5. Modern equipment that lets me easily access needed information IC-6. Easy-to-use access tools that allow me to find things on my own IC-7. Making information easily accessible for independent use IC-8. Printed and/or electronic journal collections I require for my work 7.14 7.41 -0.82 -0.58 7.16 7.38 -0.81 -0.64 6.99 7.26 -1.02 -0.72 7.89 7.75 -0.08 -0.30 7.31 7.56 -0.62 -0.44 7.52 7.55 -0.23 -0.18 7.19 7.40 -0.68 -0.53 Library as Place LP-1. Library space that inspires study and learning LP-2. Quiet space for individual activities LP-3. A comfortable and inviting location LP-4. A gateway for study, learning or research LP-5. Community space for group learning and group study information Overall Conclusion The Clarion University Libraries (Carlson and Suhr) are perceived positively by their patrons and have showed substantial improvement between 2006 and 2009. Clarion University Libraries’ score high in all three dimension of LibQUAL+® protocol as well as overall score when compared to its peer institutions falling in the top 5 in all categories. However, to maintain this positive environment, Clarion University Libraries should continue to take actions to enhance their library services and to be responsive to patron needs. Today’s academic libraries have become user-centered, and higher education is more focused on assessment than ever before. The more ways Clarion University Libraries can measure their effectiveness, the more prepared they will be to meet the ever-changing expectations of their users. LibQUAL+® Survey data can be used to assess the needs of patrons and can play a vital part in planning services to meet their needs. Academic libraries increasingly need to be data driven and customer-centered due to the current economic climate in higher education and the increase in outcomes-based assessment. This has caused academic libraries to look for meaningful assessment tools and instruments that provide evaluative data; the LibQUAL+® survey is one of those instruments. References Cook, C., Health, F., Thompson, B., Davis, M. , Kyrillidou, M. & Roebock, G. LibQUAL+® ™ 2009 Survey: Clarion University of Pennsylvania. Washington, D.C: Association of Research Libraries. Cook, C., Health, F., Thompson, B., Davis, M. , Kyrillidou, M. & Roebock, G. LibQUAL+® ™ 2006 Survey: Clarion University of Pennsylvania. Washington, D.C: Association of Research Libraries. Davis, M., & Kyrillidou, M. (2009). LibQUAL+™: Charting Library Service Quality Procedures Manual. Washington, D.C: Association of Research Libraries Garthwait, C., & Richardson, E. A. (2008). LibQUAL+™(TM) in a consortium: KLN’s challenges and considerations. New Library World, 109(11/12), 499-511. Retrieved October 15, 2009 from ABI/INFORM Global. (Document ID: 1598527711) Heath, F., Cook, C., Kyrillidou, M., & Thompson, B. (2002). ARL index and other validity correlates of LibQUAL+™ scores. Portal: Libraries and the Academy, 2, 27-42 Posey, J. A. (2009). Student perceptions and expectations of library services quality and user satisfaction at Walters State Community College. (Ed.D. dissertation). Retrieved October 7, 2009 from Dissertations & Theses: A&I. (Publication No. AAT 3361650) Roszkowski, M., Baky, J., & Jones, B. (2005). So which score on the LibQUAL+™ tells me if library users are satisfied? Library & Information Science Research, 27, 424-439. Zeithaml, V. A., Parasuraman, A., & Berry, L. L. (1990). Delivering quality service: Balancing customer perceptions and expectations. New York, NY: Free Press. APPENDIX A Fall 2010 Information Literacy Survey and Comments Student Survey Results for Fall 2010 Information Literacy Instruction Session Survey University Libraries Fall 2010 Completed – 476 180 with comments 296 without comments Some respondents circled more than one answer or did not answer the question at all. Total answered The Librarian was knowledgeable about information resources. 477 Agree 460 Disagree 3 No opinion 14 480 Agree 393 Disagree 32 No opinion 55 The Librarian presented the subject matter in a clear and organized manner. 474 Agree 443 Disagree 4 No opinion 27 The class met or exceeded my expectations. 477 Agree 309 Disagree 33 No opinion 135 The class was a waste of my time, I already knew everything that was covered. 469 Agree 80 Disagree 325 No opinion 64 The Librarian was enthusiastic about the library and teaching. Comments (Please comment on one thing you learned at this session or would like to have learned): Comments from Fall 2010 IL instruction session surveys: I learned how to use the databases on the website. As a Library Science major, I feel you cover everything a user would ask. There wasn’t very much I learned, but it was a good review. You can access the clarion library off campus. I learned how to use and get more out of the schools database. I learned about the EBSCO database and how to use it. I learned about APA format. Helped me out a lot. How to use the database. Now I know how to I learned about EBSCO. The A-Z database has really helped me out! I learned how to use the library’s database. How to search using EBSCO Never heard of the A to Z Database before I learned how to better revise my papers. I liked learning about researching techniques and would like a better look at clarion library I learned how to find credible sources. I still want to know an easier way to search for articles. Things never pop up with keywords I use. (smiley face) Already have had this before, but was a little helpful. As a senior we already used the academic searches many times. I learned how to correctly search for articles with ease. I gained a better understanding of how to use ebscohost. That ebscohost is a scholarly website. I learned how to use ebsco for research. How to use EBSCO search. I learned what illiad is How to ebsco better and more effectively I learned how to navigate around the website for the library This class helped me prepare and organize my self better. Databases I learned a lot How to find scholarly and quality sources I was able to access the databases a lot easier I learned the diff things in my library It helped me a lot with my papers I liked it They should do it earlier in the semester. It was fun to see the library from a different view. THANK YOU!! (smiley face) There are many good research sources and educational sites through the libraries website. How to use the electronic library and how to copy papers This really helped me understand the library better and also the services they offer. Ive been to the class 3x now How to find education articles on the library database. How to search multiple databases How to make search more specific. I like the ease of the ability to request articles through Illiad. I was familiar before class, but was a good refresher! I already knew how to do most of what was shown during the session, but it was a great refresher course. This course would be good for a freshman/sophomore class. As a 6th yr. student at Clarion I was already familiar with the procedures. This session helped me greatly in finding articles this semester. It has made research a lot easier for me. It made finding articles, given a citation, easier Very good resource, found out things about the inter school loan. I learned how to find and access more material, as before my knowledge was limited which, in turn, limited the information I could use. I learned how to find articles in an efficient way! Very nice job. Well prepared and well delivered I already knew the information. She was clear in her directions and help in dealing with the task and subject matter. I didn’t learn anything there, but it also opened me up to realize I needed to go to the resource center for help. I am a Post Bach. Student, I’ve done research many, many times I knew a lot of the information given from previous English classes that I had. The things that we learned were already taught to me. The librarian did not seem as knowledgeable as they could have been. Still, this is a useful session to some. I learned about the online databases. Learned how to use the online database I feel Dr. Goble should go over what is expected for the research and the librarian is to show us how to use the sources and how to properly do a research paper. Very useful session! Where to find the different types of peer-reviewed journals was something I learned that was very helpful. I learned about how to search the database for education articles and how to choose one appropriate article for research. She was willing to help and stay after. She showed us step by step which I didn’t know how to get on The session was useful and laid out steps needed. The session was pretty step-by-step, but keep in mind we’ve been using computers since we were 5ish (smiley face) I learned how to use ILL – I never knew how to do that before I learned how to use ILL, but the presentation was dry. I learned how to use ILL – long overdue. Thanks for all the help Learned how to use the library’s system…very helpful (I was never showed that before) I learned how to find whether a journal is currently available through/at the library in full-text. I learned how to use the Illiad system. It was helpful to learn more about the Interlibrary loan system. I already knew how to effectively use search engines. Other places to gain articles when the copyright limit is reached We discussed how to look up research articles. I knew some stuff already, however, there was some stuff that was helpful. I learned how to use the online journals from EBSCO and other sources Learned how to use the online library resources Learned how to access and effectively se the Libraries online databases I learned how to use Ebsco. I was not aware of Proquest. It wasn’t really helpful to me since the main part of my major can not be resourced through it. I knew this all because of exploration and my computer class How to use Ebscohost. Not a waste of time; more like a review session How to use the databases Learned what Clarion Library had to offer. I learned how to actually use the online library. Never knew how. How to use Clarion online resources How to get to Clarion website…challenging I learned how to use the database. I used the sources we learned about during this last year for one of my high school classes, so it was review for me. There was really nothing covered that I didn’t know. I already knew much of it due to my previous school but it was a decent review. This class was helpful How to write better I learned how to look up books on the internet What library sources can do and used for. How to find where the book was at in such a huge library. I learned how to use the online databases for a research paper. Lots of good information. Some things I think I could have found out myself. Very knowledgable. Learned a lot I already knew the material taught. I learned how to correctly do a research paper without plagiarizing. I learned how to use the database. I learned about the databases. I like learning to use the databases to get more valued and reliable information. How to look up periodicals. I learned how to use the online library system. That I can use the library site for books so I don’t have to sign out one. How on ebsco it gives you the APA citation on the side How to use the databases I learned how to find credible research I learned a lot more about the web based portion of the library. I learned how to navegate better on the library internet site. EBSCO I learned about reserving books and magazines from online I learned how to actually use the website! I learned about the Illiad. Learned how to use database I never knew what I had access to at the library. The extent of the material was staggering. I learned how to use the library and how helpful EBSCO can be. I was not familiar with the databases before this. How to use the library sources Some things that were gone over were common sense but it informed the class on don’t be afraid to ask for help if needed Ebsco was a much better source to use for my paper! Without the help from the library I would have had a much harder writing and researching my topic. How to use ebscohost Was a very helpful session How to access Illiad. I learned how to site material right from the source. They were very helpful! And it was nice to know they are there if anyone has a question. I learned about how to use EBSCO. I feel that the instruction would have been useful to those that were in need of it. I feel that it should have been an option since I had already known good researching skills. Learned how to use the resources! She seemed to be learning as she taught which was unhelpful Great explanation on how to find proper, reputable resources It helped us better be able to look up stories. This was very helpful information to finding my article. How to use the online resources. I learned how many resources were available. I wish I would have learned how to search all prof. I learned how to use the online database. Learn more about interlibrary loans I took the same class in the library twice. How to write a paper Learned to be responsible, to be on time. I learned how to properly use the resources offered at the library. How to use EBSCO Host and Education Research Complete. I have learned about how to cite sources properly or else its considered plagerism. I learned how to use credible sources to back up my statements. I learned during this session how to make full use of the library’s resources through use of research databases and checking out material from the library. I leaned how to use the resources for not only this class but also it can help in other classes It was a refresher I learned how to use the library online I learned how to use the “library” tab on the Clarion web page. I learned that there are more than one place to gather information than just the internet. How to find information. I learned a lot about the databases and how to find scholarly journals. I learned to search for articles I learned where to find information. I learned how to find resources for projects and other school activities on the clarion website I couldn’t understand it. It was to fast. Could not hear her way in the back. If you where in the back of the computers you couldn’t hear her. She did a good job showing how to research. Google Scholar I learned how to use the online resources. I learned about the different search engines. Just speak a little louder I became more knowledgeable on the article databases Clarion has to offer I learned how to actually use the website. I learned how to use the computers for myself The A-Z database was helpful in college writing. Maybe doing this closer to the class would have bee better. I learned how to use the database. The sources shown to us were good. Helped a lot with a research paper I was assigned in another class The use of a more direct search using “ “ APPENDIX B Spring 2011 Information Literacy Survey and Comments Student Survey Results for Spring 2011 Information Literacy Instruction Session Survey University Libraries Spring 2011 Completed – 403 134 with comments 268 without comments 1 Distance student responded with a comment Some respondents circled more than one answer or did not answer the question at all. Total answered The Librarian was knowledgeable about information resources. 403 Agree 395 Disagree 5 No opinion 3 404 Agree 357 Disagree 15 No opinion 32 The Librarian presented the subject matter in a clear and organized manner. 399 Agree 371 Disagree 10 No opinion 18 The class met or exceeded my expectations. 403 Agree 298 Disagree 20 No opinion 85 The class was a waste of my time, I already knew everything that was covered. 402 Agree 57 Disagree 295 No opinion 50 The Librarian was enthusiastic about the library and teaching. Comments (Please comment on one thing you learned at this session or would like to have learned): SPRING 2011 – INFORMATION LITERACY SURVEY COMMENTS • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • I did not learn anything other than how to use the library section on the Clarion website. It helped me understand how to navigate the online library part. Learned more about databases the college has. I learned how to use some of the databases I didn’t know about. I learned how to use a database. I learned about online databases. The online catalog for accessing sources. There was a lot of information. I think the session needs to be split up for a longer period of time so that the student can digest effectively what the instructor said. I had already had the same overview at of library resources in previous class. The use of the library online sites. Learned how to find resources for papers. I learned to find thousands of searches. About using Ebsco. I learned about the online database I would have liked it to be a little more hands-on. It’s hard to remember from just watching More ways to receive sources Get books from other schools electronically Librarian obviously loves her job and presented well It was helpful at learning to look up resources I learned about the vast opportunities that the library has to offer. That the library has access to any type of article from anywhere in the world I learned that JSTOR is a much better database than EBSCOhost can be It was very informative and all students should go to this class to help with papers and research papers in their college life I learned about the wealth of resources that the library has available to students I learned how to use Boolean search I learned how to use JSTOR It really helped with my research paper maneuvering the site and finding world Bank and other data I never really knew how to access all of the resources the library has to offer How find books and journals The session provided much help in finding scholarly resources. Thank you I learned a lot from the presentation I wished I would have had a seminar on it earlier to help write previous papers Definitely a waste of time Very helpful The blonde librarian was not polite and didn’t seem to enjoy her job. She was rude when I asked questions Some new databases How to look up books in library database Learned about databases I was more informed about the library databases I learned a lot more about helpful databases • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • I found it very informative and interesting I learned how to use the online databases through Clarion University’s site I learned how to get sources for research She was well-informed. Great presentation I learned that there is a way to search more than 1 database at a time I never knew how to use EBSCOhost. I learned a lot! She was great. Very enthusiastic ☺ She did awesome! Good job We couldn’t work on our project which is what we were there to do It was a good learning sessions. I have tried to get articles before but never found so many in organized manner The citing information was and will be helpful for papers There was nothing new for me The way to log into the database for the library on my own computer Being able to cite my references I learned how to modify my search to a specific year I knew nothing about the library site To be honest I already knew what to do and or expect It was unprofessional to show up late. By the time she got there our professor/other students had showed the class the basics of her presentation I learned that if I wanted something cited, all I had to do was look to the right, & click cite I learned about the different types of There’s a lot more info than I previously thought How to do interlibrary loan There are many different ways to research things at the library that I never even heard of It was nice to learn that I could access the library resources from my computer Good speaker I learned about the citation that is given on EBSCO The librarian was detailed on the use of databases and was helpful on how to better find them I learned how to save the files I like in a folder and can access it anywhere Basil was very helpful Very good I learned how to find scholarly journals How to get a job there I learned a lot of new things that I didn’t know before I will use the library resources on the Clarion website more often. It had more research tools than I thought I learned how to use EZ borrow and other Inter-library loan services I learned about interlibrary loans and database refreshment How to gather info from the school resources online, which I previously didn’t understand how to do I learned that there are many different catalogues that have varying strengths and weaknesses I had taken the class before, but still learned some useful information I have attended several of these sessions, and so the information was not necessary to me. However, each time I have gone previously, the librarians were very helpful and are great resources • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • I didn’t realize we could look up articles by specific magazines. That was insanely helpful since I have only known how to look up articles by databases. ☺ Much of the material was review, but it was an excellent refresher course. ☺ I learned about the different specific Anthro databases. I learned about the magazine catalogue I learned all these things in high school just didn’t know Clarion had Ebsco He was very informative and knew what he was talking about. Covered a lot ☺ I learned a lot I learned more about how to use certain Library databases and research resources I learned how to use pilot, so I can find a book I may need on my own Was helpful to find things better on the web, but I already learned all of it in the summer I learned about search engines and how to use them well Library sharing books w/ other libraries I never used Worldcat before, but it seems like a valuable resource I learned how to find scholarly journals I learned so much that I didn’t know about or could use It was very helpful I would have liked to check our Psycharticles I would have liked to go into PsychARTICLES and have a little instruction in that database as well It was a very helpful experience I’m glad I learned about inter-library loans I’m glad I learned about the library I learned about the online resources we have access to when working on a project I learned things about the Clarion library that I wouldn’t have if I never had attended that class That the Clarion web site has many links to helpful sites that I could use for my paper I would liked to have learned about how to navigate books easier and faster I learned how to better narrow my searches to get information I actually wanted I didn’t know where a lot of the different kinds of books were and now I know I didn’t know how to find books until that session Learned better to look stuff up online and use resource websites About the interlibrary loan system I would’ve liked to learn a little more detail about the research sites individually I feel that I learned about a lot more resources that can be beneficial to my learning Better research techniques I whish he would have went just a little slower because I couldn’t keep up with him on my computer The guy who gave us the info was very nice and knew what he was talking about. He offered to help us anytime we needed it at the library I learned that you can have books sent here if you need I learned about the different things the library website has to offer I learned a lot more about finding sources I walked in thinking it would be a waste of time, but it was very helpful. I learned how to use the library website I would have liked to see more hands-on instruction. We were mostly talked at I learned how to use the library website. I didn’t know how to do this before. I also learned how to use Illiad to get books I need There is a s*?