The Engaged Librarian: Libraries Partnering with Campus and Community October 7–9, 2014 iHotel & Conference Center University of Illinois Champaign, Illinois Twenty-first century librarianship has witnessed new forms of cooperation between librarians and the communities they serve. This conference will bring together academics and practitioners, including faculty and graduate students from library schools and iSchools, and academic, public and school librarians. The conference will focus on how collaboration and cross-disciplinary research can create new knowledge and chart a course for partnerships with deep and lasting impact. Hosted jointly by the University of Illinois Graduate School of Library and Information Science, the University Library, and the Library Research Round Table of the American Library Association. The Engaged Librarian: Libraries Partnering with Campus and Community 1 2 L I B R A R Y R E S E A R C H S E M I N A R V I Sponsors Platinum L I B R A RY A D M I N I S T R AT I O N Gold Silver Bronze University of Missouri School of Information Science and Learning Technologies Dominican University Graduate School of Library and Information Science General San José State University School of Library and Information Science The Engaged Librarian: Libraries Partnering with Campus and Community 3 Welcome Message from the conference co-chairs Dear Colleagues, We welcome you to the Library Research Seminar VI Conference and to the University of Illinois at UrbanaChampaign campus! The Library Research Seminar (LRS) Conference occurs periodically, and is sponsored by the Library Research Round Table of the American Library Association. The theme of this year’s conference is “The Engaged Librarian: Libraries Partnering with Campus and Community.” This theme resonated with the Program Planning and Organizing committees for LRS VI due to the tremendous pace of change occurring in the ways librarians engaged with the diverse communities in which we work, live, and interact. Twenty-first century librarianship has witnessed new forms of cooperation between librarians and the communities they serve. The conference planners sought to bring together in one forum cutting-edge research that crosses boundaries within and beyond the field of library and information science. Further, in this new world of engagement, there is clear focus on the process and products of collaboration: lessons learned and best practices that establish librarians as full research, teaching, and learning partners in academic or community settings. This conference brings together academics and practitioners, including faculty and graduate students from library schools and iSchools, along with academic, public and school librarians. During the next couple of days, we will have a rare and welcome opportunity to focus on how collaboration and cross-disciplinary research can create new knowledge and chart a course for partnerships with deep and lasting impact. With members drawn from both the University Library and the Graduate School of Library and Information Science (GSLIS), this year’s Program Planning and Organizing committees themselves further enhance the spirit of collaboration that we hope pervades the conference. We are especially delighted to present a rich program with over 75 presentations of juried research papers, panels, workshops, and posters representing topics such as the national impact of library public programs; libraries’ role in community health and safety; the quality and impact of virtual reference; engaging students; and providing enhanced access to primary resource collections. The conference program is framed by the presentations of two excellent plenary speakers—Barbara J. Ford (University of Illinois Library Mortenson Center for International Librarianship), whose work speaks eloquently to the role of libraries in supporting the global advancement of research; and, Kara Malenfant (Association of College and Research Libraries), who articulates how action research can serve as a bridge between academic scholarship and practice. We would like to extend our sincere thanks to a number of people without whom the LRS VI conference would not be a success. They include: the Organizing and the Program Planning Committees for their vision, support, and hard work; the Library Research Round Table of ALA; Deans Allen Renear (GSLIS) and John Wilkin (University Library); Robin Woodall (University Library) for her spectacular support in conference planning; Wendy Shelburne (University Library) for her assistance communicating with publisher sponsors; Claire Bolyard and Sveta Stoytcheva (University Library) for architecting the conference web site; Scott Randall and Nancy Simpson (Center for Innovation in Teaching and Learning), for their support of conference registration and logistics. Special thanks to the vendors and institutional sponsors for their generous support. We hope that you are inspired by the research that is shared by your colleagues at LRS VI, and that you leave with a renewed spirit of inquiry, an action plan to further your own research, and an enriched network of potential collaborators. All the best, J. Stephen Downie Beth Sandore Namachchivaya GSLISUniversity Library Co-ChairCo-Chair 4 L I B R A R Y R E S E A R C H S E M I N A R V I Contents Sponsors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Message from the conference co-chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Conference at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 The Engaged Librarian: Libraries Partnering with Campus and Community . . . . 