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
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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

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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

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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

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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

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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.

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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!

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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?

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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.

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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.

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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.

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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."

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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.

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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

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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.
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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.

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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.

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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.

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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.

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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.

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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!

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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!

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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.

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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.

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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.

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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!

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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.

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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.

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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!

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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.

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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

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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.

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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

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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
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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
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LS 574: Database Searching
LS 500: Information Sources and Services
LS 501: Collection Development

TEACHING INTERESTS
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Information Resources and Services
Business Resources and Services
Online Information Retrieval
Library Leadership
Evaluation of Library Sources and Services
148

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Information needs and information-seeking behavior

OTHER WORK EXPERIENCE
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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
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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
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“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.
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"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

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“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

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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
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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

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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

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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)

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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)
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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

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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)

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