* ton of ways to find sources • • • • • • • • • • • It’s nice to know that there are many different kinds of search engines Very helpful, I learned a lot especially about how to access the catalogs I learned a lot about the library online. I knew nothing about it prior to the class I have attended this presentations 3 times & have learned something new each time I learned useful info on the A-Z database I’m glad that I learned how to look up scholarly articles on the website How to use the online databases I learned how to use the library’s resources I learned how to use the online databases I learned how to use the online database I learned how to use the online database to do research. This was very helpful for me APPENDIX C LibQUAL+ Survey Appendix C LibQUAL+® ™ Survey Preview: Clarion University of Pennsylvania Welcome! We are committed to improving your library services. Better understanding your expectations will help us tailor those services to your needs. We are conducting this survey to measure library service quality and identify best practices through the Association of Research Libraries' LibQUAL+® ™® program. Please answer all items. The survey will take about 10 minutes to complete. Thank you for your participation! Please rate the following statements (1 is lowest, 9 is highest) by indicating: Minimum -- the number that represents the minimum level of service that you would find acceptable Desired -- the number that represents the level of service that you personally want Perceived -- the number that represents the level of service that you believe our library currently provides For each item, you must EITHER rate the item in all three columns OR identify the item as "N/A" (not applicable). Selecting "N/A" will override all other answers for that item. When it comes to... My Minimum Service Level Is My Desired Service Level Is Low 1) Employee s who instill confidence in users 2) Making electronic resources accessible from my home or office 3) Library space that High Perceived Service Performance Is Low High Low High N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A inspires study and learning 4) Giving users individual attention 5) A library Web site enabling me to locate informatio n on my own 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A When it comes to... My Minimum Service Level Is My Desired Service Level Is Low 6) Availability of assistance to improve my research skills High Perceived Service Performance Is Low High Low High N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 9) Quiet space for individual activities 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 Readiness 0) to respond to users' questions 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 7) Employee s who are consistentl y courteous 8) The printed library materials I need for my work When it comes to... My Minimum Service Level Is My Desired Service Level Is Low 1 The 1) electronic informatio n resources I need 1 High 2 3 4 5 6 7 8 9 Perceived Service Performance Is Low 1 High 2 3 4 5 6 7 8 9 Low 1 High N/A 2 3 4 5 6 7 8 9 N/A 1 Availability 2) of N/A assistance in addressin g issues of copyright and plagiarism 1 Employee 3) s who have the knowledge to answer user questions 1 Reliable 4) mix of technology to help me complete my work 1 A 5) comfortabl e and inviting location 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A When it comes to... My Minimum Service Level Is My Desired Service Level Is Low 1 Employee 6) s who deal with users in a caring fashion 1 Modern 7) equipment that lets me easily access needed informatio n 1 Library 8) materials available when and where I need them 1 Employee 9) s who understan d the needs of their users 2 Easy-to0) use access tools that High Perceived Service Performance Is Low High Low High N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A allow me to find things on my own When it comes to... My Minimum Service Level Is My Desired Service Level Is Low 2 A getaway 1) for study, learning, or research 2 Willingnes 2) s to help users 2 Making 3) informatio n easily accessible for independe nt use 2 Print 4) and/or electronic journal collections I require for my work 2 Communit 5) y space for group learning and group study High High Low High N/A 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A My Minimum Service Level Is My Desired Service Level Is Low 2 Dependabi 7) lity in handling users' service problems Low 1 When it comes to... 2 Access to 6) materials from other libraries (Interlibrar y Loan) Perceived Service Performance Is High Perceived Service Performance Is Low High Low High N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A Low High Low High Low Please indicate the degree to which you agree with the following statements: High N/A 28) The library helps me stay abreast of developments in my field(s) of interest. 1 2 3 Strongly Disagree 4 5 6 7 8 9 Strongly Agree 1 2 3 Strongly Disagree 4 5 6 7 8 9 Strongly Agree 1 2 3 Strongly Disagree 4 5 6 7 8 9 Strongly Agree 1 2 3 Strongly Disagree 4 5 6 7 8 9 Strongly Agree 1 2 3 Strongly Disagree 4 5 6 7 8 9 Strongly Agree 1 2 3 Strongly Disagree 4 5 6 7 8 9 Strongly Agree 1 2 3 Strongly Disagree 4 5 6 7 8 9 Strongly Agree 1 2 3 Extremely Poor 4 5 6 7 8 9 Extremely Good 29) The library aids my advancement in my academic discipline or work. 30) The library enables me to be more efficient in my academic pursuits or work. 31) The library helps me distinguish between trustworthy and untrustworthy information. 32) The library provides me with the information skills I need in my work or study. 33) In general, I am satisfied with the way in which I am treated at the library. 34) In general, I am satisfied with library support for my learning, research, and/or teaching needs. 35) How would you rate the overall quality of the service provided by the library? Please indicate your library usage patterns: 36) How often do you use resources on library premises? 37) How often do you access library resources through a library Web page? 38) How often do you use Yahoo(TM), Google(TM), or non-library gateways for information? Please answer a few questions about yourself: 39) Age: 40) Sex: 41) Discipline: 42) Position: (Select the ONE option that best describes you.) Undergraduate: Graduate: Faculty: Library Staff: Staff: 5 43) Please enter any comments about library services in the box below: 44) Enter your e-mail address in the box below if you would like to enter an optional drawing for a prize. Your e-mail address will be kept confidential and will not be linked to your survey responses. (Not required) 19,38,45,23,156,1 62,75,84,85,157,9 60,2 594445 Complete the Survey 2790515 APPENDIX D LibQUAL+ Survey Comments Appendix D LibQUAL+® ™ Comments 2009 • • • • • • • • • • • The CUP library is user friendly, both online and on campus. Wonderful, knowledgeable librarians! I wish the interlibrary loan tool was faster and there were more print journals at this campus in my discipline. It needs to go back to being open longer. I need it open longer because I have clubs at night. Now that it closes at 11, it doesn't give me enough time. Especially when workers come around and kick you out at 10:30pm. That is crap, and they aren't nice about it. It's this older lady usually and she doesn't understand what being a student is like with all the stress to get things done. The library needs to be open more hours for those of us that actually need to use it. I got so much more done the last two years than this year because of the crappy cuts in the hours. I've gone to the library many times to study, and i find it a very relaxing place to go do so. I think that Carlson is great when it comes to the staff and their willingness to help students in any way they can, but the collection of books are not up to date. There were many instances that I was looking for a book for a class (all instances the books were more recent novels), and I could not find it in Carlson. I'm thankful there is school library to access. I do not have the interenet at home to cut cost and I really appreciate that the library was available even when I was not at student at Venango Campus. I enjoy the quietness as well. I wish that the computers were faster and worked better. I tried to take a test in the library on the computers and they kept freezing. Also, the laptops are outdated and sometimes it takes 23 and even more tries to check one out that works. more accesibilty for research provided online I find the Illiad service to be excellent. But Clarion offers no comparable service to distance education student for ILL book borrowing. the staff is excellent, very knowledgeable, and help without hesitation. there needs to be more quiet areas, The library is starting to be a social hangout for students, and at times hard to study for the noise. I would like to see more journal holdings, sometimes it is hard to find what I am looking for because we do not carry it, maybe if acess to other libraries data base?, instead of interlibrary loans for journals I enjoy doing my work at the library. I get more accomplished there and I often use the various resources. My one major complaint is that the second floor is often not being used a quiet floor. Even though it is a non-talking floor, many people go there and have conversations. I would like if a library staff member might make periodic stops on the second floor to make sure it stays quiet. • • • • • I would like to see more bestsellers in the library Browsing collection. I find that I have been satisfied on everything I have needed from the library. Clarion has a great group of staff members and has always pulled through when I needed their help. The library needs to stay open later, especially on weekends. Awesome job, keep up the great work! • Lighting in group areas needs improvement - turn off, turn on banks of lights. (Was discussion of this summer). Organization of web resources/databases on library page, could be categorized by discipline? • The library here at Clarion is first-rate. I love the atmosphere and the availability of individual and group study areas. The staff is usually friendly and helpful. The quite computer lab on the second floor doesn't stay very quiet often. I still often find groups of students going group projects or just general chatting. The library should be open at least until 11:30pm, and those who closing at night should not interupt you every five minutes to let you know it will be closing starting 45 minute early. This is very disturbing, and the personel is very unprofessional and rude. Good service, and I hope the air in the library will be more fresh. The windows are always closed. Overall, I feel the library is a good environment and my only issue is not having enough study rooms available. It gets very noisy on level A and the main floor. Yet, when you find quiet on the upper floors there is a lack of computers because they are occupied by transitions or library science majors. CUP library services are great - the employees are helpful, and there are many resources available. I have greatly appreciated the use of resources and databases in the Calrton Library and will miss them when I graduate. The library is one of my best places to go when I need to find certain information for any work. I wish the library was open a little later on Saturdays, instead of closing at 5. I was extremely pleased with the library staff for getting my inter library loan quickly. I really appreciate it :) I don't usually have questions for the library staff, so I am unsure of how helpful the staff would be if I had a question. Generally, the staff seems to be friendly and knowledgeable. Great library. • • • • • • • • • • • • • • • • • • • • • I have never been less than pleased with how employees in the library treat me. Everyone is very friendly. I have requested a number of items to be purchased for the collection. Everything I have requested has been purchased. The library staff is to be commended for their prompt and courteous service in every respect. I enjoy reading the online newsletter. It contains very helpful tips about using the software as well as keeping the university community informed about new databases available in the library The only thing that I would personaly like to see at the library would be more financial or accounting programs. I understand that it might be more the the business department that would be dealing with this, but other aspects of the library seem to cater to a few majors. There are some programs that I would find useful during my stay at Clarion. Since the software is very expensive to buy individually I would like to see a gradual step towards purchasing up-todate financial or accounting programs. I believe that not only business majors would benefit from this improvement. Leaving that aside I believe that Clarion's library has been a great resource to use during the academic year. It has always made it very accomadable for all students to study in peace and quiet. It has also allowed me the resources including books, online services, copying, printing, and many other things. On an overall status I think the Library has nothing major to improve on, but instead maintain the high level of professionalism and efficiency. It is my favorite place on campus. Diffently need more study areas, ESPECIALLY during finals, you can hardly fine anywhere to even sit. The Clarion library is a very calm, serene place that is a great enviorment to concentrate on studying. I feel like there needs to be more computers in individual places. It's distracting to try to do homework with 50 other people around you all talking or listening to music that you can hear. I know about the computers upstairs, and it's generally quieter in there, but it is often used for class time. I am only concerned with the volume at which people talk within the library and the congestion. Sometimes there are almost too many people in there who are only there to socialize and not to learn or study. I understand group work requires speaking to one another but sometimes it gets a little too out of hand. I know different things that the library offers, but I don't know how to aquire the information/services. One of the best resources in our library is the employees. Even if they don't know the answer to my question, can't find the book, or can't help me, they are always as nice and helpful as possible and seek an alternate way to help me get what I need. They don't just stop at "I'm sorry" instead they go further. • • • • • • • • • • • • • • • • • I think the Carlson Library is excellent! I feel like I'm cheating-- mostly because I'm studying in library science! I would like to see more leisure books available and for the library to be open until 6 or 7pm on Saturdays if it opens at 1pm. a need for more quiet areas, it is getting to be a more social area than a library. I sometimes have a hard time studying because of all the socialization that goes on around me. The library's services are well-reputed. The only complaint I have is the noise level on floor 3. It seems as though too many people use the study rooms for chat time with fellow students, often causing a distracting commotion. The one time I tried to get on-line help, no one ever came on or answered my question. Now granted my semester had not started yet, but still..... Great library! My only complaint is that there never seems like there are study rooms open for groups, but often there is one person in a room. If the library could monitor that a little more or post notices on the doors, that would be great! I am a distance learning student so I have never utilized the library services in person, but my experiences with the electronic resources, interlibrary loan, and staff by telephone have been excellent. Best College Library I have been in. Since I am a distance learning student, many questions were not applicable. The women who work in the library are very kind, patient and help others as much as they need it. It is very comforting knowing that all the resources I need are held within such a small library. From books to newspapers to the internet, it has everything I need to access the information I am looking for. It is an outstanding library for the size and am very satisfied. i love how calming the atmosphere is in the library and how the library staff are always willing to help out with a friendly smile. I feel comfortable in the library. Overall, the library is an excellent retreat for studying and finding materials needed for research. I'm sorry if my responses as a distance student aren't very helpful, but the service has been very good when I had a problem. The noise level of the library is typically too loud. Individuals pay not attention to the "quiet zone" signs that are posted throughout the building. It becomes very distracting and upsetting to try and finish assignments or study in the library. get a more commonly known category system for books I don't have the opportunity to come to the library much for my coursework or staff/work related issues, but I always find the staff in the library friendly and helpful. • • • • • • • I really like the way the library does things! Employees need to be more knowledgable on how to fix wireless problems. I love visiting the library every day when i am on campus. my main complaint is when students use the library as a social gathering (almost daily) instead of a place of study with no regard for other students very helpful people I find that everything in this facility is usefull, Although i don't interact with the staff that much I see others having plesent experences The garbage about minimum service level/desired service level is nonsensical. Also "you may decline to respond to any survey item." but when I did not respond "Please respond to every item. The ones you missed are highlighted in red." • • • • • • • • • • • • • • This survey is terrible and cannot possibly be of any use. I feel as though the library on campus has been a great asset to helping me in my field of study. When I need a quiet place to study or a book, 95% of the time it's available for me. Computers get filled up quickly. It seems that they need more employees for work..because im worried if i ask the front desk for help, who else is behind the counter. 