9 Poster Session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Plenary Speakers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Papers and Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Posters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 The Engaged Librarian: Libraries Partnering with Campus and Community 5 General Information On Site Registration Program Planning Committee Registration will be open outside the Chancellor Ballroom Beth Sandore Namachchivaya, Chair Tuesday, 9:00 am–3:00 pm Susan E. Searing Wednesday, 7:00 am–10:00 am J. Stephen Downie Sponsors’ Information Table Located next to registration table outside the Chancellor Ballroom Nicole A. Cooke JoAnn Jacoby Jennifer Weil Arns Tuesday, 9:00 am–3:00 pm, Ixchel Faniel Wednesday, 7:00 am–10:00 am John Budd Lost and Found Library Research Round Table (LRRT) Officers The lost and found checkpoint will be at the conference center front desk located next to the north exit Cancellation Policy Questions Nancy Simpson Ph: 217-244-9687 nsimp1@illinois.edu I Hotel and Conference Center Jennifer Weil Arns, Chair Karen W. Gavigan, Chair-Elect JoAnn Jacoby, Past-Chair Organizing Committee J. Stephen Downie, Chair Susan E. Searing 1900 South First Street Champaign, IL 61820-6914 JoAnn Jacoby p 217.819.5000 f 217.819.5010 Tonyia J. Tidline Houlihan’s Hours Sunday–Thursday: 11am–10pm Friday–Saturday: 11am–11pm Linda C. Smith Susan M. Lafferty Special Thanks to Wendy Shelburne Claire Bolyard Sveta Stoytcheva Robin Woodall 6 L I B R A R Y R E S E A R C H S E M I N A R V I Conference at a Glance Tuesday Event Room 9:00 am–3:00 pm Registration and Sponsors’ Information Table Outside Chancellor Ballroom 1:00 pm–1:30 pm Welcome Beth Sandore Namachchivaya and J. Stephen Downie, Conference Co-chairs Allen Renear, Dean, Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign Chancellor Ballroom 1:30 pm–3:00 pm Session 1: Programs and Papers 1A: Addressing Information Needs in Our Communities Loyalty 1B: Insiders’ View of the Research Process Lincoln 1C: Collaboration: Variations on a Theme Technology 1D: Workshop: “Librarians: A force for positive change” Excellence 3:00 pm–3:45 pm Break Outside Chancellor Ballroom 4:00 pm–5:30 pm Plenary Mortenson Lecture: Barbara J. Ford, Professor Emerita, University of Illinois Library and Mortenson Center for International Library Programs Chancellor Ballroom 5:30 pm–7:30 pm Reception Outside Chancellor Ballroom Wednesday Event Room 7:00 am–8:00 am Breakfast Chancellor Ballroom 7:00 am–10:00 am Registration Outside Chancellor Ballroom 8:00 am–9:30 am Session 2: Programs and Papers 2A: Innovative Collaborations Loyalty 2B: The Power of Collaboration in LIS Education Lincoln 2C: Panel: “Cultivating influence: Campus collaboration to embed information literacy in a new core curriculum” Technology 2D: Panel: “Indigenous knowledge and the United Nations: The university libraries as a focal point for community discussions” Excellence 9:30 am–10:00 am Break Outside Chancellor Ballroom 10:00 am–11:30 am Plenary Kara Malenfant, Senior Strategist for Special Initiatives, Association of College and Research Libraries Chancellor Ballroom 11:30 am–12:30 pm Lunch Chancellor Ballroom 12:30 pm–2:00 pm Session 3: Programs and Papers 2:00 pm–2:30 pm 3A: Panel: “The Public Library Research Collaboratory: Creating digital space for the intersection of practitioners, scholars, and educators” Loyalty 3B: Focusing on Young Adults Lincoln 3C: Librarian-Faculty Collaboration: Case studies Technology 3D: Workshop: “Researching information literacy and library instruction: Engaging the formal research agenda” Excellence Break Chancellor Ballroom The Engaged Librarian: Libraries Partnering with Campus and Community 7 2:30 pm–4:00 pm Session 4: Programs and Papers 4A: Libraries’ Role in the Health and Safety of Communities Loyalty 4B: Building Awareness of and Access to Primary Source Collections Lincoln 4C: Workshop: “Evaluating leadership training in an international context” Technology 4D: Panel: “National impacts of library public programs assessment: A report on the 2014 development of a national research agenda” Excellence 4:00 pm–4:30 pm Break Chancellor Ballroom 4:30 pm–6:30 pm Poster Session/Reception Chancellor Ballroom 6:30 pm–8:30 pm Dinner Outside Chancellor Ballroom Thursday Event Room 7:00 am–8:00 am Breakfast Chancellor Ballroom 8:00 am–9:30 am Session 5: Programs and Papers 5A: Panel: “Making LIS real: Rewards, challenges and contradictions in community engagement” Loyalty 5B: The Big Picture: Organization- and institution-level views Lincoln 5C: The Quality and Impact of Virtual Reference Technology 5D: Panel: “Engaging students through innovative partnerships: Exploring multimodal instruction” Excellence 9:30 am–10:00 am Break Chancellor Ballroom 10:00 am–11:30 am Session 6: Programs and Papers 11:30 am–12:00 pm 6A: New Ways of Engaging in the Academic Library Loyalty 6B: Engagement in the Academic Library Lincoln 6C: Workshop: IMLS Grant Preparation, Sandra Toro, IMLS Technology 6D: Workshop: “Workout with a syllabus” Excellence