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Pollack Library, CSUF Case Study Presentation by Academic/College Group Clayton Gediman

Pollack Library, CSUF Case Study Presentation by Academic/College Group Clayton Gediman Mary Osborne Ohnmar Aung Stephen Emerson. 05/05/07. Internal Environment. General Library Information Pollak Library

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Pollack Library, CSUF Case Study Presentation by Academic/College Group Clayton Gediman

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  1. Pollack Library, CSUF Case Study Presentation by Academic/College Group Clayton Gediman Mary Osborne Ohnmar Aung Stephen Emerson 05/05/07

  2. Internal Environment General Library Information • Pollak Library • California State University, Fullerton800 N. State College Blvd.Fullerton, CA 92831-3599 • http://www.library.fullerton.edu/

  3. Internal Environment Vision/Mission Statement: • The Library will uphold the University's commitment to making learning preeminent through its support and enhancement of the teaching, learning, and research activities of the California State University, Fullerton community. The Library will be the hub of an information and instruction network, designed to facilitate the delivery of recorded knowledge and information. The Library will direct its resources and activities towards the goals articulated in the University's Mission, Goals & Strategies.” • This is the basic first paragraph of the mission. This is followed by detail involving the different aspects of the mission.

  4. Internal Environment - Staff • University Librarian • Associate University Librarian, Systems Head • Student Budget Coordinator, Administration Office. • Access Services Head, Collection Processing Head • Librarian • Faculty, Contract • Library Assistant IV-Circulation Services Coordinator, Audio Visual/Curriculum Materials Center Coordinator, Periodical Services Coordinator, Inter-Library Loan Coordinator. • Library Assistant III • Library Assistant II • Student Assistants

  5. Pollack Library Operation

  6. Internal Environment - User user = students + staff + faculty 6960 = 3600 + 1500 + 1860 • City of Fullerton Population: 135,000 • North Orange County and South Los Angeles: about 1,000,000 Degree Programs offered:105 • Undergraduate = 55 • Graduate = 49 • Doctorate = 1

  7. Internal Environment - Services • 1,216,000 Books • 3,300 Serials • 6,000 films and videos • 83.5 hrs of Reference desk service (not counting online 24/7 reference) • Bibliographic Instruction Classes • Citation workshops • Over 100 computer workstations in the library • Inter-Library loan services for materials • 20 listening/viewing rooms for cd’s, all region dvd’s. • 14 Group Study rooms • 2 Smart Classrooms • 16 Copiers

  8. External Environment - Mission Statement “Learning is preeminent at California State University, Fullerton. We aspire to combine the best qualities of teaching and research universities where actively engaged students, faculty, and staff work in close collaboration to expand knowledge.” Our affordable undergraduate and graduate programs provide students the best of current practice, theory, and research and integrate professional studies with preparation in the arts and sciences. Through experiences in and out of the classroom, students develop the habit of intellectual inquiry, prepare for challenging professions, strengthen relationships to their communities and contribute productively to society. We are a comprehensive, regional university with a global outlook, located in Orange County, a technologically rich and culturally vibrant area of metropolitan Los Angeles. Our expertise and diversity serve as a distinctive resource and catalyst for partnerships with public and private organizations. We strive to be a center of activity essential to the intellectual, cultural, and economic development of our region.

  9. External Environment Organizational Structure • Composes of six main divisions • Academic Affairs supervises all academic programs, faculty affairs and research. • Library is under division of academic affairs • The head of the library reports directly to the Vice President for Academic Affairs • Vice President for Academic Affairs reports directly to the President of the university.

  10. External Description

  11. Needs Assessment Bibliographic Instruction (BI): • Provides the main goals of education in a university • Provides research training to students to aid them in doing their research • Covers citation formats and campus plagiarism policies. • Introduces the students to the librarian specialist in their subject

  12. Need 1: To make BI accessible to more students by loading the BI lectures onto the library’s website Existing condition • In average, 15-20 BIs a semester per librarian • Occurs within a four week period • About 1 or 2 a day • One BI lasts about an hour • The instructors arrange for the BI’s through a web-based form • There are some instructors who do not arrange BI for their students • Librarian schedules online calendar and sets up a meeting in outlook calendar • Sometimes mistakes happen and the time gets recorded incorrectly

  13. Need 1: To make BI accessible to more students by loading the BI lectures onto the library’s website Desired condition • BI calendar works correctly, simply and easily • Outlook scheduler synchronizes BI online schedules • Would be easier for instructors to schedule • Encourage instructors to request more • BI is reachable to more students at any time through the library website • Students retrieve BIs without their teacher arrangement

  14. Need 1: To provide improved bibliographic instruction Goal 1: The information literate student evaluates information and its resources critically and incorporates selected information into his or her knowledge base and value system. Goal 2: The information literate student accesses needed information effectively and efficiently.

  15. Need 2: To improve referenceaccessibility by making the list of subject librarians more prominent by integrating them with the FAQ list. Existing condition • Access to librarian is important for student’s research • But, it is difficult to find a relevant librarian through library website while there is some access. • Frequently Asked Questions (FAQ) designed by librarians to help jumpstart research in a variety of fields • It doesn’t list the librarians associated with that field • No link between information, researcher and librarian.

  16. Example : Subject librarian list of Pollack library, CSU Fullerton

  17. Need 2: To improve reference accessibility by making the list of subject librarians more prominent by integrating them with the FAQ list. Desired condition • Getting a better connection between librarians and researchers • The subject librarians list is easily accessible • Having an effective FAQ list for jumpstart with subject research • Having instant access to contact the right librarian.

  18. Example : Subject librarian list of Oviatt library, CSU Northridge

  19. Need 2: To improve reference accessibility by making the list of subject librarians more prominent by integrating them with the FAQ list. Goal 1: The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. Goal 2: The information literate student determines whether the initial query should be revised.

  20. Action Plan:Part I The goals support • "Develop a strong library which provides rapid access to global information and serves as a nexus for learning." • " Integrate advances in information technologies into learning environments."

  21. Action Plan:Part II Need 1 – Goal 1 1. O'SULLIVAN, CARMEL Is information literacy relevant in the real world ? 2. ELMBORG, JAMES Critical information literacy: Implications for instructional practice Need 1 – Goal 2 1. GERMAIN, C.A., JACOBSON, T.E. & KACZOR, S.A. A comparison of the effectiveness of presentation formats for instruction: Teaching first-year students 2. LOCKERBY, R, LYNCH, D, SHERMAN, J., & NELSON, E Collaboration and information literacy: Challenges of meeting standards when working with remote faculty.

  22. Action Plan:Part II - continued Need 2 – Goal 1 1. O'SULLIVAN, CARMEL Is information literacy relevant in the real world ? 2. ELMBORG, JAMES Critical information literacy: Implications for instructional practice Need 2 – Goal 2 1. GERMAIN, C.A., JACOBSON, T.E. & KACZOR, S.A. A comparison of the effectiveness of presentation formats for instruction: Teaching first-year students 2. LOCKERBY, R, LYNCH, D, SHERMAN, J., & NELSON, E Collaboration and information literacy: Challenges of meeting standards when working with remote faculty.

  23. Action Plan:Part III • Administration and faculty plays major roles • Training of librarians • Remote 24/7 access to BI instructions • Implementation of instructional resources • Approved budget

  24. Action Plan:Part IV For need 1 - A student survey of perhaps 5-10 questions asking • If the tutorial was helpful • If further information was needed • Did the student feel comfortable with the instructor - An online survey at the end of the online BI • Did the online course help the student find what s/he was looking for? • How could the course be improved?

  25. Plagiarism Explanation

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