4/5 times i see only 1 worker behind the counter. The availability of computers at the library is a great advantage that I value having access too. I feel that the library if a very good place for me to come and study or get my work done. The only problem I have had this year is the internet working on my laptop. The employees helped me to save my work and were very nice. The library is a place where i can go to get away from the noise and work on my own. I can also work in groups in the many supplied group rooms. It's a great place to study. This is in NO WAY open long enough for students to recieve all of the possible help that a library should give to the students of a University. When the N/A boxes were checked, I had not used those services. The people who work at the help desk are very patient and willing to answer questions, I am not at all intimidated by them, and when needed do seek assistance. quiet space is minimal, too much space used for "group study" Could have better computer services help. its very convenient and accessible I am a distance education master's degree student, and both the library and this survey are poorly equipped to address my specific situation. Very helpful with finding the location of books. • • • • • • • • • • • • • • • • They are very nice and I feel comfortable with them. The library needs to have more study tables, I can't always find a space to myself. I feel that the stff at the libraries do a great job. The only complaint that I have is that the "silent zones" are not enforced. I use to go to the Library to do my studying, but there was always someone talking or creating loud noises. When I would mention it to staff, they wouldn't do anything about it. Maybe we need to have library ediquite classes to incoming freshmen. Open the library earlier and close later. People who enjoy using the library to study and do homework/group projects would like that. I am someone who is involved on campus so when I am done I like to go there and do homework but I can not if the library closes early and is not open really on the weekends. Our library has a very good staff. They are always friendly, curteous and helpful. The services are fine minus the fact that they cut hours. And honestly, what kind of student is going to come to the library at 8 am verses 11 pm? Pretty sure I know 99/100 students will come at night verses in the morning, and cutting hours is ridiculous. Saturday's and sundays should be open all day as well, studen't have JOBS, and if they start work at 11 and work till 7 how can they use the resources on a sataurday or friday? This should be for the students, not for the convenience of the workers. they are extremly helpful and very nice and are very good at what they do I noticed two unkind behaviors from two different female employees (more than 30 years old) when they were asking students to leave the library in order to close it. Other than this, the library services are excellent. I would like to express my sincere thanks for the library staff for offering these services. library is great and i use it all the time This library is very helpful and resourceful!!!!! Computers are old and slow. I wish there were more study rooms. Whenever I need one there is always people in them. I do not like how the library closes so early this year. I think it need to stay open till midnight again. For students who need to study late night for an exam the library is the only place they can go, and its hard to study when it closes an hour early, and you need to return laptops by 10. So you are basically being cut short of studying 2 hours that you had everyday at this time last year. I think the library should stay open on Saturday longer until like 8 pm for students who have to work on projects over the weekend. I wish when they did build this library they would have made more study rooms as well. It would be better if you kept checking the quiet zones because some students don't respect these areas. There should be more chairs in the library, especially on the first floor Library personnel are always courteous, kind and helpful • • • • • • • • • • • • • • • Its great! The library needs to be a quieter space. Many people don't respect that. Even those with offices in the building. If you are having a meeting or on the phone in your office, close your door please. Workers need to be quieter also. Those at the desks and even janitors sometimes yell back and forth. Even conversations between anyone, student or worker, should be kept in low voices. The library is a place to study and do work, but it is often hard to do so with so many distractions and noises. Some way of inforcing quietness if the library needs to be established. However, over all the service workers of the library are great. I have a lot of trouble using the online resources such as EBSCO, etc. I have trouble finding what I want. But the environment of the library and the way the employees treat you is very good! excellent selection of databases If it were easier to find the articles that I'm looking for instead of having to click so many links I would be more interested in using the library's services None Does Blackboard count? It gives me fits! I am a web student and I have never been to the campus, so I feel I could not answer everything accurately. I think the electronic resources have been very helpful with my studies. I think the Apple computers need updated to the new iMac. Other than that I have no complaints. It would be nice to have more individual study, quiet space where one does not feel confined to a study carrel. (e.g. designation of a quiet study area along a row of windows in a more remote part of the building.) I feel like I have to choose between being stuck in a study carrel with no sunlight or sitting in an area w/ a lot of distractions just to see some sunlight... I am an online college student, so the library's online resources are what I am especially interested in. The online databases are always useful to me. Thank you for doing what you do! --Future Librarian I find that the library is noise at times with group meetings. I am not sure if there is closed rooms in the Libabray on tth Venango campus. X There are plenty of study cells open, which I use frequently. However, there is often no chairs? I see a bunch of chairs stacked up with no cushions on them. It seems like there is a lack of places to sit simply because of a lack of cushions? I don't quite understand. Overall though, great work staff! Some of the students manning the circulation desk can be rude or ignore users until it is convenient for the staff member. I find this intolerable; if homework cannot be done in free time, those students do not need to complete it at the expense of others. Take them off the desk until their homework is done. • • • • • • • • • • • need to have longer hours available on weekends and weeknights. the clarion library over all is a good place to go and study and do reasearch however the books are starting to get pretty old. I have not yet tried out the many library services, being a first semester freshman. However, All the services I HAVE tried are very good, and I have no doubt the others will be too. I think that the library should make it easier to find leisure books. It is nearly impossible to locate them in the library. I don't think that library personal are helpful at all when it is near the end of the day. They will tell you to come back tomorrow even it if is inconvenient for you rather than stay an extra minute or two at the end of the day in order to help you. great place to spend down time, nice people I am a "manager" so... the staff option is a little odd. I am also in a PhD program. The electronic databases cause me some concern. I have access through my PhD institution to a wealth of information. I am concerned that it will be much harder to find the same information, after graduation when I am confined to just the journals available through the CU library databases. While I'm confident if I can identify an article, the library can secure the article for me... it is the work involved in just finding out that an article was written on a subject that has me concerned. I'm not sure Google Scholar has access to all the databases I need and I'm not sure where else to look to identify journal articles beyond the library's subscriptions... Limited hours I do no like how the closing time of the library has shortened to 11 o'clock! Also, I am very bitter that the library workers walk around kicking everyone out at 10:45 when the door says the library closes at 11. If you want us out at 10:45 then thats what it should say on the door. Slippery Rock University Library closes at 2 am every morning. Why does Clarion have to close at 10:45? I know many students who feel passionately about this also and are not happy when getting rudely kicked out at 10:45. The library needs better marketing. The writing center sends out lots of emails about they're services. The library, not so much, and it has just as much to offer. The online library is very difficult to use with limited resources. I actually have given up and now use Old Dominion University's on-line library. Your web site is a little confusing. It is expected that users know the differences between the database listing and the journal access, as well as what they can be used for. Also, the time-out in the OPAC is annoying. It could be longer. • • • • The library closes too early and the staff is extremely rude. Overall I think that the staff is doing an amazing job and is always ready to help. I think that the library is a safe and wonderful place to go and study quietly. As a freshman, I've been there a number of times and I think that it is definitely a great environment. The lack of an N/A option on questions 28-35 creates a de facto forced choice between a positive or a negative response. For example: I don't rely on library staff for evaulation of information (Information Literacy, etc.), nor do I rely on the holdings of the library to make these decisions. So any answer that I give will skew your data. Also, PILOT is has a wretched interface, regardless of its relationship to the OPAC of LC. • • • • • • • • • • Finally, the scaling of the responses seems more that a bit miscontrived: What is the interval between 3 and 4, 9 and 10? This survey instrument aspires to a false precision. Some staff members seem knowledgeable and seem to care. Others seem bored by their position and unwilling to help. I think the Carlson Library is an excellent place to find necessary resources and has a lot of area for studying, whether it be independent study or group study. I am a distance learning student so I have never interacted with the in-house library staff. * It would be nice to have more audiobooks and classify them on the library web search engine. I think the library could be a little more relaxed and still a little more private. It does not seem to give have a private feel in that people are sitting right on top of you when you are doing work. I use Shur Library at Venango Campus. Even though I plague them with requests they are ALWAYS polite and very willing to help. They make getting a degree within my grasp! I feel very comfortable studying at the library. It is never too loud everyone is respectful and it is a nice place to study and get work done. I enjoy going to Carlson. It provides a tranquil environment for me to work in. The staff is helpful and friendly and it is usually pretty easy for me to find the resources I need. When I have work to do I can always count on the library to be a quiet place to get it done. I find the library to be a pleasant, useful place. My only issues are with the inability to find a place that's absolutely quiet to study and read in a focused way. I use the quiet study desks upstairs often, but in the spring, orientation groups come through and it was often the case last spring that a group would just sit down on the carpet within 15-20 feet of the study area and it would be very loud and disruptive. • • • • • • • It is difficult to look things up on pilot sometimes. It would be easier if it had some sort of spelling check rather than simply saying 'no results' I would like if the library could get more coaching books for football! The library faculty and staff are committed to quality service. They are consistently friendly and helpful. The facility is very nice. Unfortunately, the collection is a bit old in some areas, due I am sure to insufficient materials budget. I wish the library would go back to staying open until midnight instead of 11. Late nights are often the only time when I can organize a class group meeting. I like the library, i just wish it was open a little more often... I think we need to update our technology so that we can have more options and access to things that aren't already open to us, but other than that I feel that this library does a fairly good job and has good employees. I have found the library staff to be consistently helpful and the library to be an inviting place, although I don't do a lot of work there, since I have an office on campus. Obviously, it isn't (and can't be) a research library, but I have no complaints. The interlibrary loan system is excellent, even when I have asked for some very rare and obscure stuff. The people who work in the library (particularly Mary Buchanan) have been extremely helpful in assisting me in acquiring materials I need for classes I am teaching and designing. • • • • • I note that the Evans collection (Imprints in Early American History) is now catalogued in the online system, which it wasn't when I first arrived here. This change has been enormously helpful for my research. Our library needs staff members that are more caring and understanding of the students needs. There are some but there could always be more! They also need to be flexible with students needs! I'm really going to mis the access to all these databases after I graduate! The library is extremely loud and I can never get any work done. I stay in my apartment and do my work. I believe the University should hire library monitors, so people can work and study. I don't like how you cut back hours. Please don't cut back hours during finals. I am very please by how I am treated by library workers. They show a found respect toward me, even when I asked irrelevant questions. • • • • • • • • • • • • • • • • I've heard on countless occasions that students wish the library was open later. There are lots of people who enjoy taking advantage of the library during finals preparation when it is open 24 hours. It seems that keeping the library open later may also prove necessary as I have seen more people in the library than ever before during my few years here at Clarion. The library has alwasy seemed very welcoming to me. The people there are always very helpful and pleasant. I'm a distance ed student so I haven't been to the library, but I am very happy with the materials provided online I think Clarion has an exceptionally good library! It is a great atmosphere to come and get your work done in! Some, but deffinately not all of the high up workers there can behave rudely. Some others are really nice and helpful thankfully. I feel like the services here are fine. If a question is needed to be answered there is someone here at all times to assist you. Howerever, I believe the library should extend it's hours. I believe we are one of the only Universities that offer such a limited amount of accessible hours to our school library. The Library does NOT close at 10:00 so stop kicking us out earlier than 10:45/11:00 PM Thanks for doing a great job! I wish the quiet rules were better reinforced and that there were more spaces and computeres on the quiet floors to use, It can be very hard trying to do research when others are discussing group work. I often find it too loud to really work in the library. As demands are placed on faculty to increase research, it only makes sense that the library should increase holdings in support. Subscriptions to SciFinder Scholar or WebofScience would be wonderful! Need to make more things available in full text through the databases. Also, make more journals and articles available (maybe this is Ebsco's fault?). I read articles and try to follow their references to find additional sources but these other articles are hardly ever available. The online environment meets many of my needs; however, it is not easily used and is somewhat cluttered. thank you. Overall, Carlson Library provides a well-above satisfactory service to all of its users. confusing survey I did my undergrad at Clarion in BSLS, and feel strongly as an undergrad on campus that I was helped greatly by the library. I also feel it was essential that the new library offered plenty of comfortable space to enhance the plethora of materials, for study sessions. As a graduate student I do not need the constant space or resources available at the library, but still benefit GREATLY by the ILL and online resources through the library. Keep up the great work! • • • • • • • • • • • • • • The only problem i see in the library is the noise level on each floor. I know this is hard to control, but it can be very frustrating when you are trying to genuinely concentrate while other students are inconsiderate of their voice/cellphones. One improvement that could be made at the library is installing Adobe programs such as Photoshop and InDesign to some computers. The lab in Becker Hall has these programs but is only open until 8:00 PM. Always courteous service to faculty and students alike. Nice environment. Just starting to familiarize myself with Library site. So far, so good! The student workers never seem to be able to help me with anything, and if they do try to help, they usually act like would rather be at the dentist getting their teeth pulled The study rooms are great but not always enough available. I really like how the 2nd floor lab is a quiet zone. All staff are nice and helpful, and work quickly to find answers and solutions to a student's problem. The library is the perfect place for me to go when I need to get an assignment done. It's the best get away place when you just need some quiet time to yourself. I enjoy my time at the library and truly value its resources. usually i can't find anything, there's nobody to help me, and on the rare occasion when i do I can't take it home or to my office to read anyway. Common areas for studying can get very loud and disruptive on occasion, making it difficult to concentrate. please stop closing so early this semester! it's really hard to get work done! Suhr staff is exceptional - but no space for quiet individual study or for group study. Carlson staff are generally very helpful - at times, student workers seem a bit lost. Technology isssues ar frequent -- VERY SLOW computers in the research area of Carlson (once took 20 min to load when I logged in). I've started bringing my laptop daily reather than using library computers -annoying to have to carry it around just because the library computers are slow, or the USB ports don't work, etc. Overall good service. Usually given helpful information when I ask for it. I really find the Reference Librarians helpful so please continue to keep them available! Also, I appreciate the time and effort you put into the Library e-newsletter! Thank you! • • • • • • I really enjoy the library. I think it is a nice place to go for all of my needs for my college career. I do however think that it could be quieter and that other class mates should be asked to be quiet or just simily turn off thier phones or ipods, especially in the quiet zone. I go there because I am easily distracted and it can be quite difficult to concentrate with others breaking the rules and no one to ask them to stop. I do think that they should know this on thier own but it would be nice it the rules were inforced. I also think that there sould be more access to printers that you can pay to print. I do not always have money on my card. I do not live on campus and I commute. It is a hassle to add money onto my card just to print materials. I have to go all the way over to the library just to print off a single sheet of paper any time I need one. I have always had a good experience in the library, except for one time when I told the help desk on level A that the printer would not give back dimes the older man told me that can't be the case. After going over a second time to ask for change for a quarter, he got up and said "That can't happen I will put my money in". He proceeded to go over to the machine and stick in a quarter, which did not give him back a dime. After doing so he walked away not saying a word and yelled to a younger associate to call the hotline and put a sign on the machine. I do think that that was not the way to handle the situation and he could have treated me with a little more respect. I am 26 years old and look 18 I think he treated me this way because he thought I was a freshman or he just didn't care because he was older and does not respect younger students. With that said I am satisfied with all my other experiences. The library has been a great place for me to escape to when I find it difficult to complete my work in other places The staff members are always so friendly and willing to help with problems. They are knowledgeable and courteous. The smartboards on the bottom level are very slow and would benefit from being updated--one of them doesn't even lock. The employees of Suhr Library/Venango Campus have got above and beyond their means to help me. Being a returning adult to the college system after 20+ years, I found myself struggling with how to use a lot of the technology needed for homework, research, etc. Everyone their helped me so much - Kudos to the staff at Suhr Library/Venango Campus. Since I am a distance education student, I only have access to the website. Using names for library products and services, such as Eagle Gold Search, PILOT, and ILLiad, on the gateway page is slightly confusing. The user has to spend more time thinking through the wittiness of the name to see if the product is actually what they need. I believe it would be better to simply list them by product or service type type until after the user has selected what they need, and then use the "brand" name on the individual product or service pages. I think the Suhr library is a very small library but with a big heart and desire. It lets the students and anyone else really get what they need or want. I haven't been to the Main Campus library yet but I've heard great things about that one as well. I'll be using it's resources here soon as I move to Main Campus. • • • • • • • • • • • • • • I think that the libraries do a good job. I do not use the library as often as I would like. I have been there several times and they are not open. My schedule is flexible though so I do return at a better time. I just completed my studies in ECE in May. I am also a substitute on CUP campus. It's definately a good location but it's so hard to get a computer. Half of the time people are ridiculously loud at the downstairs computers, there are hardly ever any available computers on the main level, and there are always classes using the top level computers. And when I DO have an available computer, it's very slow and when I have a problem with a "locked" computer that someone puts on it noone knows how to unlock it, or they're busy helping someone else. The laptops available for checkout have helped me greatly in my studies. The library can get a little loud during finals week. Not a good place to study. I'm glad to see the furniture has returned. At its busiest times, there do not seem to be enough computers for everyone, though a quick survey of those using them will reveal most of them are wasting time on Facebook. During this time it also gets pretty noisy down on level A. Searching using an electronic resource from a different is not always easy to use. N/A overall I enjoy the library. I would only request that the plays be placed in one section of the library not scattered