Close JoAnn Jacoby, Past Chair, Library Research Round Table (LRRT) Jennifer Weil Arns, Current Chair, Library Research Round Table (LRRT) Chancellor Ballroom 8 L I B R A R Y R E S E A R C H S E M I N A R V I LIBRARY RESEARCH SEMINAR VI The Engaged Librarian: Libraries Partnering with Campus and Community Tuesday, October 7, 2014 9:00 am–3:00 pm Registration and Sponsors’ Information Table | Outside Chancellor Ballroom 1:00–1:30 pm Welcome | Chancellor Ballroom Beth Sandore Namachchivaya and J. Stephen Downie, Conference Co-chairs Allen Renear, Dean, Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign 1:30–3:00 pm Session 1A | Loyalty Session 1B | Lincoln Session 1C | Technology Session 1D | Excellence Addressing Information Needs in Our Communities Insiders’ View of the Research Process Collaboration: Variations on a Theme Workshop J. Stephen Downie, Chair JoAnn Jacoby, Chair “From grad student to professional: One librarian’s experience as a research mentee,” Kerby “Scholarly collaboration and linked data in the digital humanities,” Schuster “HELP! I need a reference librarian, an archivist, and a website guru— and I found them all in Belk Library!” Pollitt, Orkiszewski, and Leonard “Professional mentorship and the recruitment of MLIS students,” Campbell-Meier and Hussey Susan E. Searing, Chair “Health equity through health literacy in New Orleans: Assessing information needs and training outcomes,” Hicks “Information, technology, and older adults: Creating information use environments that work,” Kazmer, Anderson, de La Cruz, and Glueckauf “Librarians: A force for positive change,” Witczak and Thiel 3:00–3:45 pm Break | Outside Chancellor Ballroom 4:00–5:30 pm Plenary | Chancellor Ballroom Introduction: Paula Kaufman, Interim Director, Mortenson Center for International Library Programs Speaker: Barbara J. Ford, Professor Emerita, University of Illinois Library and Mortenson Center for International Library Programs “Supporting global research: Libraries, access, and social responsibility” 5:30–7:30 pm Reception | Outside Chancellor Ballroom The Engaged Librarian: Libraries Partnering with Campus and Community 9 Wednesday, October 8, 2014 7:00–8:00 am Breakfast | Chancellor Ballroom 7:00–10:00 am Registration | Outside Chancellor Ballroom 8:00–9:30 am Session 2A | Loyalty Session 2B | Lincoln Session 2C | Technology Session 2D | Excellence Innovative Collaborations The Power of Collaboration in LIS Education Panel Panel “Cultivating influence: Campus collaboration to embed information literacy in a new core curriculum,” JohnsonGrau, McLean, and Massa “Indigenous knowledge and the United Nations: The university libraries as a focal point for community discussions,” Sheehy, Paster, Maretzki, and Dumas Jennifer Weil Arns, Chair JoAnn Jacoby, Chair “A librarian for residents: Collaborating with residence life at a large public university,” Campbell “The first year library research experience at New York University Shanghai: Cultural challenges and learning opportunities,” Ge and Pun “Embedding immersive informatics research data management within the iSchool curriculum: A laboratory-based action research case study,” Lyon and Webster “Training future library professionals via community informatics research, teaching and service with seniors and senior-serving “The role of librarians in closing the justice gap: A organizations, including case study of the People’s local libraries,” Lenstra Law Library of Maryland,” and Williams Gorham “Engaged in education: An exploration of teacher/librarian collaboration in the context of professional preparation,” Gross and Witte 9:30–10:00 am Break | Outside Chancellor Ballroom 10:00–11:30 am Plenary | Chancellor Ballroom Introduction: Linda C. Smith, Associate Dean for Academic Programs, GSLIS Speaker: Kara Malenfant, Senior Strategist for Special Initiatives, Association of College and Research Libraries “Action research to bridge academic scholarship and everyday practice” 11:30 am–12:30 pm Lunch | Chancellor Ballroom 12:30–2:00 pm Session 3A | Loyalty Session 3B | Lincoln Session 3C | Technology Session 3D | Excellence Panel Focusing on Young Adults Librarian-Faculty Collaboration: Case Studies Workshop Linda C. Smith, Chair J. Stephen Downie, Chair “The Public Library Research Collaboratory: Creating digital space for the intersection of practitioners, scholars, and educators,” Latham, Joo, McCleer, Park, and Barniskis “Science Café at Oklahoma State University: Library, campus and community engagement,” Neurohr “Librarian and faculty collaborations to make available 100 years of research,” Paster and Scholl “Collaboration and its discontents: Why librarians do and do not partner with high school science teachers,” Latham, Gross, Julien, and Witte “A Librarian-Faculty partnership at the University of North Dakota,” Drewes and Zidon “Let’s Facebook it! Promoting library services to young adults through social media,” Phillips 10 L I B R A R Y R E S E A R C H S E M I N A R V I “Local and international collaborations with the Japanese Area Studies Department at the University of Hawaii’s Hamilton Library,” Conner and Bazzell “Researching information literacy and library instruction: Engaging the formal research agenda,” Tracy, Hinchliffe, and Avery Wednesday, October 8, 2014 cont. 2:00–2:30 pm Break | Chancellor Ballroom 