throughout it. It is very hard to find information located in scripts because it is very hard to find the plays. If the plays were located in one area of the library, I would probably be here everyday. The library is great. My only issue is the OPAC and that it can be pretty confusing for the user. Things are often listed in one place but located in another... or the area they are located is not readily discernable from the record. I feel that the library's new hours have taken away from my ability to accomplish homework and project assignments on my own time. Many times I have waited to go into the library on a Sunday and very often I had been kicked out of the library while in the middle of a major project. I was assembling a 50 page paper and I was told to leave the library. This has happened on more than one occasion because I am taking my capstone course and the library has made it difficult for me to work. I am generally pleased with the services offered by the library, I just wish the electronic journals collection was better so I didn't have to use ILL as much as I do (with the corresponding time delays)... You are Great They workers are nice and helpful. They only issue I had and heard other complain about is the noise. A seperate group study room is needed. It get quiet loud in there at times and makes it hard to concentrate. • • • • • • • • • • • • • • The library is an exceptional place on campus to be able for retrieve information on just about anything one could be looking for. I have seen more than a few library facilities in my time and the Clarion University library seems to be doing quite well for itself. One thing I would like to add is that at most other University Libraries that I have been in, there is no charge to print or use paper. I found this interesting at the University, however it is a good way of "going green". I am a distance education student. Overall, I find the library to be a good place to go to study and complete research. The only suggestion/complaint I have is not enough individual study areas. I find that it's often too noisy in areas with multiple tables which makes it difficult to study. I'm taking classes to improve my current job that I have. I love the quiet work areas, especially on the 3rd floor. I love locking myself in a room with a laptop and actually getting ALOT of work done in 3-4 hours. I wish more room were available because when they are full I find myself losing concentration easier. I also hate the basement computer lab and try to avoid it if possible because it always seems way too loud. Though the Venango Campus Library it IS sufficient for my needs and the people there are very helpful and friendly! Thanks alot! Kansas I really enjoy the quiet areas of the library! I can get so much accomplished when I am there. I am an online graduate student. The library has exceeded my expectations in being able to meet my needs from another state. Keep up the great work! When I began using electronic library services, I called the Carlson Library for instructions. I was transferred to another party and then became disconnected. I was pleasantly surprised when that person actually called me to help! That is great personal service! Off campus access has always worked well for me. The only time that I have had interaction with staff was a phone call regarding using Ebsco. It was a new venture for me ( I stated that I had never used it before) but I was not treated as such. It was as though I should already know what I was doing. The advice helped a little bit, but not very much. I really, really need more hours. Not being open until midnight and not being 24/7 during the entire week before finals is going to be a huge hit to my academics. Usually the week before finals is worse as far as workload goes than finals week. By the time that the library will be open 24/7, it'll be too late to be useful for the majority of my classes. :/ Having good, reliable online databases, and being able to instruct students to use the library databases, is essential for my job at the university. I am a distance learning student located in Ohio. I find the library's website to be organized well with multiple resources that I can utilize during my studies. You have a large selection of academic journals, ebooks, and more for use. I have had no interaction at this point with library personnel, although the option clearly exists as available on your website. • • • • • • • • • • • • • • • • • I would like to see the library hours extend until midnight, as they were semesters before this one. none I think that the library does a wonderful job as providing many resources to students. Maybe it would be helpful to have a librarian circulate to periodically ask students if they need anything? Clarion Library service is fast, courteous and efficient. Suhr Library has not been updated since being built. It needs more electrical outlets for students' laptops and peripherals and up-to-date furnishings. I wish the entire library would stay open until eleven, not just segments of it. I think that Clarion University has a wonderful Library with very useful sources and people to help students get their work and studies done. It would be very nice if there were more study rooms, or if people checked to make sure there are actually groups in the study room. Sometimes I will go to the library with a group and there will be one person in a study room. Can you please have hot guy's put away the books so when I'm roaming the stacks I have a little eye candy to look at. :) The staff was very helpful with research needed for papers that needed a large amount of information. Overall a good experience, and always able to do work. The library is a very quiet and helpful way to study and meet with groups for classes. good hospitality I do not use the library services often enough for the good reason that I have become disconnected with my scholarship. I am, however, trying to reconnect, and would need a good refresher on how to access journals electronically, but feel self-conscious about asking for help. Every time I have asked for help at the library, I have felt that I was intruding on something. There is only a couple of library employees whom I know are very helpful. I am generally not very satisfied with the level of service from work study students. They seem very poorly informed just about anything. I am quite satisfied with everything. I use the library a lot for groupwork. Nice to deal with. I think the CU library is a very nice library. It's somewhere i can go to get things accomplished without worrying if I can get it done there or not. I think that the library services provided has been excellent. The library provides me with the important technology needed to be succesful in my classes. I think the hours they are open during finals week is great and they need to continue to have tons of hours during finals week. Overall = A++++ Great! • • • • • • • • • • • • • • • The library has always been a great place for me to find a quiet place to get my work done. I enjoy going there to use the computers and to just getaway. Online student ...Have had no problems using the databases. Great variety of available journals. Online tutorials very helpful. Was able to renew materials easily over the phone. I like the enewsletter. It would be helpful to offer training for temporary faculty. Since we are on campus and odd hours, so far all of the training offerings have not occured when I am on campus. Could consider on-line training. I suggest a strategy for orienting temporary faculty to the library. There are more temporary faculty. We are teaching classes with higher numbers of students. However we are not oriented to university services. its great I enjoy the library but there are often times not enough available computers. make the website easier to navigate Not to many general interest books for leisure reading or a comfortable quite spot in the library to read. More children's books and private group study I'm happy with our library. I like that there's different areas designed for group work and quite areas for studying. I also really enjoy that there's a cafe adjacent to the library. Coffee is often essential while studying! The group study rooms are fantastic, but could we get more of them in the library or perhaps in other buildings? Although I am currently a distance learner, I spent my undergrad at Clarion and loved being in the library as often as possible People have their music and cell phones on always TOO LOUD around computers. I feel lucky to have a library stocked with great resources, quiet study areas, and helpful employees. I spend hours at the library daily and could have never achieved a 4.0 last semester without it. extremely helpful and courteous! I think the library is a great place to study, it is very pleasant to go there. Though, I don't feel like I can go freely to the employee and ask them help about finding a book or helping me to find that my sources are accurate or not. • • • • • • • • • • • Library staff and faculty are VERY efficient and VERY friendly. Throughout my visits to the library at Venango campus I will say that the employees there are extremely helpful and make it a wonderful place. I was looking for books for my research project and the woman who was at the desk had no idea who Winston Churchill was and had a very difficult time understanding what I wanted, and understanding me. My biggest complaint would be the inavailability of persons capable of connecting a personal computer to the Clarion Wi-Fi network. I haven't done much research in the library, but the times I've been there have been helpful and pleasant. I am very disatisfied especially with the employees!!! I rarely use the library. I've tried to find info on the website to no luck. This survey was quite hard to comprehend and duplication was throughout. Because of the low level of understandibility of the survey, I would not rely on the results. As a distance learning student, I had some problems with accessing some of the articles at times. The optional resolvers that would redirect the inquiry seemed to at times go in circles. This could be my fault or a programming glitch. I loved the e-Reserves service. As someone who was a student here for an undergraduate degree and thena few years later for a graduate degree, I've seen first hand how the library has changed and advanced to be a more welcomeing space for students and encourages research and studying space. Now, as a staff memeber, I think it is great to see how the library assists faculty, staff and students. I love our library :) I love the fact that students feel comfortable going there. As someone who does campus outreach, I've noticed that the library is certainly the place to be to meet the most amount of students. I'm confident that could not have been said when I was an undergrad student. The Chinese/Japenese lady for the reference desk didn't know what she was doing. I was in a hurry and she took sooo long! I have been pursuing the MLIS all online so have never visited the library. If I were in Clarion, I would be there all the time! I will graduate in Dec. 09 so am providing my personal email address below. • Although I am no longer in graduate school, I still use the Library online website to access articles that are specific to my research interests. Almost every day, I spend my lunch break in the library so that I may have a quite environment to either enjoy a good book, catch up on emails, or simply relax and read a magazine. With the Cafe in the Library, I am also more drawn to the library to get a quick coffee! The library has many floors and rooms in which you are able to sit in pure silence and focus on what you can to the library to achieve. The library is always a tranquil environment. I also love the option to 'rent' out a laptop computer. At times, I feel it is a hassle to bring my own laptop and w/the library's laptops, you may go anywhere in the library (to a speceific quite spot) and access the internet, and get aything done! • • • Overall, I have to say that Clarion's Library meets all my expectations of a library. I have recently visited Slippery Rock University's library and it is, in no way COMPARABLE! Clarion really has a true gem on campus, i just wish more people would utilize and appreciate all the available recourses as much as I do! I am generally happy about the library an its services. It would be very beneficial to multiple science majors if SPSS and Sigma Plot computer software were added to the computers. These programs were available in the old science building but we no longer have a lab. I requested they be added in the beginning of the semseter but they are still unavailable. Keep up the good work. • • • • • • • • • • • • • • • • • • The library is the only place I can get my work done and in the past the hours were tolerable but now they are unacceptable. This is a college campus where students need an area to study and complete their work. As an involved student I am unable to do most of my work during the day, and do the majority of my work in the evening. First off, the library closing at 11pm is disturbing. Secondly, the fact that the evening employees, ALL exit the building before 11pm on a daily basis with few exceptions. Therefore, all students are forced to leave by 10:45, but begin to be disturbed at 10:00pm of when the library will be closing and come around every 10-15 minutes as a reminder. How is anyone supposed to concentrate with these distractions? It is practically impossible. Also, the evening shift supervisor Kathy is very rude and obviously uneducated. One evening I had to use the restroom at 10:45 on my way out and she used foul language and proceeded to call myself and my friend B****es. This is completely unacceptable and should not be tolerated. SOMETHING NEEDS TO BE DONE! The library taught me to do research and write papers during my undergraduate career and I really appriciate it. I didnt know about the online articles until I was directed to your library. The library instruction program is great and my student always learn a lot. I see improvement in the work every since I stated bring them in for Information Literacy Instruction. I do not like when we are being kicked out of the library when it's around 10:40 pm when it doesn't close till 11 pm. Everything is very accessable, great job! The library is my first place i would like to go to study and receive any assistance There are not enough books on Modern art in the art section. I would like to be able to understand how EBSCO works. your technology staff is a real life-saver I would like to see and use a web page from clarion I believe the services are great!! The library is a beautiful space and the staff are both welcoming and professional in their assistance good You need more group study rooms and at the very least, more efficient use of space to provide more space in between study tables. Clarion library is such a nice studying enviornment. I am so glad that I have a place to get away and crack down on my studies. I do not know what I would do without the library. A few of the things, I was not sure the library provided. I think they could do a better job of letting the students know all of the resources available at the library and on the website. I hate how loud the library is. I wish it was more quiet. I would like to see more quiet spaces for individual study. The lights on second and third floor keep making noise, which really bothers me while I'm trying to study. Other than that, I really appreciate the help from the library staffs. Thanks • • • • • • • • • • • • • • • You need to improve handicap Asses ability in the evening. I would like ot see more study rooms available Would like it to have better hours, especially on sunday and open later at least till 12. During Finals week last Year. I needed to do some studying for one of my bigger tests that week. And with my work schedule I had no time to study. I work at McDonalds on Main street and work until 1AM. When I got out of work I came to the library to study and found it a very warm atmosphere where I could study. I also got a few cups of coffee and want to say thank you for that. N/A Suhr Library needs some quite rooms that you can get away from the inconsiderate noise makers. I find the services good at both Venango and Clarion campuses. The only thing I'd like is some truly quiet study space in both buildings that was sort of out in the open so you aren't just shut in a room, but yet it doesn't have groups of students who are amassed on the floor chatting, whether socially or for a group meeting. wish that people would be more considerate at our library....constantly noisy and makes it hard to study. na Please shelf read and dust the Folio section! And make sure circulation staff (students) know library policy and can answer simple questions for examples: "How can I put something on hold" or even that items can be put on hold Plus: this survey was poorly constucted you guys do really well with helping me find sources for papers and projects. For me the library is the best place to go and study. It gives me a quiet place to actually think. All the staff have been very friendly and helpful to me everytime I am there. I have never felt so comfortable asking questions before in my life. Every staff member and student member went above and beyond to help me even if they didn't know the answer right off hand they took the time to search until the answer was found and I would like to thank them from the bottom of my heart. I don't know what I would of done without them. for interlibrary loans I would prefer to fill in a form and have the Librarian track down the book for me as part of their service to us as students I'm a web student and greatly appreciate the availability of the online journals. • • • • • • • • • • • • As a former graduate student, my biggest issue with the library is the lack of noise control and cell phone use. At times, the environment was extremely distracting. As an online instructor, I have not had an opportunity to actually visit the library, but I use the library website, ask questions, and ILL so my comments are based on these interactions. There aren't enough study rooms!!! I need my own space to read and study. Most of the time the study rooms are occupied. I feel like the library needs to be open way past midnight. Most university libraries are open till 2 in the morning or even later. This will encourage those students who procrastinate to get in the library. Letting them know that it's not to late to study, and sometimes students get really busy and don't have time to get into the library before 11. Listen it is ridiculous that the library closes so early and that needs to be changed asap. I believe that the university will see higher GPA's if this happens. Oh yeah and if you do decide to keep the library open later then make sure that you advertise it. So many students don't know when the library closes now, and I guarantee that they won't know if it does change unless professor and administrators are advertising the change. Please act on the following requests. Thanks. When I have had to go to the library it was very user friendly. I am a distance education student and was able to walk into the library for the first time and had not rouble completing the work I needed to complete. It was clean, friendly and a comfortable work place. When asked about how to connect to the internet in the library no one would help they all said "alot of people are having that problem" and they said to wait it out. When in fact you had to do a whole process to connect and i found out from another student. If the library is going to have wi-fi dont make it so freaking hard for the patrons/ students to use their own computers in it. It is a pain and makes people not want to use it. muy buen servicio, pero deben mejorar! I wish there were more study rooms. It's always a fight to get one! Great respurces available on the libraries webpage, that I never knew about until this semester and I graduate in December. I learned about them through one of the sessions we had in a class, but they could have been very useful throughout my college career. I feel overall the the library is helping me with my studying. I admit that I do not use all of the services often enough to respond to some of the survey questions. I could comment on the staff and use of facilities for events, etc. Sometimes I receive great assistance and other times, not so good. In any case, thank you for all that you do. I wish there were more group study rooms available. They are quiet getaways for groups to work while not disrupting others. Sometimes there is only one person in those rooms. It is frustrating when a group of students come to the library to work on a project and can't work there because the rooms are filled with single students. It is also a concern of mine when students are being loud or talking on cell phones in quiet areas of the library. Clarion University's libraries are modern, efficiently run, and welcoming. • • • • • • • • • • • THANKS and good luck. All employees including students have always been courteous and helpful. I wish the cafe would stay open longers I love the fact you can text the books information to your phone, that is so helpful esp. with long lists of books! Having an online catalog would be exceptionally helpful, and make accessing library resources much more useful, as would expanding materials available through inter-library loans. Ver appreciative of the fact that is there for our use and help if needed:} Being able to rent a laptop from the library is wonderful! I also love the quiet study rooms. I primarily use the library when I'm supervising the wrestling study table one night a week. I work on a computer (online or otherwise), sit and pay bills, or read to one of my children. I like that there is quiet space to work (although it sometimes gets a little noisy in the basement) and that there is a selection of children's books to read to my kids. The only area I've ever had problems with is that the computers are sometimes a little slow or hard to work with. Overall, I'm very pleased with the services the library provides. The only problem I had is the one woman that worked at the help desk...i couldnt get acrossed to her what i was looking for and she simply didnt seem to quite know what she was doing. So I helped myself and looked around until I found the books I wanted I would like to see the library hours improve. There have been days where I have class from 8a8:30p and then the library closes 15 minutes later. If the library could stay open until 10pm, it would greatly help out many students. I am satisfied with the service I receive. APPENDIX E FACULTY VITAE MARY S. BUCHANAN Vita University Libraries 111 Carlson Library Clarion University of Pennsylvania 840 Wood St. Clarion, PA 16214 814.393.1811 Fall 2011 20 Maronee St. Clarion, PA 16214 814.226.4958 buchanan16214@comcast.net mbuchanan@clarion.edu EDUCATION: Lock Haven University of Pennsylvania, Lock Haven, PA M.L.A. pending Clarion University of Pennsylvania, Clarion, PA M.S.L.S. 1993 Albright College, Reading, PA B.S. Accounting 1983 PROFESSIONAL EXPERIENCE: TEACHING EXPERIENCE Clarion University of Pennsylvania Information Literacy/Reference Librarian. University Libraries. Instructor, 2008-present Clarion University of Pennsylvania Department of Library Science. Instructor, 2004, 2005: Taught LS 358: Media for Children as part-time temporary faculty. Taught LS 490: Library Materials and Services for Special Audiences as part-time temporary faculty. Taught LS 583: Libraries, Literature and Young Adults as parttime temporary faculty. Clarion University of Pennsylvania Reference and Information Services Librarian. Instructor, 20042006, 2007-2008 as part-time temporary faculty. PREVIOUS LIBRARY EXPERIENCE Clarion County Library System, Clarion, PA System Administrator, 19961999 Bayard Taylor Memorial Library, Kennett Square, PA Children’s Librarian, 1994 EVIDENCE OF CONTINUED SCHOLARLY GROWTH: (Publications, awards, research, presentations, etc.) PRESENTATIONS “Using LibQual for Library Research”. Presented Spring 2011 at Clarion University Department of Library Science’s Professional Development Conference entitled Research for Practicing Librarians. CONTINUING EDUCATION: WEBINARS JSTOR revisions. Fall 2010 Encyclopaedia Britannica Online update. Spring 2010 21st Century Learning using Mobile Devices. Spring 2010 Applying the fair Use Doctrine. Fall 2009 The Future of the Library – How the Library Ecosystem is Evolving to Support 21st Century Information Demands. Fall 2009 Reference: The Missing Link in Discovery. Spring 2010 Refworks in 15 minutes. Fall 2008 Refworks Advanced. Fall 2008 WORKSHOPS Keys to a Culture of Assessment: Value and Respect. Summer 2011 Behavioral Training, Spring 2011 Improve College Student Retention: What We Know and What We Can Do, Fall 2010 Teaching Online Certification Course. Fall 2010 Desire to Learn Self-paced Training. Summer 2010 ebooks: Libraries at the Tipping Point. Fall 2010 Excel I and II. Fall 2009 An Introduction to Discipline Perspectives on Information Literacy. Spring 2009 Dorothy Warner: Information Literacy and Discipline Perspectives. Fall 2009 CCH training session. Fall 2008 University Advising training. Fall 2008, Spring 2009 Microsoft PowerPoint 2007. Spring 2009 CREDIT BEARING COURSES LS 529: Instructional Strategies for Librarians and Information Professionals. Clarion University of Pennsylvania. Fall 2008 LART 600: Core Introductory Seminar. Lock Haven University of Pennsylvania. Spring 2011 COMM 628: Introduction to Film. Lock Haven University of Pennsylvania. Summer 2011 HLTH 630: Women’s Health Issues. Lock Haven University of Pennsylvania. Summer 2011 ECED 610: Childhood Play: Theory and Practice. Lock Haven University of Pennsylvania. Summer 2011 EDTL 601: Teaching and Learning in an Information Age. Lock Haven University of Pennsylvania. Summer 2011 CONTRIBUTIONS TO THE UNIVERSITY: APSCUF AND CONTRACTUAL COMMITTEE SERVICE Representative to APSCUF Departmental Representative Council, 2008present Record minutes of the meetings Member, Faculty Affairs Committee, 2009-present Member, Sabbatical Leave Committee, 2009-2010 Co-Chair, Sabbatical Leave Committee, 2010-2011 OTHER UNIVERSITY SERVICE Middle States Task Force on Faculty, 2010-2011 Contributor, Council on General Education, Information Literacy Rubric, Fall 2010 Member, Information Literacy Project Team, 2009 Organized the Spring 2009 workshop and assisted in the implementation of the Fall 2009 workshop. Presenter, Faculty Orientation Session, University Libraries, Fall 2009present Movers and Groovers, Fall 2009-present Contributing Author, “Information Literacy Matters.” Hand in Hand: Partners in Teaching, Learning,& Assessment 3, no.5 (2009): 1-2. Presenter, Orientation Leader Training, University Libraries, Winter 2010present DEPARTMENTAL SERVICE Member, PILOT Committee of KLN, 2009-present CONTRIBUTIONS TO THE PROFESSIONAL AND LOCAL COMMUNITIES: ATTENDANCE AT PROFESSIONAL MEETINGS Association of College and Research Libraries, Spring 2011, Philadelphia SSHELCO Conference, 2009, 2010 Grantville, PA American Library Association Conference, 2010, Washington, D.C. MEMBERSHIP IN PROFESSIONAL/SCHOLARLY ORGANIZATIONS American Library Association, member, 1993-present Association of College and Research Libraries, member 2009-present Pennsylvania Library Association, member, 1994-present Beta Phi Mu, chapter secretary, 1995-present OTHER SERVICE TO THE PROFESSION Access Pennsylvania Issues Committee, member, 1997-1999 SERVICE TO THE COMMUNITY Kiwanis Club of Clarion, 2008-2009 Kiwanis Club of Clarion secretary, 2009-present Food for Friends volunteer, 2009-present Boy Scout Troop Committee secretary, 2008, 2009 Boy Scout Troop Committee treasurer, 2010-present Clarion River Clean-up, 2008, 2010 Immaculate Conception School PTO Scrip Coordinator, 2007-present Tiger Cub Scout Co-Den Leader, 2003-2004 Wolf Cub Scout Co-Den Leader, 2004-2005 Cubmaster, 2005, 2006, 2007 Good News religion teacher, Immaculate Conception School, 2003-2004, 2004-2005, 2005-2006 Weishiuan “Sandy” Chen Assistant Professor Coordinator of Periodicals & Electronic Resources Unit Serials and Electronic Resources Librarian Clarion University Libraries 840 Wood St Clarion, PA 16214 Phone: 814-393-2748 E-mail: schen@clarion.edu EDUCATION • Master of Arts in Education University Of Missouri, Kansas City, Missouri, 2000 • Master of Library Science Emporia State University, Emporia, Kansas, 1995 • Bachelor of Science Fu Jen Catholic University, Taipei, Taiwan, 1983 PROFESSIONAL EXPERIENCE • Serials and Electronic Resources Librarian Carlson Library, Clarion University of PA, Clarion, PA 08/2007 – Present • Electronic Resources Librarian Cook Library, New College of Florida, Sarasota, FL 08/2006 – 07/2007 • Cataloger Library Tech Services, Maricopa Community College District, Tempe, AZ 09/2005 – 07/2006 • Electronic Resources Catalog Librarian Hayden Library, Arizona State University, AZ 05/2003 - 08/2005 • Technical Processes Librarian Dawson Library, Saint Paul School of Theology, Kansas, MO 07/1998 – 05/2003 • Cataloger Catalog Card Company, Topeka, KS 08/1997 – 07/1998 • Graduate Student Assistant Miller Nichols Library, UMKC, Kansas City, MO 09/1996-08/1997 DEPARTMENT, UNIVERSITY AND COMMUNITY SERVICES • Clarion University of Pennsylvania, 2012o Continuing as a member of ALA ALCTS Holdings Information Committee. http://www.ala.org/alcts/mgrps/crs/cmtes/ats-seruls National Library Service. o Beginning July 2012 will serve as members of the Association of College and Research Libraries (ACRL) Educational and Behavioral Sciences Section Communication Studies Committee. http://connect.ala.org/node/64893 National Library Service. o Continuing as Member of Electronic Resources Librarians Penn Higher Education Library Consortium (KLN). State-wide Service. Member of Conduct Board Committee. University-wide Service Continuing as Member of Multidisciplinary Department Professional Development Committee. University-wide Service. Continuing as Member of International Advisory Council Committee. University-wide Service. Participated in the Library Program Review. Library Service. o o o o • Clarion University of Pennsylvania, 2011-2012 o o o o o o • Continuing as a member of ALA ALCTS Holdings Information Committee http://www.ala.org/alcts/mgrps/crs/cmtes/ats-seruls. National Library Service. Continuing as Member of Electronic Resources Librarians Penn Higher Education Library Consortium (KLN). State-wide Service. Member of Multidisciplinary Department Professional Development Committee. University-wide Service. Continuing as Member of International Advisory Council Committee. University-wide Service. Continuing as Member of Presidential Commission on Affirmative Action Committee (PCOAA). University-wide Service. Participated in the Library Program Review. Library Service. Clarion University of Pennsylvania, 2010-2011 o o Hosted workshop: To have and to hold: MARC21 Holding Data and Z39.71 Standards at Taipei Fu Jen University on 05/7/2010. International Community Service. Participated as a member of ALA ALCTS Holdings Information Committee. National Library Service http://www.ala.org/alcts/mgrps/crs/cmtes/ats-seruls o Continuing as Member of Electronic Resources Librarians Penn Higher Education Library Consortium (KLN). State-wide Service. Databases switched from ProQuest to EBSCOhost etc. o o Member of Multidisciplinary Department Professional Development Committee. University-wide Service. Reviewed grants application. http://www.ala.org/alcts/mgrps/crs/cmtes/ats-seruls Continuing as Member of International Advisory Council Committee. University-wide Service. Reviewed and recommended new members applications, reviewed study abroad scholarship, disseminated Clarion Univ. Brochures when went to Taiwan. o o • Clarion University of Pennsylvania, 2009-2010 o o o o o o o o • Continuing as Member of Presidential Commission on Affirmative Action Committee (PCOAA). University-wide Service. Participated in the Library Faculty’s Strategic Plan by inputting departmental information. Library Service. Coordinated Clarion University and Waynesburg University speakers for the Conference of Library & Information Science held in Fu Jen University Taipei, Taiwan on 05/07/2009. International Services. Participated as a member of ALA ALCTS Holdings Information Committee. National Library Service. Continuing as Member of Electronic Resources Librarians Penn Higher Education Library Consortium (KLN). State-wide Service. Member of Multidisciplinary Department Professional Development Committee. University-wide Service. Continuing as Member of International Advisory Council Committee. University-wide Service. Continuing as Member of Presidential Commission on Affirmative Action Committee (PCOAA). University-wide Service. Participated in the Library Faculty’s Strategic Plan by inputting departmental information. Library Service. Participated in Library Faculty members’ disaster plan by inputting departmental information. Library Service. Clarion University of Pennsylvania, 2008-2009 o Continuing as ALA ALCTS member of Serials Standard Committee. National Library Service o Continuing as ALA ALCTS sub-committee chairs for Serials Standards Online Bibliography. National Library Service. o Member of Electronic Resources Librarians Penn Higher Education Library Consortium (KLN). State-wide Service. Served as contact person for example when Access Changed to EBSCOhost Interface, o o o Member of International advisory Council Committee. University-wide Service. Member of Presidential Commission on Affirmative Action Committee (PCOAA). University-wide Service. Served as a search committee member for the Distance Education Librarian. Library Service. • Clarion University of Pennsylvania, 2007-2008 o o o o ALA ALCTS member of Serials Standard Committee. National Library Service ALA ALCTS sub-committee chairs for Serials Standards Online Bibliography. National Library Service. Participated in the University’s International Advisory Council Committee. University-wide Service. Member of University Libraries Librarian Search Committee. Library Service. Selected main candidates and participated candidates’ on-site interviewed. • New College of Florida, 2006 o • Arizona State University, 2003-2005 o o o o o o o • Participated on Chinese Professor Search Committee--provided job descriptions resources for the search committee and participated screening candidates. Served on Electronic Resources Management Team (ERMT) Evaluated and reported different vendors’ products to the committee such as OpenURL Link Resolvers, Ejournal MARC records, and link checkers. Taught Chinese School at Greater Chinese Christian Church on Sundays. Volunteered at Mesa Public Library for answering ready reference questions. Chair-elect, AzLA International Interest Group (IIG). Co-Vice-Chair, ALCTS Cataloging Norms Discussion Group, 2004-2005 Attended and participated in the discussion group meetings during ALA Annual and Mid-winter Conferences; Discussed and shared guidelines and policies for cataloging various resources using MARC 21 and AACR2R. Saint Paul School of Theology, 1998-2003 o o o o o o o o Served as Member of Diversity Committee Provided guidance and made recommendations to the school on policies and procedures affecting diversity in the school. Served as member of Computer and Technology Committee Discussed, suggested and made recommendations to the Seminary Library regarding improving students’ computer literacy, database search skills and providing better instruction. Served on faculty search committee. Served as the Chair of Technical Services User Group for Kansas City Library Consortium 2002. Planned activities for committee work; planned meeting agenda and sent to committee members; appointed regular members to mentor new members; read materials about past activities and future plans; kept members informed. Taught Chinese Language and Culture for two Asia Immersion Classes. SCHOLARSHIP, RESEARCH, PRESENTATIONS, AND PUBLICATIONS 2011 • Presented RDA seminar at Christ’s College, Taipei on 05/19/2011 Reviewed the potential impact of this new standard for cataloging, in general, and engaged in a conversation about the complexities of converting current Chinese procedures to this international Library of Congress initiative. • Presented to Library Science Dept. ALA affiliated students an overview of the print and electronic journals access at Periodical Department on 10/14/2011 An overview about the Periodical Department responsibilities of all functions related to online access and making print periodicals available including receiving, processing, checking-in, claiming, physical and virtual weeding, and maintaining holdings records. • Published Chinese Digital Collections LibGuide on the University Libraries website under the Libraries’ Home Page, Spring 2011 as an aid for Dr. Clark‘s Wimba 30 min class to help students learn metadata with non-English digital collections. (appendix ?? • Published Special Education & Rehabilitative Sciences Resources LibGuide on the University Libraries’ website under the Libraries’ Home Page, Spring 2011 Provided resources directly related to Special Education & Rehabilitative Science Resource. The LibGuide had about 200 usage numbers since Feb 2011. I also used the resource I created to reply to Special Ed. students’ questions at the RefDesk. • Published Google Scholar and Google Books LibGuide on the University Libraries’ website under the Libraries’ Home Page, Fall 2011. This guide is intended to help Googlers better understand how Google Scholar and Google Books search engines work, and how to navigate Google Scholar to find Clarion University licensed journal articles. • Published Linking to Clarion University Libraries Resources LibGuide on the University Libraries’ website under the Libraries’ Home Page Fall 2011. This how-to instruction assists faculty to input durable or persistent hyperlinks into D2L, emails or web pages of the online resources licensed by the Clarion University Libraries. • Published Early Childhood Education--Information Literacy Guide LibGuide on the University Libraries’ website under the Libraries’ Home Page, Fall 2011. In this LibGuide I included Early Childhood related subject headings, samples of books, journals. Some titles can be directly linked to the article level and can shorten researcher’s search time. This guide especially helps starters to get an idea how to choose topics, select reading books and make lesson plans. 2010 • Held a six hour workshop To have and to hold: MARC21 Holding Data and Z39.71 Standards at Taipei Fu Jen University on 05/7/2010. (see Spring 2010 Appendix Invitation from Fu Jen Univ. and Fall 2010 Multidisciplinary Professional Development Grant Report) About 35 learners from Northern Taiwan academic libraries attended this workshop. Several librarians saw the need for them to standardize holdings records, at the same time some felt too time-consumed to commit to unifying holdings records formulae since some are at one-librarian library. • Presented Building Bridges to Establish International Partnerships: the Nuts and Bolts. ALA Annual Monday 10:30-12:30 06/27/2010. (see Fall 2010 Appendix email from the Dean of Library) http://wikis.ala.org/sisterlibraries/index.php/2010_ALA_Annual_Program This context was an international live video chat about forming Sister Libraries and other international partnerships with U.S. partners. The session was the International Relations Round Table of the American Library Association which sponsored a panel discussion on the timely topic of international partnerships to exchange knowledge, resources, and staff. My presentation dealt with stimulating international awareness about the students and faculty of Fu Jen University, Taiwan, and those of Clarion University regarding the training and profession of information sharing (Librarianship). • Translated an article “Public Library Anxiety Research” from Chinese for Dr. Rhonda Clark from the Library Science Dept. Fall 2010 (see Fall 2010 Appendix Translation). In summary, the article is an analysis of Public Library usage rates show usage has gradually decreased: one important variable focuses on “Public Library anxiety” • Published Communication Sciences and Disorders LibGuide on the University Libraries website under the Libraries’ Home Page, Spring 2010. (see Spr. 2010 Appendix LibGuide Comm Sci & Disorder)This guide consists of several pages detailing department-related resources organized by: Databases, Journal Titles, Reference Books, and Professional Organizations. Useful key Subject Headings help students to identify research topics. • Published Manage Research Work with RefWorks LibGuide on the University Libraries website under the Libraries’ Home Page, Fall 2010. (see Fall 2010 Appendix LibGuide RefWorks) This LibGuide details step-by-step how to store, organize, and share citations for papers and bibliographies in the web-based citation and bibliography tool RefWorks. • Presented To have and to hold: MARC21 Holding Data and Z39.71 Standards at SSHELCO 2010 Annual Thursday 03/24/2010 (see Spring 2010 Appendix SSHELCO evaluations & Spr. 2010 Peer observation) My colleague, Ms. Stempeck, observed me and commented “ This topic is one of importance to serials librarians as they struggle to maintain accurate serials holdings for their library collections in today’s mixed environment of print and electronic periodicals. Sandy’s presentation focused on the professional standards and the importance of applying the consistently within each library to facilitate global sharing of information. The presentation was well attended and Sandy successfully fielded a variety of questions on the subject”. • Presented To have and to hold: MARC21 Holding Data and Z39.71 Standards at Midwinter ALA 01/17/2010 (see Spring 2010 Appendix Mid-winter ALA Conf.) http://www.presentations.ala.org/index.php?title=Sunday%2C_January_17 http://www.alamw.ala.org/2010/index.php?title=ALCTS#CRS_College_.26_Research_Libr aries_Interest_Group I described the concepts behind and importance of standardized holdings, particularly, MARC Format for Holdings Data (MFHD) and Z39.71: what they are, how they function, and how they help academic libraries to serve patrons. Specific examples were provided to help other research libraries better practices to present and share holdings data. 2009 • Published the Reported on “Between East and West: an exchange of library culture” in the International Advisory Council Newsletter. (see Appendix Fall 2009 International Program Newsletter) • Published Open Access (OA) Journals LibGuide on the University Libraries’ website under the Libraries’ Home Page, Fall 2009 This libguide reflects what I initiated and recommended that stable, scholarly, peer-reviewed and open access journals being added to the Libraries’ collections and provides easy access to these journals by subjects. • Published Study Abroad & International Programs LibGuide on the University Libraries’ website under the Libraries’ Home Page, Fall 2009 Designed to support the research needs of Study Abroad Programs students studying or planning to study at many international campuses. Information support is focused on Clarion University's affiliated schools abroad where courses are offered. Affiliated schools are for student exchanges between partnered institutions. Useful and Stable websites for finding each country’s data covered on the home page such as Library of Congress Country Studies. • Published Newspapers and News Sources LibGuide on the University Libraries’ website under the Libraries’ Home Page, Fall 2009 This guide covers Penn Newspapers online version, News Sources databases that Clarion Univ Libraries subscribed to, and News Sources in microform format, the instruction on how-to use the microform readers is included. • Assisted Serials Solutions translate new product Federated Search (360 Search) into Chinese (see Fall 2009 Appendix Thank-you Letter and email). • Hosted and presented a three hour Serials Holdings Training Program in the Southwest Pennsylvania area on 09/ 14/2009 (see 2009 Appendix Invitation and 2009 Appendix Thank-you Letter). Upon Waynesburg Univ Library Director’s invitation, I gave a 3 hours presentation on what are serials holdings standards. How they function and how they help libraries to serve patrons. Conceptual approach with detailed examples and suggestions for a better library practice with NISO Z39.71 and MFHD (MARC Format for Holding Data) standards were covered. • PowerPoint Presentation on “Between East and West” at Taipei Fu Jen University Library & Information Science Annual Conference, 05/7/2009 I presented Clarion’s scenery and ALF programs to acquaint potential exchange-visitors with geographical, historical, and cultural perspectives as well as comparing the similarities and differences in the libraries of Fu Jen and Clarion Universities. The reactions to the three presentations were very positive, especially, on the beauty of the Clarion River. 