2:30–4:00 pm Session 4A | Loyalty Session 4B | Lincoln Session 4C | Technology Session 4D | Excellence Libraries’ Role in the Health and Safety of Communities Building Awareness of and Access to Primary Source Collections Workshop Panel Jennifer Weil Arns, Chair Beth Sandore Namachchivaya, Chair “A commitment to supporting firefighters’ dynamic information needs: Experience-Based knowledge management services at the Illinois State Fire Academy Library,” Ruan and Ehrenhart “Spanning boundaries to identify archival literacy competencies,” Weiner, Morris, and Mykytiuk “Evaluating leadership training in an international context,” Susan Schnuer, JenChien Yu, Paula Kaufman, University of Illinois at Urbana-Champaign “National impacts of library public programs assessment: A report on the 2014 development of a national research agenda,” Fournier, Beharry, and Golden “Collaborating with public libraries to promote community health: Preliminary results of pedometers and pedal power,” Flaherty “Community collections as documentary archaeological sites,” Copeland “Developing interactive exhibits: Supporting faculty research through collaboration,” Mandernach, Fletcher, Nandi, and Oliszewski “Three communities in the Tohoku region: What happens when the library is washed away?,” Vårheim 4:00–4:30 pm Break | Chancellor Ballroom 4:30–6:30 pm Poster Session / Reception | Chancellor Ballroom 6:30–8:30 pm Dinner | Outside Chancellor Ballroom The Engaged Librarian: Libraries Partnering with Campus and Community 11 Thursday, October 9, 2014 7:00–8:00 am Breakfast | Chancellor Ballroom 8:00–9:30 am Session 5A | Loyalty Panel Session 5B | Lincoln The Big Picture: Organization- and Institution-Level Views Beth Sandore Namachchivaya, Chair Session 5C | Technology The Quality and Impact of Virtual Reference Susan E. Searing, Chair Session 5D | Excellence Panel “Making LIS real: Rewards, challenges and contradictions in community engagement,” Besant, Kaplan and Amado “Identifying institutional trends in collaborative and interdisciplinary research,” Youngen “Collaboration and crowdsourcing: Synergistic solutions for sustainable virtual reference, an analysis of critical incidents,” Radford, Connaway, and Mikitish “Engaging students through innovative partnerships: Exploring multimodal instruction,” Brown, Valk, and Bracewell “Innovation in research libraries: How management and technical innovations impact organizational performance,” Jantz “Public libraries and the ACA: Unequal access,” Bossaller (Schuster) “Understanding patron information needs through semantic network analysis,” Kern, Stangl, and Diesner “Aligning reference with teaching and learning: A study of chat reference services to students in an introductory composition course,” Jacoby, Ward, Avery, Marcyk, and Kern 9:30–10:00 am Break | Chancellor Ballroom 10:00–11:30 am Session 6A | Loyalty Session 6B | Lincoln Session 6C | Technology Session 6D | Excellence New Ways of Engaging in the Academic Library Engagement in the Academic Library Workshop Workshop Linda C. Smith, Chair JoAnn Jacoby, Chair “What else do librarians know? A new approach to partnering with teaching faculty,” Smith “Uncommon commons: Building community through interdisciplinary salons,” Murphy, Fullington, and Solis IMLS Grant Preparation, Sandra Toro, IMLS “Workout with a syllabus,” Bivins “Implementing a culture of creativity: Engaging events and making in the academic library,” Lotts “Faculty-Librarian collaborations in new media ecosystems: Developing an assessment rubric for digital literacy in the humanities,” Green 11:30 am–12:00 pm “Listening to many voices: Engaging the academic community,” Kranich, Palumbo, and Sauceda “Collaborating with faculty and MDEI students to determine how to teach information literacy to the next generation,” Ireland, Doherty, and Bredahl Close | Chancellor Ballroom JoAnn Jacoby, Past Chair, Library Research Round Table (LRRT) Jennifer Weil Arns, Current Chair, Library Research Round Table (LRRT) 12 L I B R A R Y R E S E A R C H S E M I N A R V I Poster Session Wednesday, October 8, 4:30–6:30 p.m. | Chancellor Ballroom “Beyond the campus: Engaging the use of special collections,” Hollis “Closing the app gap,” Mabbott, McDowell, and Stevenson “Expatriate Japanese families as unexpected users of public libraries: A case study in a college town community in the United States,” Komaki, Imai, and Okabe “ExploreCU: A community generated digital humanities project,” Christensen “Healthy futures: A collaborative virtual internship program,” Harrington “‘I felt like such a freshman’: Integrating first-year student identities through collaborative reflective learning,” Dempsey and Jagman “Identifying library user characteristics and looking beyond the demographics,” Yu “An interdisciplinary approach to community-based participatory research-the case of library and social work students and the Westside of Chicago,” Huggins and Kok “The library as place for scholarly practice,” Falciani-White “Library involvement in faculty publication funds,” Monson “Marine mammal research and rescue: A collaboration between scientists and librarians” Plocharczyk and Arrieta “Measuring academic library outreach programming success,” Margolis and Magnus “Metadata workflows for remixed cultural heritage content,” Wittenberg “Minding the gap: eBook coverage and