2007-2008 • Applying for grant for visiting and presenting at Fu Jen Univ. at Taipei in May 2009. (Copy of the Result Report Enclosed) see Fall 2009 Appendix 0916 2009 grant completion and status form. The goals for this project are to promote opportunities for a variety of student/faculty/resource exchanges ; to mutually introduce the respective programs of the two library schools and libraries; and to enhance academic quality and excellence by preparing students to live and work in an increasingly global, pluralistic, multicultural society • Compiled Chinese Language and Culture Web Sites upon Kutztown University Technical Services Librarian’s request to be published in the Carlson Library Newsletter. Compiled and reviewed for the value of Chinese Language and Culture websites as educational resources including stable links, and accurate information. This compilation has been posted in the Nov 27 2007 Library’s Newsletter and Feb 2008 International Program’s Newsletter. • Attended Keystone Library Network (KLN) Cataloger Conference at Bloomsburg University Fall 2007. Acquaintance with KLN sister universities librarian colleagues; learned different libraries cataloging projects. • Attended SSHELCO Annual Conference and gave a presentation on An Overview of Open Access Journal. Spring 2008 Presented the business model of open access journals, the difference between open access and free access journals, and the impact open access journals can have on libraries. Librarian, Marilyn Stempeck observed the presentation and commented the presentation was informational and well received. 2001-2006 • PowerPoint Presentation on The Challenges and Opportunities for Cataloging in today’s Changing Metadata Environment to the Acquisitions/Cataloging Division of the 2006 AzLA Annual Conference; revised and presented at ER&L Conference 02/2007, Atlanta http://smartech.gatech.edu/jspui/bitstream/1853/13645/1/330-sat-9_10.pdf. • PowerPoint Presentation on OpenURL Link Resolvers and Vendors’ MARC Records to the Acquisitions/Cataloging Division of the 2005 AzLA Annual Conference. • PowerPoint Presentation on How to Catalog Ejournals with MilCat (III Cataloging System) at ASU Hayden Library Tech Services, 2004. • Published “International Fall” that covered arranging stimulating presentations on the awareness of the multiple cultures, language groups and ethnicities in local area libraries. AzLA Newsletter, October 2004, page 4 and Nov/Dec 2004 page 11-12. • PowerPoint Presentation on Link Checkers’ Evaluation to Cataloging division of the Arizona University Library Consortium, 2003. • PowerPoint Presentation on New Developments in Seriality: A Preview of AACR2 Chapter 12 revision and related revised rules to Technical Services User Group of Kansas City Library Consortium: 2002. • ATLA Volume 9, No. 4, August 2001 “Web Sites Promoting Relations Between International Students and Libraries” ______________________________________________________________________________ ___________ PROFESSIONAL DEVELOPMENT 2012 • Will attend The Black, White, and Gray Areas of Licensing: A Review and Update for Librarians and Publishers on 2/29/2012 • Will attend online workshop: The Secrets of Great Customer Service on 04/19/2012 2011 • • • • • • • • • • Attended Northwest PaLA Chapter 2011 Annual Meeting and Workshop : General Trends in Librarianship Carlson Library Level A 10/21/2011 Attended Workshop: Current Trends in E-Journals at the Massachusetts College of Pharmacy and Health Sciences Boston, MA Sponsored by ACRL/NEC – SERIG Serials and Electronic Resources Interest Group on 08/18/2011. Attended ALA Annual Conference, participated in ALCTS Continuing Resources: Holding Information Committee and gave a presentation. New Orleans, LA: June 23–28, 2011. NISO (National Information Standards Organization) half-day workshop: Changing Standards Landscape Forum at ALA Annual 2011 06/24/2011. Continuing Resources Section Holdings Forum at ALA Annual 06/25/2011--as the member of the ALCTS Holdings Information Committee I was required to summarize one of the presentation: Universal Holdings & Ulrich Web edition see http://www.serialssolutions.com/ulrichs/ Attended ALCTS “Aiming for a Robust Metadata Infrastructure for the Future” 08/1/2011 Attended RDA Ask-the-Experts Webinar on 02/17/2011 Participated ALA ALCTS (the Assn. for Library Collections and Technical Services) Holdings Information Committee Conference Call on 2/9/2011 Attended GOBI Overview Collection Development webinar at Carlson Library BI Rm 01/2011 Attended ALA Mid-winter Conference and participated in ALCTS Continuing Resources: Holding Information Committee San Diego, CA: January 7–10, 2011 2010 • • • • • Attended Introduction to the New ProQuest Platform on 12/22/2010 Attended My Research and ProQuest Administrator Module on 12/20 and 21/2010 Attended RDA Workshop 3 sessions at Carlson Library Conference Room A/B 11/2010 Attended CSA Illumina PsycArticle and PsycInfo administration platform webinar in 09/2010 Participated ALA ALCTS (the Assn. for Library Collections and Technical Services) Holdings Information Committee Conference Call on 09/16/2010 • • • • • • • • Attended JSTOR New Platform webinar on 08/27/2010 Attended Globalization Curricula Workshop at Clarion River Lodge on 08/23/2010 Attended Serials Solutions 360 Federate Search webinar in 08/2010 Attended ALA Annual Conference and participated in ALCTS Continuing Resources: Holding Information Committee Washington, D.C, 6/24-28/ 2010 Attended and received Chinese Teaching Certificate from Tong-hai University in Summer 2010 in Taiwan (see enclosed copy of certificate) Attended Webinar “The Success of Web-Scale Discovery in Returning Net-Gen Users to the Library”. 4/8/2010 Attended Webinar “Directions in Metadata” with Karen Coyle 4/1/2010 Attended ALA Mid-winter, participated in ALCTS Continuing Resources: Holding Information Committee, and gave a presentation Boston, MA, 1/15-18/2010 2009 • • • • • • • • • Participated in the KLN Catalogers Meeting in Lock Haven University on 10/8 & 9/2009 Participated in the webinar Advanced-EBSCOadmin on 08/28/2009 Participated in the webinar ProQuest ABI/INFORM Database Searchn on 08/21/2009 Participated in the webinar EBSCOhost Business Sources Complete on 08/25/2009 Participated in Library of Congress Serials Cataloging Cooperative Train-the-trainer Workshop (SCCTP) on 07/10/2009 Attended ALA Annual Conference and participated in ALCTS Continuing Resources: Serials Standard Committee. Chicago, IL, 7/10-14/2009 Participated in the webinar Serials Solution Introduction to 360 Core and the Client Center, 03/4/2009 Participated in the webinar Research Starters on 02/2/2009 Participated in the webinar CCC's Annual Copyright License for Academic Institutions Online Information Session on 6/9/2009 2008 • • • • • • • • • • • Participated in the webinar Introduction to EBSCOhost 2.0 ALA Introductory Online Collage class for editing ALA ALCTS subcommittee web page, 12/2008 PALINET CONTENTdm workshop on 11/21/2008 Participated in the webinar CINAHL Basic and Advanced Searching, Fall 2008 Participated in the webinar EBSCOadmin, Fall 2008 Participated in the webinar EJS Access Management & Statistics Report, Fall 2008 Participated in the webinar Ulrich's Serials Analysis System, Spring 2008 Participated in Serials Solutions webinar 360 Link Resolver, Spring 2008 Attended ALA Annual Conference and participate in ALCTS Continuing Resources Subcommittee: Serials Standard. Anaheim, CA, June 27-July 1, 2008. Participated in the PALINET webinar Introduction to Usage Statistics for E-resources, Certificate provided. Spring 2008. Attended PaLA In the Transition Zone: making the move to electronic from print journals Hersey, PA 9/12/08. • • Attended NISO (National Information Standards Organization) Forum workshop: NISO/BISG Standards Landscape Forum. ALA Mid-winter 2008. Attended ALA Mid-winter Conference and participate in ALCTS Continuing Resources: Serials Standard Committee. Philadelphia, PA, January 12-15, 2008. 2007 • • • • • Attended ALA Annual Conference Washington, DC, 6/22-26/2007 Serials Solutions AMS KnowledgeBase Webinar, Clarion Library, PA, 2007 Attended vendor’s teleconference demo “Voyager Analyzer”, Carlson Library, PA 2007 Attended vendor’s teleconference demo “Reference Credo”, Carlson Library, PA 2007 Attended ALA Mid-winter Conference Seattle, WA, 1/20-23/2007 2000-2006 • • MetaLib Implementation two day workshop, FCLA, Florida, 2006. LC Subject Headings and Name Authorities a three-day workshop at ASU 2005. • Integrating Resources Cataloging Workshop CONSER SCCTP at ASU 2004. • New Developments in Seriality: A Preview of AACR2 Chapter 12 revision and related rules, ATLA Annual Conference, St. Paul, Minn. 06/2002. • Introducing Virtual Missouri Workshop, Missouri, 2002. • Internet Resources Cataloging Workshop, Missouri, 2000. 1998-1999 • Sound Recordings Cataloging Workshop, Missouri Library Network Corporation, 1999. • Basic Serial Cataloging Workshop, MLNC, Missouri, 1999. • OCLC authorities Workshop, Johnson County Public Library, 1999. • Audio Visual Cataloging Workshop, Missouri, 1999. • "Everything You Need to Know About Computers,” Missouri, 1998. _____________________________________________________________________________ __________ PROFESSIONAL AFFLIATIONS • Member of ALA ALCTS Holdings Information Committee from 2010-2012. • Member of Keystone Library Network Electronic Resource Committee beginning 2008 to present. • American Library Association (ALA) Member from 1999 to present. • Member of Pennsylvania Library Association from 2007 to present. • Member of FCLA Electronic Resources Committee 2006. • Member of ALA ALCTS Committee for Serial Standard Committee 2006-2010. Arizona Library Association (AzLA) Member, 2003 - 2005. RESUME/VITA FORM Linda Cheresnowski 300 Dogwood Rd. Kennerdell, PA 16374 Home Phone: 814-385-6896 Cell Phone 814-758-1595 lcheresnowsk@clarion.edu EDUCATION: M.S. in Adult Education – Penn State University, State College, PA Aug 2007 Ed. Tech. Cert. – Penn State University, State College, PA 2001 MALS – University of Denver, Denver, CO 1973 B.S. – Clarion State College, Clarion, PA 1970 Majors in Library Science and Spanish PROFESSIONAL EXPERIENCE: Virtual Campus/Reference Librarian – Suhr Library/Virtual Campus, Venango Campus, Clarion University of PA, Full-time 2009-present Reference Librarian - Suhr Library, Venango Campus, Clarion University of Pennsylvania, Part-time 2003-2009 Elementary School Librarian - Franklin Area School District, 1988-2003 Elementary School Librarian - Poudre Re-1, Fort Collins, CO 1973-1975 High School Librarian – Waverly Central Schools, Waverly, NY 1970-1972 EVIDENCE OF CONTINUED SCHOLARLY GROWTH: (Publications, research showings, presentations, etc.) Graduate Classes: Allegheny Intermediate Unit- Computer Classes Integrating the Internet into the K-12 Curriculum, 1996 Exploring the World Wide Web, 1996 Searching the Internet: Reference Resources on the Information Superhighway, 1996 Bureau of Education and Research- classes; Presenting Children’s Literature, 1995 What’s New in Children’s Literature, 1998 Successfully Using Multimedia, Internet, and other Technology Tools, 2000 Carlow College, Pittsburgh, PA Web Quest, Summer 1999 Teachers Discovering Computers, Spring 2000 Clarion University: Graduate classes Online Info systems – Fall 1986 Microcomputers in the Library – Fall 1987 OCLC Online Bib – Spring 1988 Notre Dame College, Cleveland, Ohio Teacher’s Discovering and Using Power Point, Spring 2002 Fresno Pacific University, Fresno, CA Creating School and Classroom Web Pages, Fall 2000 Tuscarora Intermediate Unit 11 Marco Polo Teacher Trainer 2001 University of Pittsburgh, School of Information Sciences Windows NT Server Basics, 1999 Multimedia Presentations, 1999 Presentations: Information Literacy Conference, Clarion University of PA, Library Science Dept., “IL Embedded in a History Course” with Dr. Rhonda Clark, April, 2009 Combined Venango County School Districts Act 80 Day Digital Camera Presentation, 1998 Franklin Area School District Act 80 Day Accelerated Reader Presentation 2001 Pennsylvania School Librarians Conference Presentation with Deb Angiolieri- BYOP-Bring Your Own Project, April 1999 Presentation with Deb Angiolieri- Reading Incentive Programs, April, 2000 Attended and monitored programs- 1991-2002 Publications: Check It Out! Publication for Accelerated Reader 1996-2003 Published monthly 1996-2000, Quarterly 2001-2003 Franklin Area School District Committee to write the Library Curriculum, 1998 Publication in News Herald, September 2001 Committees, Conferences, and Seminars Pennsylvania Library Association, NW Chapter Conference, Carlson Library, October 21, 2011 Camtasia Training for Information Literacy Widgets Webinar through WIMBA October 19, 2011 Outstanding Presentation Workshop—Better Beginnings Webinar September 7, 2011 50 Minutes? No Problem! Successful Strategies for One-shot Information Literacy Instruction, Allegheny College, Meadville, PA. June, 2011 So you want to create an interactive information literacy tutorial? ACRL Live Webcast, October 19, 2010 th 14 Off-Campus Library Services Conference, Cleveland, OH, April, 2010 ACRL Western PA/W. VA Fall Conference, Edinboro, PA, September, 2009 “Not so distant librarian” Workshop, Northampton Community College, Bethlehem, PA, August, 2009 Titusville History Conference, Pitt-Titusville, PA May, 2009 Educause Mid-Atlantic Regional Conference, Philadelphia, PA January, 2009 Venango Campus Technology Day, Venango Campus-Clarion University, October, 2008 Mid-Atlantic Digital Library Conference, Bucknell University, PA July, 2008 ACRL Western PA/W. VA Spring Program, PTI, Pittsburgh, PA, June, 2008 E-Source Pa Library Assoc. Conference, Penn State, State College, PA, May, 2008 LOEX Annual Conference Louisville, KY, May 12-14, 2005 Collaborative Programs via Distance Education, Clarion University, Continuing Education, October 29, 2004 SSHE Reference Librarians’ Meetings: Bloomsburg University, Bloomsburg, PA October 2006 Lock Haven University, Lock Haven, PA November 2005 Edinboro University, Edinboro, PA November 2004 Kutztown University, Kutztown, PA November 2003 EAHILC UPMC, Seneca, PA April, 2007 Titusville Hospital, Titusville, PA October 2004 Gannon University, Erie, PA April 2004 American Library Association Mid-winter Conference, Philadelphia, PA January 2008 Mid-winter Conference, Philadelphia, PA January 1999 Classroom Connect Conference, Philadelphia, PA Participant 1994 and 1997 Franklin Area School District Technology Committee Member 1992-2003 Kid’s Connect Volunteer, 1996-2001 Riverview Intermediate Unit Library Consortium 1988-2003 PROFESSIONAL ORGANIZATIONS: Alpha Mu Gamma 1970-present Honorary Foreign Language Fraternity Alpha Xi Delta Sorority 1970- present American Library Association 1984-present American Association of School Librarians 1984-2004 Association for Library Service to Children 1984-2004 Delta Kappa Gamma Society International 2000-2007 Finance Chairman 2002-2006 Pennsylvania School Librarians Association 1988- 2005 CONTRIBUTIONS TO THE COLLEGE: Secretary Venango Campus Forum 2008-2011 Faculty Forum Venango Campus of CUP – 2003-present APSCUF member 2003-present ALA member – 1984-present CONTRIBUTIONS TO THE COMMUNITY Union Presbyterian Church, Clintonville, PA Bible School Teacher – 1982-1996 Church Librarian – 1989- 4-H Program Leader of the Scrubgrass Survivor 4-H Club 1988- 1996 Sewing Instructor – 1988- 1996 4-H Development Committee – 1988-1996 Keep Pennsylvania Beautiful 1988-1996 Ski’s Market, Inc. 1977-2003 Co-owner, Secretary/Treasurer Clintonville Corner Store 2007—2008 Co-owner, Secretary/Treasurer FACULTY VITA FORM NAME: Nancy E. Clemente HOME ADDRESS: 3 Ellen Drive Oil City, PA 16301 PHONE: 814-676-6211 E-MAIL: nclemente@clarion.edu DATE PREPARED: October 21, 2008 EDUCATION: Master of Education Completed 30 of 36 credits Instructional Technology Specialist Certificate Completed 23 of 24 credits Master of Library Science Educational Media Certificate (OH and PA) JMRT/Baker & Taylor Grassroots Grant 1985 Bachelor of Science in Education Elementary Certificate (1-8) Cum Laude Clarion University of PA Clarion, PA 16214 Clarion University of PA Clarion, PA 16214 May 17, 1986 Kent State University Kent, OH 44242 June 20, 1981 Youngstown State University Youngstown, OH 44555 PROFESSIONAL EXPERIENCE: 2002 - Public Services Librarian/Area Coordinator, Suhr Library, Clarion University of PA – Venango Campus, Oil City, PA. Coordinate all aspects of the library operation at Venango Campus. Responsible for training, scheduling, supervision and evaluation of AFSCME and student library personnel; oversee the selection of library materials and coordinate acquisitions operations with Carlson Library personnel; coordinate and share in bibliographic instruction program; manage library budget; oversee physical facilities and coordinate needs for building upkeep; coordinate library cooperative 1991 – 2002 1986 – 1991 1989 – 1990 1985 – 1986 1984 – 1986 efforts including ILL, extension services for off-campus courses, reciprocal borrowing agreements, and consortia commitments; coordinate OCLC operation with personnel at Carlson Library. Associate Librarian, Suhr Library, Clarion University of PA – Venango Campus, Oil City, PA. Work with area coordinator in sharing responsibilities for reference, reader’s advisory service, bibliographic instruction, circulation, computerized database searching, displays, exhibits, collection organization and maintenance, maintaining the integrated library system (Voyager), coordinating cataloging revisions and/or corrections with Carlson Library, training and supervision of library personnel, maintaining records, overseeing maintenance of library equipment and serving as liaison to Venango Campus faculty and departments. Assistant Reader Services Librarian, Stevenson Library, Lock Haven University of PA, Lock Haven, PA. Responsible for administration of Reserve Room and special reserve collections; library orientation and bibliographic instruction; online searching and hiring, scheduling and payroll for 80 student assistants. Assistant Public Services Librarian, James V. Brown Library, Williamsport, PA. Responsible for information desk; YA materials and paperback collection; summer reading program for young adults and Career Room with microcomputers. Reference Assistant, Kent State University Library, Kent, OH. Provided reference service to patrons; responsible for individual projects as assigned by faculty librarians; worked with ILL and loose-leaf updates; conducted tours of the Reference Center. Apprentice Librarian, Public Library of Youngstown and Mahoning County, Youngstown, OH. Planned and presented preschool and school age programs; assisted with system-wide children’s collection development; responsible for reference assistance and maintaining a branch children’s collection including acquisitions and weeding. EVIDENCE OF CONTINUED SCHOLARLY GROWTH: A. OFF-CAMPUS WORKSHOPS AND SEMINARS 8-11-09 “The Not-So-Distant Librarian: Online Library Instruction to Engage Students and Faculty PaLA-CRD Workshop, Northhampton Community College, Bethlehem, PA 10-24-08 Venango Campus Technology Day Clarion University – Venango Campus Advisement Workshop Clarion University – Venango Campus Promotion Workshop Clarion University – Venango Campus Rotary International Convention Los Angeles, CA Western PA/West Virginia ACRL Spring Meeting Pittsburgh Technical Institute LOEX Annual Conference Oak Brook, IL Rotary International Convention Salt Lake City, UT Erie Area Health I Library Consortium Meeting UPMC Northwest, Seneca, PA PASSHE Reference Librarians Meeting Bloomsburg University of PA LOEX Annual Conference College Park, MD SSHE Reference Librarians Meeting Lock Haven University of PA LOEX Annual Conference Louisville, KY SSHE Reference Librarians Meeting Edinboro University of PA EAHILC Meeting Gannon University, Erie, PA SSHE Reference Librarians Meeting Kutztown University of PA SSHE Reference Librarians Meeting 10-24-08 9-26-08 6/14-18/2008 6-6-08 5/1-3/2008 6/17-20/2007 4-20-2007 10-27-2006 5/4-6/2006 11/3-4/2005 5/11-14/2005 11-5-2004 10-8-2004 11/6-7/2003 11-8-2002 10-18-2002 2-9-2002 11-17-2000 6/15-16/2000 4-7-2000 10-7-1999 3-26-1999 2-5-1999 11-13-1998 10-30-1998 9-19-1998 4-24-1998 4-1998 9/24-27/1997 4/11-14/1997 4-1997 4-5-1997 3/21-23/1997 Clarion University of PA Student Motivation: Day 1 to Graduation Clarion University of PA – Venango Campus Riverview IU 6 Librarians Meeting Keystone High School, Knox SSHE Reference Librarians Meeting Indiana University of PA Quality Assurance in Distance Education: Electronic Library Solutions Conference Washington, D.C. Spring Librarians Conference Department of Library Science Clarion University of PA ADEPTT Web Page Workshop Clarion University of PA Legal Issues & Disabilities in Higher Ed Workshop - Part 3: Training Faculty, Staff & Administrators on Issues of Access, Accommodations, and Obligations Clarion University of PA Sexual Harassment Training Workshop Clarion University of PA – Venango Campus Legal Issues & Disabilities in Higher Ed Workshop – Part 2 Clarion University of PA Collaboration on Faculty Advising: Helping Students to Discover Their Passion in the Process of Selecting a Major Clarion University of PA WEBCT Workshop Clarion University of PA Legal Issues/Disabilities in Higher Ed Workshop Clarion University of PA SSHE Library Conference Dixon Center, Harrisburg, PA Pennsylvania Library Association Conference Philadelphia, PA ACRL Conference Nashville, TN Voyager User Group Annual Meeting Rosemont, IL SSHE Library Conference Dixon Center, Harrisburg, PA PA Newman Conference 12-2-1996 8-1996 9/29-10/2/1995 10/13/1994 10-1994 5-1994 4-1994 4-30-1993 4-1993 3-1993 2-1993 11/1-4/1992 9-25-1992 4/3-4/1992 3-1992 2/21-22/1992 2-7-1992 1/6-10/1992 10-25, 11-1, 11-19-1991 State College, PA Library Automation Workshop Palinet, Pittsburgh, PA PaLA Northeast Chapter Academic Libraries Workshop Scranton, PA PA Library Association Annual Conference & Internet Workshop Pittsburgh, PA PA Library Association Leadership Workshop Carlisle, PA Diversity Workshop Clarion University of PA – Venango Campus LOEX Annual Conference Ypsilanti, MI PaLA Northwest Chapter Spring Meeting Warren, PA Sexual Harassment in the University: Legal Exposure of the Harasser and Harassed Clarion University of Pa - Venango Campus PaLA Northwest Chapter Spring Meeting Meadville, PA Annual Women’s Conference Clarion University of PA Multicultural Training Workshop Clarion University of PA PaLA Annual Conference Pittsburgh, PA Noel/Levitz Workshop SSHE Intra-System Academic Advising Network Clarion University of PA Children’s Literature Matters Conference Penn State University, State College, PA Annual Women’s Conference Clarion University of PA Writing Across the Curriculum Conference Clarion University of PA – Venango Campus Through the Lens of Learning: How Adult Students Experience College Classrooms Clarion University of Pa – Venango Campus Introduction to Word Processing Clarion University of PA – Venango Campus Collection Development and Management: 6/28-7/1/1991 An Empowered Process, Teleconference Series Clarion University of PA ALA Annual Conference Atlanta, GA B. PROFESSIONAL ORGANIZATIONS 1986 – 1998 1997 – 1998 1989 – 1991 1986 – 1991 1990 – 1991 1987 1986 1986 1996 1994 1993 – – – – – 1991 1997 1997 1995 1994 1993 – 1994 1992 – 1993 1990 1986 1987 1987 1987 1989 – – – – – – 1991 1988 1988 1989 1991 American Library Association Association of College & Research Libraries Young Adult Services Division New Members Round Table (formerly JMRT) 3M/NMRT Scholarship Committee 3M/JMRT Scholarship, Annual Conference Library Instruction Round Table Pennsylvania Library Association Carolyn Field Award Committee Northwest Chapter Chair, Coordinated Spring Meeting, Erie Vice Chair Library Instruction Round Table Chair, Responsible for summer workshop & Fall conference program Vice Chair Program Committee Scholarship Committee Chair Phi Delta Kappa Education Fraternity Chapter Newsletter Editor Alternate Delegate; Initiation Team C. PRESENTATIONS 5-10-08 Rotary District Conference West Middlesex, PA South Korea Group Study Exchange presentation 5-5-08 Oil City Rotary Club South Korea GSE presentation 4-19-08 Rotary District Club Officer Training Erie, PA Youth Exchange Protection policy presentation Rotary District Presidents Elect Training Seminar Cranberry Township, PA GSE & Student Protection Policy presentation Edinboro Rotary Club South Korea GSE presentation 3-15-08 2-25-08 12-27-07 Port Allegany Rotary Club South Korea GSE presentation 10-22-07 Slippery Rock Rotary Club South Korea GSE presentation 10-13-07 Rotary District 7280 Foundation Seminar Erie, PA South Korea GSE presentation Leechburg Rotary Club South Korea GSE presentation Portersville-Prospect Rotary Club South Korea GSE presentation 10-2-07 9-18-07 8-28-07 7-30-07 7-19-07 5-10 through 6-10-07 3-29-2005 2000 5-12-99 11-25-92 6-18-92 1-7-92 10-1-91 Presque Isle Rotary Club South Korea GSE presentation Oil City & Franklin Rotary Clubs South Korea GSE presentation Cranberry Township AM Rotary South Korea GSE presentation Rotary District 3730 South Korea Multiple presentations to District and Rotary Clubs Oil City Kiwanis Club Presentation on Suhr Library Oil City Rotary Club Indianapolis International Convention Venango Campus Shadow Day Library Overview Job Search Skills Workshop Library Sources for Job Searching New Student Orientation Advising Ins and Outs Struthers Rotary Club What the Library Can Offer You and the College Students of Today 9-13-91 10-29-90 6-25-90 Student Leadership Retreat Susquehanna Library Cooperative Creative Library Instruction American Library Association Creative Bibliographic Instruction CONTRIBUTIONS TO THE COLLEGE: A. LIBRARY DEPARTMENT 2002 – 2002 2002 2006 2000 1995 – – 2003 – 2007 – 1997 1994 – 1991 – 1996 1991 – 1993 Library Liaison to Nursing Department and all Venango Faculty Suhr Library, Coordinator Program Review Committee Who’s Who Among America’s Teachers Library System Committee, Serials Subcommittee, Cataloging Subcommittee Evaluation Committee, Subcommittee member, Acting Dept. Chair and Chair Public Services Committee Strategic Planning Group Subcommittee Library Self-Study Steering Committee B. VENANGO CAMPUS 2006 – 2008 2005 – 2008 2004 – 2003 – 2002 1998 1996 1995 1999 1992 1992 – – 1999 1991 1991 1991 1993 – – – – – 2000 – 2000 – – 2001 1993 1992 1993 1995 Adult Learners Organization, Advisor Venango Representative on APSCUF Executive Council Harvey Center Lecture Committee Barbara Morgan Harvey Center Advisory Committee Dean’s Advisory Council Yearbook Committee, Advisor Student Senate Toronto Trip, Chaperone Distinguished Alumni Award Committee Chair Academic Advising Committee Outstanding Student Award Committees Arts & Sciences, Associate & Bachelor’s Student Services Award Subcommittee Conduct Board Cultural Arts Committee, Advisor Faculty Forum, Social Committee Chair 1991 – 1993 Vice Chair C. CLARION CAMPUS 2008 – 2011 2004 – 2004 – 2005 2000 – 2001 2000 – 2001 1998 2000 1999 1997 1999 1997 1998 1997 – 2001 – 2001 – 2000 – – 2000 – 2001 – 1997 – 2000 1997 – 2001 1994 1993 – 1994 1992 1992 1992 1991 1992 – – – – – 2000 1996 1994 1993 1993 University Promotion Committee Advisory Council for International Education & Programs Dean of Libraries Search Committee Executive Dean Search Committee Middle States Task Force, Library & Learning Resources Faculty Senate, Library Subcommittee Chair Faculty Mentoring Program, Mentor Educational Talent Search Advisory Board External Evaluation Team Dean of Libraries Search Committee University Center Subcommittee Presidential Commission on Sexual Harassment General Education Council University Theatre Patron Faculty Senate Presidential Commission on the Status of Women Gender Issues Committee Zeta Tau Alpha, General Advisor Women’s Conference Committee Clarion University Women’s Club Vice President D. LIBRARY SCIENCE DEPARTMENT 1991 – Summer Fall Individualized Instruction, Children’s Literature Student Teaching Supervisor, Greenville HS CONTRIBUTIONS TO THE COMMUNITY: 2004 – 2008 – 2010 2002 – Venango Genealogical Club Vice President Barrow Civic Theatre, volunteer 2002 – 2005 2001 – 2003 1992 – 2008 2005 2006 2006 2003 2004 2005 – – – – – – – 2008 2007 2006 2005 2006 1992 – 1995 1992 – 1994 1991 – 1993 1992 1991 – 2002 2002, 1995 2004 – 2004 – 2006 – 2010 1991 1991 1991 1987 – 2004 – 1997 – 1993 – 1987 – 1989 1994 – 1995 Community Playhouse, Inc. Member and volunteer Co-Producer, Steel Magnolias SeniorNet, Instructor Oil City Rotary Club, Director, Secretary, International Service & Youth Exchange Chair District Outbound Youth Exchange Chair District Student Protection Officer Club Secretary Team Leader – Korean Group Study Exchange Assistant District Governor President Foundation Chair Venango County Literacy Council, Tutor Northwest Medical Center, Auxiliary Board, Volunteer Oil Creek & Titusville Railroad, Volunteer On Board Education Supervisor Venango Christian High School Theatre orchestra member Development Committee, Home & School Association – President and Vice President, Library volunteer St. Joseph Church Lector and Eucharistic Minister Why Catholic? small group discussion leader Our Lady Help of Christians Church Lector and Eucharistic Minister Oil City Newcomers Club Girl Scouts of America Lifetime Member Leader Neighborhood Recruiter Constance Gamaluddin P. O. Box 119 Shippenville, PA 16254 Phone 814-782-3034 Professional Experience 11/1985 - Clarion University of Pennsylvania Clarion. PA Coordinator, Reference and Information Services(Carlson Library)/Assistant Professor Currently oversee Reference and Information Services, Circulation, and Interlibrary Loan Departments. Responsible for staff supervision and all areas of department management. 8/2004Clarion University of Pennsylvania Clarion, PA Collection Development Librarian(Carlson Library) Responsibility for general library collection oversight including selection, collection evaluation, and deselection in cooperation with library faculty, the Dean of University Libraries, and the University community. 1/2006Clarion University of Pennsylvania Adjunct Professor, Department of Library Science Instructor for online sections of LS 500 , LS 501, LS 504 and . 8/78-10/84 Clarion University of Pennsylvania Reference Librarian/Bibliographer Provided reference service prepared library publicity bibliographies. Clarion, PA LS558 Clarion, PA and developed subject 8/70-8/78 Oil City Library Oil City, PA Library Director City Department Head responsible for Library Services to the Oil City community of 15,000. Education 1985-1987 Clarion University of Pennsylvania Clarion, PA Library Science Post Master’s Courses (9 credits) (Marketing for Libraries. Microcomputers, History of Books and Printing) 1983 University of Pittsburgh Pittsburgh, PA Certificate of Advanced Studies in Librarianship (24 credit Post Master’s program) 1970 University of Pittsburgh Master of Library Science Pittsburgh, PA Professional memberships American Library Association 1989- Scholarly Activity Scholars –Research Associate and Article reviewer 1992,1997.1999 Association of College and Research Libraries 2000Pennsylvania Library Association 2009Beta Phi Mu 1972- McCabe, Gerard and Constance Gamaluddin. “Committees with Clout: A Case for Shared Management in an Academic Library.” Library Administration and Management, 2(1) January 1988:24-27. McCabe, Gerard and Constance Gamaluddin. “Budgeting and Financing Reference Services: Managing the Unexpected and Unpredictable.” Reference Librarian, Number 19(1987) 111-124. Grants Bibliographic Instruction Workshop. (1992) State System of Higher Education Faculty Development Grant .Successful proposal for training for librarians and teaching faculty prepared jointly with Deon Knickerbocker, CUP Reference Librarian. University Archives Feasibility Study (1992) State System grant developed jointly with Janice Horn, CUP Technical Services Coordinator. Summer research project. Archives Preservation Project (1991) Proposal developed jointly with Janice Horn, CUP Technical Services Coordinator to fund restoration of photographs in the library archives. Oil City Library Building Construction Grant (1976). Prepared successful grant proposal for $300,000 grant awarded by the Justus Foundation for an addition to the Oil City Library, Oil City, PA. Professional Development So You Want to Create an Interactive Information Literacy Tutorial. ACRL elearning Webcast. October 19, 2010. PALA Northwest Chapter Meeting and Workshop. Library Advocacy ( September 17, 2010) Clarion, Pennsylvania. Not-So-Distant Librarian: Online Library Instruction to Engage Students and Faculty. ACRL e-learning Webcast. (September 14, 2010). D2L Course Management Training. Full Day Workshop (April 16, 2010). Oil City, PA. Emergency Preparedness and Response Training. Full day PALCI workshop. (October 13, 2009) Meadville, PA. QM Matters Building/Improving Your Online Course. Department of Library Science Workshop (April 19, 2009) Clarion, PA. ACRL Conference (March 12-15, 2009) Seattle, Washington. Focus on academic library topics and particularly issues relevant to collection development and e-resources. PASSHE Libraries Annual Meeting Sponsored By SSHELCO (April 2008). Extensive coverage of distance education, collaborative collection development, and technological issues related to libraries. ACRL Conference (March 29-April 03, 2007) Baltimore, Maryland. Focus on academic library issues with particular focus on electronic resources, social networking and libraries, and assessment. All Users Are Local: Bringing Next Door to the Campus Worldwide (January 30-February 18, 2006) ACRL Online seminar on library services to distance education students and faculty. Electronic Collection Development for the Academic Library (November 14December 7, 2005) ACRL Online seminar on planning, development and implementation of a collection development policy for electronic library resources. ACRL Conference (April 7-10, 2005) Minneapolis, Minnesota. Conference focus on various aspects of academic librarianship, particularly cooperative collection development. Collaborative Programs Via Distance Education (November 5 2004) Clarion, PA. One day workshop discussing technologies and cooperative programs to enhance distance education offerings. PASSHE Libraries Annual Meeting Sponsored By SSHELCO (April 1 & 2, 2004) Grantville, PA. Included focus sessions on reference, interlibrary loan, u-borrow , collection development, and staffing issues in the PASSHE system) Manage Your Time, People, Money, Projects and Stress (August 5, 2003) Pittsburgh, PA. Full day session at Palinet. 0.5 Continuing Education Credits. Grants Workshop (September 19, 2002.) Clarion. PA. Overview of appropriate grant techniques and procedures for Clarion University. University Experience Roundtable (October 2001) One-half day session providing an opportunity to learn and provide input about the university experience for students Assessment Conference (March,2001) Clarion, PA One day conference focused on various models for assessment Copyright in the Digital Age (October 2000) Four hour online workshop via Palinet Internet Search Engines (May 2000) Six hour online workshop via Palinet ADEPTT Workshop- Graphics (March 2000) Clarion, PA ADEPTT Workshop-Windows (March 2000) Clarion, PA Voyager Functional Training Workshop (June 1997)- 3 day hands-on workshop-Clarion, PA ALA Midwinter Meeting – 1996 (San Antonio, TX) “The Future Is Now: The Convergence of Reference and Resource Sharing” (January 19, 1996) OCLC Workshop. San Antonio, Texas. IAC Database Training (12/96) -2 day hands-on training session Clarion, PA 1985-1995 ALA Annual Conferences- Chicago, (1995), Miami, (1994), New Orleans (1993), San Francisco (1992) Lessons from Leo Tolstoy: Writing Effective User Manuals (1992) Pittsburgh PA Bibliographic Instruction Workshop (1992) Pittsburgh, PA State Library of Pennsylvania Interlibrary Loan Workshop (1991) State College, PA Managing Reference In a Time of Transition (1990) ACRL Workshop- .45ceu Chicago IL DIALOG Database Workshops-Pittsburgh, PA: Legal Publications (1990), ABI Inform (1989), BIOSIS Basic Course (1989), Dialog Teach the Teacher (1988), PTS Update (1988), Dialog Sampler (1987), Social Science Seminar (1986) OCLC For Reference Librarians (1988) Pittsburgh PA Wilsonline Workshop [1987) Pittsburgh PA BRS Online Search Service (1987) Pittsburgh, PA Cerebral Hygiene, Remedy for Racism (1987) Clarion PA Academic Leadership Workshop (Outcomes Assessment and Value-Added Approaches to Baccalaureate Education) (1986) Clarion PA Minority Recruiting (1986) Clarion PA OMS Management Workshop (1985) Pittsburgh, PA Contributions to the Library Department Promotion Committee Chair 2009Evaluation Committee Chair 2001-2003 Search Committee Member, Distance Education Librarian(2009) Chairperson, Search Committee for Reference Librarian (1992,1998,2001) Library Building Committee (1989-1990)(. 1997-1998) Directors Advisory Council (1993-1995) Materials Selection Committee (1989-1993) Public Services Committee (1993-1995) Chair, Library Promotion Committee (1988) Chair, Public Services Committee (1983-1987) Chair, Library Department (1983-1987) Ad Hoc Library Building Committee (1984-1985) Strategic Planning Committee (1992) PRLC Alternate (1989-1992) Contributions to the University Middle States Task Force 6: Educational Offerings October 2010Keystone Library Network Committee on Collaborative Collection Development October 2007- May 2008 Keystone Library Network Electronic Resources Committee(Alternate) 2006Presidential Commission on Disabilities 2005Advisory Council for International Education and Programs ( 2004- 2007 ) University Conduct Board (1987-1988). (2000- 2002) 2004- Student Activities Subcommittee (2001- 2002 ) Middle States Review Task Force on Organization, Administration, Governing Board / Governance (2000) Clarion University Academic Convocation (Spring 1999, Spring 2000) Library Graduate Assistants’ presentation coordinator. General Education Committee (1996-1998) Chairperson, Middle States Review Task Force on Student Services, Faculty, Organization and Administration, Governing Board (1996-1997) Academic Standards Committee (1993-1995) Faculty Senate Budget Committee, (1991-1992) University Tenure Committee (1990-1992) Mentoring Committee (1992) Subcommittee on Racism and Sexism, (1987) Affirmative Action Committee (1986-1988) Chairperson, Human Relations Subcommittee- (1983-1988) Admissions Subcommittee (1983-1985) Graduate Study Subcommittee (1979-1981) CURRICULUM VITAE Dr. Basil D. Martin II Assistant Professor Coordinator of Library Instruction Clarion University, Main Campus Carlson Library, Clarion University, Clarion, Pa. 16214-1232 Phone: Work: (814) 393-2303 Cell: (724) 664-3600 Email: bmartin@clarion.edu basildmartin@hotmail.com Fax: Work: (814) 393-186 Education • • • Doctor of Education (D.Ed.) degree majoring in Administration and Leadership Studies, Indiana University of Pennsylvania, 2011. Master of Science in Library Science (M.S.L.S.) from an ALA accredited university, Clarion University of Pennsylvania, 1992. Bachelor of Science (BS) in Business Administration concentration in Accounting, Clarion University of Pennsylvania, 1991. PROFESSIONAL EXPERIENCE • • • • • Completed nineteen years as Coordinator of Bibliographic Instruction / Reference Librarian. Duties have included: reference desk duty, collection development, Business Department liaison, creating web pages, creating LibGuides, teaching library instruction sessions and coordinating the information literacy program. Clarion University of PA, 1992-present. Adjunct Professor, Department of Library Science, Clarion University of PA, at various time periods. One year of experience as a library intern/fellow in Carlson Library (fellowship program), Clarion University of PA, worked one semester in Reference Department, one semester in the Instructional Material Center (IMC), and one summer in Technical Services Department, 1991-92. One year of experience as a computer lab assistant at Clarion University Business Computer Lab aiding students with the use of computers and software programs, 1991. One summer of experience as an accounting intern at the Clarion County Courthouse, summer of 1991. COURSES TAUGHT Graduate • • • LS 574: Database Searching LS 500: Information Sources and Services LS 501: Collection Development TEACHING INTERESTS • • • • • Information Resources and Services Business Resources and Services Online Information Retrieval Library Leadership Evaluation of Library Sources and Services 148 • Information needs and information-seeking behavior OTHER WORK EXPERIENCE • • Completed three years as Head Basketball Coach, Clarion Area High School. Completed one year as Head Basketball Coach, Immaculate Conception School. FELLOWSHIPS, SCHOLARSHIPS, AWARDS, HONORS • • • • • • Ashland University - Doctoral Dissertation Writing Fellowship, 2006. Black Opinion Magazine, Black Scholar Award, 2005. Clarion University Library Fellowship, 1991. PSAC Scholar-Athlete Award, 1991-1992. Clarion University Minority Student Services Academic Achievement Award, 1991. Board of Governors Academic Scholars, 1987. EVIDENCE OF CONTINUED SCHOLARLY GROWTH PAPERS PRESENTED • • • • • • • • “Conducting Effective Research: Avoiding Plagiarism & Maintaining Academic Integrity,” presented at the Pennsylvania Black Conference On Higher Education, LaRoche College, Pittsburgh, Pennsylvania, held on November 7, 2008. “Using WebCT for Information Access in the Digital Age,” presented at the Second International Conference on the Future of the Book in Beijing, China, 29-31 August 2004. “Online Library Instruction Using WebCT,” Preconference Workshop (Half-day), presented at the Internet Librarian International 2003 Conference, 24 March 2003 • NEC, Birmingham, UK. “Teaching Tools & Techniques” presented at the Internet Librarian International 2003 Conference, 25 – 27 March 2003 • NEC, Birmingham, UK. “Teaching Them to Fish: Incorporating WebCT and Blackboard in Library Instruction to Promote Information Literacy to Teaching Faculty” presented at the LOEX of the West 2002 Conferences in Eugene, Oregon, June 27, 2002. "Teaching Information Literacy Skills to the First-Year Student” at the 14th International Conference on the First-Year Experience, July 9-13, 2001, presented in Honolulu, Hawaii. “The Role of Librarians in Teaching Information Literacy to the First Year Experience Students,” Conference on Instructional Technologies (CIT 2001), SUNY presented at Geneseo, Geneseo, NY, May 29 – May 31, 2001. Jefferson County Library training by Matt Sopher, Malinda Henry, Basil Martin. March 22, 2000. 