availability across disciplines,” Trei and Kerby “Opening the archival doors: A framework for evaluating crowdsourced digital archive collection policies,” Locke “Pro se patron policy: Show it to the World Wide Web,” Berns and Vogel “Shaping places and shaping discussions through collaboration: James Madison University’s JMuse Café,” Kiser, Constantin, Feitosa, Giles, Newman, Peterson, Reed, Stewart, and Trocchia “University of Central Florida’s Campus Connections Program,” Mendelsohn “Using course design to create significant learning in one-shot sessions: How pedagogical research applies to librarians,” Snapp The Engaged Librarian: Libraries Partnering with Campus and Community 13 Plenary Speakers Plenary 1: Tuesday, October 7 4:00 pm–5:30 pm | Chancellor Ballroom “Supporting global research: Libraries, access, and social responsibility “ Barbara J. Ford Distinguished Professor Emerita Mortenson Center for International Library Programs University of Illinois at Urbana-Champaign Library International networks of librarians can integrate the global context into research to support knowledge production for a globalizing era. Much research is inter-disciplinary and cross cultural and is best done with a diverse, knowledgeable, and socially responsible worldview. Librarians can help by building networks that provide access to collections, services, and people for researchers globally despite cultural and linguistic differences. The research context experienced by many librarians in transitioning and developing countries can be challenging. Equity in access to knowledge is essential to ensure researchers work in a world that supports social responsibility and benefits everyone. A number of international organizations are helping to make sure that librarians have the skills and knowledge to be fully engaged in research in their communities as well as support other researchers. Through the development and implementation of leadership training programs worldwide, the Mortenson Center collaborates with partners to develop librarians who can support research in action for libraries and library education around the world. Mortenson Center projects in Africa with university libraries and in Asia with university and public libraries will be used to illustrate some approaches to work with others to support cross-disciplinary research to create new knowledge and to develop partnerships to support global research. 14 L I B R A R Y R E S E A R C H S E M I N A R V I Barbara J. Ford, Mortenson Distinguished Professor Emerita, retired from the University of Illinois at Urbana-Champaign Library at the end of May 2014. She joined the Mortenson Center as its director in 2003 and led the Center as it expanded its activities in developing library professionals worldwide and providing opportunities to learn from and share with librarians globally. The American Library Association (ALA), Chinese American Librarians Association, and University of Illinois at Urbana-Champaign have recognized Ford with awards for her significant contributions and dedication to international librarianship. Both Illinois Wesleyan University and the University of Illinois Graduate School of Library and Information Science have given her distinguished alumna awards. Ford was the 1997-1998 president of the ALA; her theme was “Libraries: Global Reach, Local Touch.” She was president of the Association of College and Research Libraries, a division of ALA, from 1990-1991. From 2005-2009, she served as an elected member of the International Federation of Library Associations and Institutions (IFLA) Governing Board. From 2011-2013 she served on the U.S. National Commission for the United Nations Educational, Scientific and Cultural Organization (UNESCO). Ford previously worked as assistant commissioner at the Chicago Public Library and in leadership roles in libraries at Virginia Commonwealth University, Trinity University in Texas, and the University of Illinois at Chicago. She was a Peace Corps Volunteer in Panama and Nicaragua. She earned degrees from Illinois Wesleyan University, the Fletcher School of Law and Diplomacy at Tufts University, and the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign. Plenary 2: Wednesday, October 8 10:00 am–11:30 am | Chancellor Ballroom “Action research to bridge academic scholarship and everyday practice” Kara J. Malenfant, Ph.D. Senior Strategist for Special Initiatives Association of College and Research Libraries While a traditional academic view holds that the only “real” scholarship is driven by theory and testable hypotheses (subsequently applied to practical settings), action research recognizes important insights which come from practice to theory. Action research is distinguished from other research forms not by how it is done but why. It aims to address worthwhile and practical concerns by taking up urgent problems facing communities now. As such, it is a participative, democratic, and emergent process. As is typical of research approaches that are becoming part of the academic mainstream, confusion and debate exist about what action research is and to what standards of rigor it should be held. In this plenary, learn more about action research as an approach to scholarship, see examples of fruitful action research studies, and hear possible topics within libraries that are ripe for an action research approach. Understand how champions are describing action research as a legitimate, appropriate, and rigorous way of knowing and generating knowledge. Consider your own perspective on the validity of action research as scholarship. Develop your own ideas about problems that are challenging members of your community right now and how action research could help them flourish. Kara J. Malenfant is Senior Strategist for Special Initiatives at the Association of College and Research Libraries (ACRL) where she coordinates government relations advocacy, scholarly communication activities, ACRL’s Value of Academic Libraries initiative, and co-leads the ACRL Consulting Services program. Prior to coming to ACRL in 2005, Kara was an academic librarian for 6 years and worked in the international humanitarian aid sector after serving as a Peace Corps volunteer in the Republic of Armenia. She earned a Ph.D. in leadership and change from Antioch University, with her dissertation using action research and futures research, a M.S. in library and information science from the University of Illinois–Urbana-Champaign, and a B.A. in English from Allegheny College. Kara is a Minnesota native and lives on Chicago’s far north side with her husband Dirk, who imports and distributes dance music, her son Ian, who is an avid gamer and third grader, and a puppy who loves to lick chins. The Engaged Librarian: Libraries Partnering with Campus and Community 15 Papers and Programs Tuesday, October 7 SESSION 1: 1:30 pm–3:00 pm Session 1A | Loyalty Room Addressing Information Needs in Our Communities Chair: Susan E. Searing, University of Illinois at Urbana-Champaign 1A.1 “Health equity through health literacy in New Orleans: Assessing information needs and training outcomes” Elaine R. Hicks, Tulane University The Rudolph Matas Library of the Health Sciences is actively engaged in developing health literacy outreach projects designed to improve assessment of and access to authoritative health information among medically underserved area/ population in metropolitan New Orleans. Each project seeks to improve the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. (Institute of Medicine, 2004) All projects use technologically-appropriate evaluation instruments to generate quantitative data about intentions to use National Library of Medicine (NLM) resources as a result of training and exhibiting. This information is used to develop even more effective strategies for increasing self-reports of access to authoritative health information. These projects have been funded in whole or in part with Federal funds from the National Library of Medicine (NLM), National Institutes of Health, under Contract No. HHSN-276-2011-00007-C with the Houston Academy of Medicine-Texas Medical Center Library (the National Network of Libraries of Medicine South Central Region). Since May, 2011, projects have included two needs assessments (youth information seeking behavior and information needs of secondary school media specialists), subsidized document delivery services for the unaffiliated public health professionals, conducting several training workshops, a train-thetrainer project for volunteers and community health workers affiliated with a fresh food access development project and exhibiting NLM resources to help the Library achieve its goal “to ensure that all people in the U.S. have a known, accessible, understandable, and affordable source of current, authoritative 16 L I B R A R Y R E S E A R C H S E M I N A R V I health information.” Workshops include “mHealth and Public Health Practice” for the Louisiana Public Health Institute, training secondary school students and media specialists to use National Library of Medicine K-12 resources, and training care givers, seniors, and professional women to use MedlinePlus and other NLM resources. Exhibits include the 2015 Louisiana Environmental Education Symposium, the 2015 annual meeting of the Louisiana Public Health Association, and provide booth assistance to NLM at the annual meeting of the American Public Health Association in New Orleans. All outreach projects support the concept that increasing health literacy results in creating health equity: reducing differences in the “presence of disease, health outcomes, or access to health care”. (Whitehead, 1992) We seek to foster health equity by improving health literacy, thus contributing to the achievement of national health and health literacy objectives. (Koh, Piotrowski, Kumanyika, & Fielding, 2011; U.S. Department of Health & Human Services, 03/04/2011; U.S. Department of Health and Human Services, 2011a; U.S. Department of Health and Human Services, March 01, 2012) Additionally, we have focused on participating in the achievement of two Healthy People 2020 Objectives: Public Health Infrastructure-2 (PHI-2)(U.S. Department of Health and Human Services, 2011b) and Health Communications/ Health Information Technology-9 (HC/HIT-9). (U.S. Department of Health and Human Services, March 01, 2012) Our work is also grounded in Goal 4 of the National Action Plan to Improve Health Literacy: Support and Expand Local Efforts to Provide Adult Education, English Language Instruction, and Culturally and Linguistically-Appropriate Health Information Services in the Community.