149 • • • • • • • • • • "Job Search Resources" presented at the Professional Development Series, Clarion University, Clarion, Pennsylvania, 2000. “Web Based Instruction in a Career Exploration and Planning Course." presented at the Library Use Instruction Poster Session at the 1999 American Library Association Annual Conference, New Orleans, Louisiana. “Teaching Career Exploration and Planning via the World Wide Web." presented at the Fifth National Conference on Students in Transition, Irvine, California, 1999. Searching, Evaluation, and Citing The Web." presented at the Stop Surfing Start Teaching National Conference, North Myrtle Beach, South Carolina, 1999. "Job Search Resources" presented at the Professional Development Series, Clarion University, Clarion, Pennsylvania, 1999. "Teaching Career Exploration and Planning via the World Wide Web." presented at the Stop Surfing Start Teaching National Conference, North Myrtle Beach, South Carolina, 1999. "Job Search Resources" presented at the Professional Development Series, Clarion University, Clarion, Pennsylvania, 1998. "PowerPoint on PowerPoint" presented at ADEPT grant funded program, Clarion University, Clarion, Pennsylvania, 1998. "Integrating Bibliographic Instruction via Interactive Team Teaching by Both Faculty and Librarians: Electronic Information for First Year Students' Career Research Projects," presented at the International Conference on the First Year Experience, Warwick, England, 1997. "Exploring Career Possibilities" presented at the Major Decisions Workshop: A Career Development Series at Clarion University, Clarion, Pennsylvania, 1997." Publications • • • • • “Using Courseware for Information Literacy Instruction: A Guide for Librarians in Postsecondary Settings.” International Journal of the Book Volume 2, 2005. “Teaching Career Exploration and Planning via the World Wide Web." Presented at the Fifth National Conference on Students in Transition, Irvine, California. Published in Fifth National Conference Students in Transition Program and Proceedings, 1999. "Searching, Evaluation, and Citing The Web." Presented at the Stop Surfing Start Teaching National Conference, North Myrtle Beach, South Carolina. Published in Stop Surfing Start Teaching Conference Proceedings, 1999 "Teaching Career Exploration and Planning via the World Wide Web." Presented at the Stop Surfing Start Teaching National Conference, North Myrtle Beach, South Carolina. Published in Stop Surfing Start Teaching Conference Proceedings, 1999 "Integrating Bibliographic Instruction via Interactive Team Teaching by Both Faculty and Librarians: Electronic Information for First Year Students' Career Research Projects," Presented at the International Conference on the First Year Experience, Warwick, England. Published in Proceedings, Tenth International Conference, 1997. ADDITIONAL GRADUATE CREDITS EARNED (NON-DEGREE) 150 • • • • • • • • Completed Course, LIS 519: Selection, Acquisition, and Management of Non-Book Materials, State University at Buffalo (SUNY), Fall 2000-2001 Completed Course, Comm 572: Designing World Wide Web Training Media, Clarion University, Spring 2000 Completed Course, Libsci 2901: Individual Research, 3 credits, University of Pittsburgh, Spring 1995 Completed Course, Libsci 2001: Librarianship & Libraries in Society, 3 credits, University of Pittsburgh, Spring Fall 1995 Completed Course, Libsci 2771: Academic Library Management, 3 credits, University of Pittsburgh, Fall 1995 Completed Course, Libsci 2194: Information Ethics, 3 credits, University of Pittsburgh, Fall 1995 Completed Course, MGMT 521: Organization Structure and Behavior, Clarion University, Spring 1994 Completed Course, ECON 603: Quantitative Analysis for Business Decisions, Clarion University, Fall 1993 PROFESSIONAL WORKSHOPS AND CONFERENCES ATTENDED • • • • • • • • • • • • • 27th Annual Computers in Libraries 2012, “Creating Innovative Libraries,” Washington, DC, March 21-23, 2012. Clarion University of Pennsylvania Strategic Planning Workshop, “Drafting a Mission, Vision, and Core Values,” Clarion, Pennsylvania, November 11, 2011. Academic Impressions Web Conference, “Using Social Media For Teaching And Learning,” Clarion, Pennsylvania, November 7, 2011. 39th National LOEX Library Instruction Conference 2011, “Fiesta de Excelencia: Celebrating Excellence in Library Instruction,” Fort Worth, Texas, May 5-7, 2011. 2011 SSHELCO Annual Meeting: “What’s Happening: Preparing You for SSHELCO’s Future,” March 17-18, 2011 37th National LOEX Library Instruction Conference 2009, “Blazing Trails: On the Path to Information Literacy,” Albuquerque, New Mexico, April 30-May 2, 2009. 36th National LOEX Library Instruction Conference 2008, “Librarian as Architect: Planning, Building & Renewing,” Oak Brook, Illinois, May 1-3, 2008. 6th National Conference of African American Librarians 2007, “Culture Keepers VI: Preserving the Past, Sustaining the Future,” Fort Worth, Texas, August 2-5, 2007. 32nd National LOEX Library Instruction Conference 2004, “Library Instruction: Restating the Need, Refocusing the Response,” Ypsilanti, Michigan, May 6-8, 2004. 30th National LOEX Library Instruction Conference 2002, “Integrating Information Literacy into the College Experience,” Ypsilanti, Michigan, May 16-18, 2002. 15th Annual Computers in Libraries 2000, Washington, DC, March 15-17, 2000. ALA Annual Conference 2000, Chicago, IL, July 6-12, 2000. "Libraries Building Community." CIT 2000, Conference on Instructional Technologies, SUNY at Buffalo, Buffalo, NY, May 29 June 1, 2000. 151 • • • • • • • • • • • • • • • • • • • • • • • • • 28th National LOEX Library Instruction Conference, "First Impression, Lasting Impact," Ypsilanti, Michigan, May 19-20, 2000. American Library Association Annual Conference, New Orleans, Louisiana, June 25-30, 1999 Certificate of Participation in General Education Faculty Development Workshop on Values Education with Dr. Duane Brown, October 15, 1999. American Library Association Annual Conference, San Francisco, California, 1998 19th Annual National Online Meeting & IOLS '98, New York Hilton • May 12-14, 1998. 26th National LOEX Library Instruction Conference, “New Learning Environments,” Ypsilanti, MI, May 1998. 27th Annual Workshop on Instruction in Library Use in Kingston, Canada, May 1998. 13th Annual Computers in Libraries '98, Crystal City Arlington, VA, March 2- 4, 1998. 26th Annual Workshop on Instruction in Library Use in Montreal, Quebec, Canada, May, 1997. 12th Annual Computers in Libraries '97, Crystal City Arlington, VA, March 10- 12, 1997. ADEPTT "Advancing the Development of Educators in Pennsylvania Through Technology Training," at I.U.P., John Sutton Hall (Indiana University of PA. October 17, 1997 Redefining the Rural Community Workshop, Continuing Education, Clarion, PA., October 1997. Pennsylvania Society of Teaching Scholars (PASTS) Region I and II Conference, October 1997. 25th Annual Workshop on Instruction in Library Use in Stratford, Canada, May 16-18, 1996. Technology across the Curriculum Workshop at Bloomsburg University of PA, May 19-20, 1996. 11th Annual Computers in Libraries '96, Crystal City Arlington, VA, February 27- 29, 1996. Educom' 96 Conference, Information Technology: Transcending Traditional Boundaries, in Philadelphia, PA, October 1996. Third National Conference of African American Librarians, Winston-Salem, NC, August 1996. 24th Annual Workshop on Instruction in Library Use in Quebec City, Canada, May 15-18, 1995. Bibliographic Instruction Workshop: Information Literacy Presented by Earlham College Faculty. Second National Conference of African American Librarians in Milwaukee, WI, August 5-7, 1994. Annual Pittsburgh Regional Library Center Conference at Penn State University 1994. Electronic Learning Conference sponsored by Library Service and the Center for Effective Teaching at Mansfield University, March 1994. 23rd Annual Workshop on Instruction in Library Use, Making Connections in Ottawa, Canada, May 18-30, 1994. First National Conference of African American Librarians, Columbus, Ohio, September 1992. CONTRIBUTIONS TO THE UNIVERSITY 152 • • • • • • • • • • • • • • • Clarion University Strategic Direction Steering Committee, 2011-present. Library Liaison for the College of Business Administration, 1992-present. Advisor to Phi Sigma Kappa Fraternity, Clarion University Chapter, 2002-2009 Keystone Library Network (KLN), Electronic Resources Committee, 1998-2008. Administrative Faculty Representative to the Association of Pennsylvania State Colleges and University Faculties (APSCUF) Executive Committee, 2001-2003 Clarion University Faculty Development Committee Member, 2000-2003 Member of the University Conduct Board Member, 1993-2003. Participated in a Focus Group Study for Library Science Department, 2000 Keystone Library Network (KLN), Pilot Committee, 1998-2003. APSCUF Executive Committee, 1998-2003 Member of Clarion University African American Caucus, 1993-present. Carlson Library, Public Service Committee, 1992-1997. Task Force on Computer Technology, 1992-1996. Member of the Martin Luther King Committee, 1992-1996. Ad Hoc Student Evaluation Committee, 1993. TECHNOLOGY SKILLS Web Editors LibGuides Macromedia Dreamweaver Microsoft FrontPage Netscape Composer Graphics Programs Adobe Photoshop Microsoft Image Composer Paintshop Pro Adobe Acrobat Reader Software Applications Microsoft Office (Access, Excel, OneNote, PowerPoint, Word) Microsoft Publisher Statistical Software for the Social Sciences (SPSS) NVivo 9 WordPerfect 153 Web browsers Microsoft Internet Explorer Netscape Communicator Netscape Navigator Firefox Safari Chrome LYNX Library Database Systems Knowledge EBSCO Host (Agricola, Alt HealthWatch, Academic Search Complete, Art Abstracts, Biological Abstracts, Business Search Premier, Health Source Plus, CINAHL, Newspaper Source, Medline, Communication & Mass Media Complete, etc ) ProQuest Direct American Chemical Society Publications American Slavery: A Composite Autobiography AnthroSource ArticleFirst CAMIO (Catalog of Art Museum Images Online) CHEMnetBase Opposing Viewpoints Resource Center Checkpoint (Tax & Accounting) InfoTrac SearchBank (Busines Index ASAP, Expanded Academic ASAP, Health Reference Center) Lexis/Nexis Academic Universe Lexis/Nexis Statistical DataSet Dow Jones Interactive Dun & Bradsteet’s Key Business Ratios OCLC FirstSearch FirstSearch (WorldCat, ArticleFirst, Books in Print, ContentsFirst, Eric, GPO Monthly Catalog) Ovid (AIDSLine, Biological Abstracts, CINAHL, Dissertations Abstracts, MLA International Bibliographies) WilsonWeb (Biography Index, Book Review Digest, Education Abstracts, Library Literature, Wilson Bibliographies) Gale Group Galenet (Discovering Multicultural America, Gale Business Resource, Literature Resource Center) Chadwyck-Healey (African American Poetry, Editions and Adaptations of Shakespeare, Literature Online, Periodicals Content Index) SilerPlatter Webspirs (Current Biography, Essay & General Literature, Library Lit & Inf Sci FTX, ERIC, Education Full Text, CINAHL, Art Full Text, MLA Bibliography, Applied Sci & Technology, Biological Abstracts, GeoRef Disc, PsycInfo, Sociological Abstracts) Bell Howell (ProQuest, General Research Database) ABC/CLIO (America: History and Life, ART Bibliographies Modern) Ideal (Academic Press) 154 ACS Publication (American Chemistry Society) MathSciNet PUB Science Associated Press AP Photo Archive Britannica.com RDS (Business & Industry, Contemporary Women's Issues, TableBase) Congressional Quarterly (CQ) Library Career Guidance Foundation College Resource Online Institute for Scientific Information (ISI) (Arts and Humanities Citation Index) Carl Dialog@Carl Endeavor Voyager/WebVoyage SoftLine Information (Ethnic NewsWatch, GenderWatch) JSTOR Ovid and FirstSearch Medline STAT-USA CIS Statistical Universe WestLaw WorldBank WDI Online Ulrich’s Global Serials Directory Course management systems WebCT Blackboard e-mail applications Microsoft Outlook MSN Hotmail Yahoo Messenger AOL Instant Messenger Eudora Pine Webmail AFFILIATIONS • Member of the American Library Association (ALA). Member of the Black Caucus of the American Library Association (BCALA). • Member of the Pennsylvania Black Conference on Higher Educations (PHCOHE). • Member of the Clarion University African American Caucus. • 155 Marilyn L. Stempeck, M.S.L.S., M.Ed Assistant Professor Database Management Librarian Clarion University, Main Campus Phone: 814-393-2178 Fax: 814-393-1862 E-mail: Stempeck@clarion.edu EDUCATION Master of Education in Education Clarion University of Pennsylvania, 2004 Master of Science in Library Science Clarion University of Pennsylvania, 1983 12 Additional Graduate Credits in Education Mansfield State College, Mansfield PA, 1975-76 Bachelor of Science in Education Mansfield State College, Mansfield PA, 1973 Major: Library Science CAREER EXPERIENCE Database Management Librarian Carlson Library, Clarion University of PA August, 2001 – Present Assistant Professor Department of Library Science, Clarion University of PA Second Summer Session, 2005 and 2006 Cataloging/Reference Librarian Carlson Library, Clarion University of PA January 1997 – July 1997 and January 1998 – July 1998 (Temporary positions) Library Technician Carlson Library, Clarion University, Clarion, PA 156 June 1989 – January 1997 and July 1998 – August 2001 UNIVERSITY AND SSHE SERVICE Committees: Library Subcommittee, Faculty Senate (Fall 2002 – present) Council on General Education Resource Committee (Fall 2009 – present) Clarion University-wide Faculty Development Committee (Spring, 2003 – 2008) Chair – Spring 2003-2005 Other Service: Presenter, Faculty Orientation Session, University Libraries, Fall 2010 Cataloging Internship Supervisor -- Spring 2010, 2003 Honors Course Instructor – Spring 2007 Guest Lecturer: Library Automation (LS573) (September 26, 2007) Library Automation (LS573) (October 19, 2005 Library Automation (LS573) (October 27, 2004) Automation in the Library Media Center (LS385) (February 5, 2004) Organization of Information (LS357) (Fall 2002) Library Automation (LS573) (Fall 2002) Participant: University Experience Roundtable (November 15, 2005) Accommodating Students with Disabilities Roundtable, SSHELCO meeting, Grantville, PA (March 31, 2005) Dean of Libraries Search Committee (Spring 2005) Barbara Morgan Harvey Center Advisory Council (2004 – 2009) University Experience Focus Roundtable (October 27, 2003) University Experience roundtable (October 9, 2001) PROFESSIONAL DEVELOPMENT PaLA Northwest Chapter Fall Meeting and Workshop (October 21, 2011) (Member of Planning Committee) KLN Cataloger’s Meeting – West Chester University of PA (October 6-7, 2011) “A Declaration of Interdependence” Association of College & Research Libraries Conference Philadelphia, PA (March 30-April 2, 2011) 157 SSHELCO Spring Conference: “What’s Happening.” Dixon Center, Harrisburg, PA (March 17-18, 2011) “The Joy of Text: Text Messaging and Reference Services” – PaLA CRD Webinar (January 25, 2011) (Host Coordinator) “User Assessment and User Studies” – PaLA CRD Webinar (December 15 & 16, 2010) (Host Coordinator) “RDA Vocabularies in the Semantic Web” – ALA Tech Source Webinar (November 17, 2010) “RDA: Designed for Current and Future Environments” – ALA TechSource Webinar (November 10, 2010) “New Models of Metadata” – ALA TechSource Webinar (October 27, 2010) KLN Cataloger’s Meeting – Indiana University of PA (October 7-8, 2010) PaLA Northwest Chapter Fall Meeting and Workshop (September 17, 2010) (Planning Committee) PASSHE/KLN Spring Conference – Grantville, PA (March 25-26, 2010) “Provider Neutral eBook Records” – OCLC Webinar (December 10, 2009) “RDA and OCLC” – Webinar (October 30, 2009) “Copyright Considerations for e-Reserves” – Webinar (October 29, 2009) “Applying the Fair Use Doctrine” – Webinar (October 27, 2009) Disaster Preparedness Work shop – Allegheny College, Meadville, PA (October 13, 2009) KLN Cataloger’s Meeting – Lock Haven University of PA (October 8-9, 2009) PaLA Northwest Chapter Fall Meeting and Workshop – Cross Creek Country Club, Titusville, PA (September 25, 2009) “The Not-So-Distant Librarian.” WPWVC ACRL Fall Meeting – Edinboro University of PA (September 24, 2009) PASSHE/KLN Spring Conference – Grantville, PA (April 2-3, 2009) “Pushing the Edge: Explore, Engage, Extend.” Association of College & Research Libraries National Conference – Seattle, WA (March 12-15, 2009) KLN CONTENTdm Users Group Meeting—Bloomsburg University of PA (December 8, 2008) 158 “Using CONTENTdm : a Palinet workshop” Held at Clarion University of PA (November 21, 2008) Keystone Library Network Catalogers Meeting – Edinboro University of PA (October 9-10, 2008) “Metadata for Catalogers” (October 1,3, 2008)—Online Course NICOP Meeting—Edinboro University of PA (September 18, 2008) PaLA Northwest Chapter Fall Meeting and Workshop—Mckeever Learning Center (September 12, 2008) (Planning Committee) Keystone Library Network Catalogers Meeting – Bloomsburg University of PA (October 11-12, 2007) PaLA Northwest Chapter Fall Meeting and Workshop – Carlson Library, Clarion University of PA (September 29, 2006) Planning Committee, Site Coordinator, Presenter KLN NACO Training – Dixon Center, Harrisburg, PA (September 11-15, 2006) PASSHE/KLN Spring Conference – Grantville, PA (April 6-7, 2006) PaLA Leadership Orientation & Retreat – Woodlands Inn, Wilkes-Barre, PA (December 5-6, 2005 Keystone Library Network Catalogers Meeting -- Millersville University of PA (October 28, 2005) PaLA Northwest Chapter Fall Conference and Workshop -- Carlson Library, Clarion University of PA (October 21, 2005) Planning committee, Site Coordinator, Moderator “Grading With Rubrics” Clarion University of PA (September 28, 2005) “Only Connect: Communication in Academic Libraries” Association of College & Research Libraries, Western Pennsylvania/West Virginia Chapter – Southpointe Center, Canonsburg, PA (April 15, 2005) “Currents and Convergence: Navigating the Rivers of Change” Association of College & Research Libraries National Conference – Minneapolis, MN (April 7-10, 2005) SSHELCO Spring Conference – Grantville, PA (March 31-April 1, 2005) Keystone Library Network Cataloger’s Toolkit Training – Dixon Center, Harrisburg, PA (December 2-3, 2004) Keystone Library Network/Endeavor Authority Control Training – Clarion University of PA (November 5, 2004) (Site Coordinator) 159 Keystone Library Network Authority Control Training –Slippery Rock University of PA (October 22, 2004) Keystone Library Network Catalogers Meeting – Slippery Rock University (October 21, 2004) PaLA Northwest Chapter Fall Meeting and Workshop – Carlson Library, Clarion University of PA (October 8, 2004) Planning Committee and Site Coordinator Completed Master of Education in Education with an emphasis in Literacy, Clarion University of PA (May, 2004) SSHELCO Spring Conference, Grantsville, PA (April 1-2, 2004) PaLA Northwest Chapter Fall Meeting and Workshop – Carlson Library, Clarion University of PA (September 26, 2003). Planning Committee and Site Coordinator EndUser03 Conference – Endeavor Information Systems User Conference, Chicago, IL (April 24-26, 2003) Adeptt Workshop: “Integrating PowerPoint into your classroom” (October 16, 2002) Grant Writing Workshop – Office of Faculty Research Development, held in Carlson Library, Clarion University of PA 2002 Palinet OCLC Users Conference – Grantville, PA (May 29-31, 2002) 2002 SSHELCO Annual meeting – Grantville, PA (April 12-13, 2002) “CORC Searching & Navigation Basics” -- Palinet Workshop, Pittsburgh, PA (September 20, 2001) “CORC for Catalogers” – Palinet Workshop, Pittsburgh, PA (September 20, 2001) “Into to Smart Classrooms” -- ADEPTT Workshop (September 21, 2001) COMMUNITY SERVICE School Director - Keystone School District, Knox, PA (November, 1995-Present) Board Treasurer Personnel Committee, Chair Technology Committee, Chair Dual Enrollment Committee, Chair Board member – Joint Operating Committee, Clarion County Career Center (December, 1995Present) (Vice-Chair, 2009-present) 160 PROFESSIONAL AFFILIATIONS Pennsylvania Library Association Northwest Chapter September, 2001-present Planning Committee, 2001-present Chapter Chair – 2005 PaLA Board & Council Meeting – Wilkes-Barre, PA (December 5, 2005) American Library Association September, 2002 – present Association for College and Research Libraries September, 2002 - present Pennsylvania School Boards Association December, 1995 - present PRESENTATIONS, RESEARCH, AND PUBLICATIONS LibGuides: Information Literacy for Faculty (Fall, 2011) Geo Spatial Data Guide (Fall, 2011) Library Disaster Plan – Fall 2010 Stempeck, Marilyn, Rashelle Karp, and Susan Naylor. “Libraries and the millennials : changing priorities.” Our new public, a changing clientele : ‡b bewildering issues or new challenges for managing libraries? Ed. James R. Kennedy, Lisa Vardaman, and Gerard B. McCabe. Westport, Conn: Libraries Unlimited, 2008. 266-289. “Shelf-ready Cataloging”— KLN Fall Catalogers Meeting, Edinboro University of PA (October 10, 2008) “Storytelling” – presented at PaLA Northwest Chapter Fall Meeting and Workshop Carlson Library, Clarion University of PA (September 29, 2006) “Top Ten Things You Need to Know for Effective Library Use” – presented at the Pennsylvania Association of Educational Opportunity Program Personnel (PAEOPP) annual conference, Station Square, Pittsburgh, PA. (October 13, 2005) Stempeck, Marilyn (2005). A Library is a library. Pennsylvania Library Association Bulletin, 60(7), 24-25. “Formal Usability Testing of an Academic Library Web Site” – Research completed 161 and presented as partial fulfillment of the requirements for the Master of Education in Education at Clarion University. (May 2004) “Using Pre-Bulk: A Brief Overview” – presented with William Trimble at the Keystone Library Network Cataloger’s Meeting, held at Dixon Center in Harrisburg, PA. (October 6, 2003) “MARC Cataloging Review” – IU#6 School and Public Librarians meeting, held in Carlson Library, Clarion University of PA. (October 10, 2003) 162 163