(U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion, 2010) References Koh, H. K., Piotrowski, J. J., Kumanyika, S., & Fielding, J. E. (2011). Healthy people: A 2020 vision for the social determinants approach. Health Education & Behavior: The Official Publication of the Society for Public Health Education, 38(6), 551-557. doi:10.1177/1090198111428646 U.S. Department of Health & Human Services. (03/04/2011). Health equity & disparities–National Partnership for Action. Retrieved 11/22/2011. Retrieved from http://www.minorityhealth.hhs.gov/npa/templates/browse. aspx?lvl=1&lvlid=34 U.S. Department of Health and Human Services. (2011a). HC/HIT-1 Improve the Health Literacy of the Population - Healthy People 2020. Retrieved 6/24/2011. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/objectiveslist.aspx?topicId=18 U.S. Department of Health and Human Services. (2011b). PHI-2 Public Health Infrastructure–Healthy People 2020. Retrieved 6/24/2011. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/objectiveslist. aspx?topicId=35 U.S. Department of Health and Human Services. (March 01, 2012). HC/ HIT -9 Increase the Proportion of online health information seekers who report easily accessing health information- Healthy People 2020.Retrieved 3/8/2012. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/objectiveslist.aspx?topicId=18 U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion(Ed.). (2010). National Action Plan to Improve Health Literacy Executive Summary (http://www.health.gov/communication/hlactionplan/ ed.). Washington, DC: U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. Whitehead, M. (1992). The concepts and principles of equity and health. International Journal of Health Services, 22(3), 429. 1A.2 “Information, technology, and older adults: Creating information use environments that work” Michelle M. Kazmer, Amelia Anderson, Florida State University; Justin de la Cruz, Blake Library, Stuart, Florida; Robert L. Glueckauf, Florida State University Interdisciplinary research between the School of Information and College of Medicine at Florida State University has implications for infrastructure, training, and programming for older adults in libraries. Our approach involves librarians partnering with their communities, with universities, and with funding sources to provide innovative and appropriate technology services to older adults. Combining our experiences in library practice and research, we identify key factors to consider as inputs to designing information and technology programming, deployments, support, and grants for older adults. Kazmer, working with Glueckauf, has conducted research across multiple studies over 7 years that has helped to conceptualize the information use environments of older adults(Kazmer, Glueckauf, Ma, & Burnett, 2013; Lustria et al., 2010). Kazmer also teaches a course on “Information, Technology, and Older Adults” to graduate students in LIS and IT programs. Anderson, a doctoral student, has worked as a public librarian in rural and urban libraries in Florida, where the percentage of the population comprising persons 65 years and older (>18%) is higher than the US as a whole (<14%). During her time as a professional, Anderson focused on outreach and advocacy for public library services. De la Cruz, manager of the Blake Library in Stuart, Florida (where the population of persons 65 and over is >25%), has worked on technology instruction for older adults, which included receiving a grant from Best Buy to acquire robotics equipment for the public library. Our combined research findings and practice experiences have led to our developing a set of factors to consider in designing information services for older adults. These factors, which we explain and discuss in detail in the paper, include: —Breadth of information needs: health-related information is important to many people including older adults, and is the focus of a lot of existing research, but it is not the only type of information needed by older adults. It is important to understand empirically the full spectrum of their information needs. Genealogy, travel, cooking, finances, and lifelong learning opportunities are examples that emerged to us, but ongoing research within specific service populations is needed (O’Connor, 2013; Piper, Palmer, & Xie, 2009). —Technology: among older adults, access issues are sometimes compounded by unfamiliarity and reluctance to engage with new technologies. Exploring the true range from technophobe to technophile and from reluctant to eager user when technology is available, and considering how to assess and ameliorate practical naiveté among many older adults about phishing, malware, and other social engineering, are vital (Grimes, Hough, Mazur, & Signorella, 2010). —Religion and spirituality: in some service populations, religion and spiritual practices are intrinsically intertwined with people’s information behaviors. From the church community as an information world, to the role of divine messages as an authoritative information source, it is important to consider how (or whether) we wish to, or are able to (or not), meet our older adults’ information needs in ways that are aligned with their religious and spiritual preferences. —Physicality of sources and space: considering the needs of older adults with information sources and provision of technology has long been a strong suit of libraries. Continuing to focus on signs, seating, lighting, and other aspects of the physical environment and materials is important. —Older adults as resources: Older adults can be effective leaders who bring expertise to projects such as creating community histories, teaching classes, facilitating game events, and guiding makerspaces. The full paper will present the empirical bases for these factors, anchor them in the existing scholarly literature, and provide examples of how each has strong and specific implications for ongoing collaborative research among librarians, information faculty, and scholarly researchers from disciplines outside LIS. References Grimes, G. A., Hough, M. G., Mazur, E., & Signorella, M. L. (2010). Older adults’ knowledge of Internet hazards. Educational Gerontology, 36(3), 173–192. doi:10.1080/03601270903183065 Kazmer, M. M., Glueckauf, R. L., Ma, J., & Burnett, K. (2013). Information use environments of African-American dementia caregivers over the course of cognitive-behavioral therapy for depression. Library & Information Science Research, 35(3), 191-199. doi:10.1016/j.lisr.2013.02.003 The Engaged Librarian: Libraries Partnering with Campus and Community 17 Lustria, M. L. A., Kazmer, M. M., Glueckauf, R. L., Hawkins, Robert P., Randeree, E., Rosario, I., McLaughlin, C., & Redmond, S. (2010). Participatory design of a health informatics system for rural health practitioners and disadvantaged women. Journal of the American Society for Information Science and Technology, 61(11), 2243-2255.doi:10.1002/asi.21390 O’Connor, L. G. (2013). The information seeking and use behaviors of retired investors. Journal of Librarianship and Information Science, 45(1), 3–22. doi:10.1177/0961000611434761 Piper, D., Palmer, S., & Xie, B. (2009). Services to older adults: Preliminary findings from three Maryland public libraries. Journal of Education for Library and Information Science, 50(2), 107–118. doi:10.2307/40732568 Acknowledgements: This work was supported in part by grants from the National Institute of Mental Health (R34MH078999), Florida State University College of Medicine, University of South Florida Health Byrd Alzheimer’s Institute, VALIC, Inc., Best Buy, and the Bankhead-Coley Cancer Research Program of the Florida Department of Health. Session 1B | Lincoln Insiders’ View of the Research Process Chair: J. Stephen Downie, University of Illinois at Urbana-Champaign 1B.1 “From Grad Student to Professional—One Librarian’s Experience as a Research Mentee” Erin Kerby, University of Illinois at Urbana Champaign Having a meaningful professional mentorship experience as a graduate student can be invaluable to a new librarian, and there are a number of studies in the library literature to support this. However, most experiences are told from the perspective of the mentor or a third-party researcher. First-hand accounts from the mentee tend to appear in newsletters, blog posts, or social media, and they often describe semi-structured relationships facilitated by any number of professional groups or programs. While informal mentor relationships can provide support and guidance on a personal level, a more formalized situation such as a job or internship can provide an opportunity for mentoring in research. A key element in this type of relationship is the development of a research project(s) with a designated supervisor(s) also acting as mentor(s). Many academic librarians have described their difficulties in developing a research agenda due to lack of guidance once they secure a professional position. This paper describes the research experience of one librarian as she moved from library school graduate student, to student employee in an academic health sciences library, to securing a position as a tenure-track academic librarian. In particular, it provides an example of several projects that led into a professional research agenda and suggests that the importance of providing research opportunities to new librarians has been underestimated. 18 L I B R A R Y R E S E A R C H S E M I N A R V I 1B.2 “HELP! I need a reference librarian, an archivist, and a website guru—and I found them all in Belk Library!” Phoebe Pollitt, Paul Orkiszewski, Andrew Leonard, Appalachian State University This paper demonstrates what happened when a Nursing Professor and a Health Sciences Librarian joined forces to build a nursing history website. At Appalachian State University’s Belk Library it sparked what became an ongoing collaboration with a snowball research effect involving website gurus, an archivist, graduate assistants, and more librarians. Five years later, multiple research products contributing to the history of nursing and health sciences have been produced: a successful $12,500 planning grant; statewide travel to repositories, archives, libraries, and museums; an award winning (twice!) nursing history website; video and audio oral history projects; an article on the founding of health institutions submitted for publication; and a nursing history digital collection. As a result of our work, several of us have presented at conferences and meetings such as at the North Carolina Public Health Association Meeting, North Carolina Nurse Association Convention, Western Carolina University, East Tennessee State University VA Medical Museum, Appalachian Studies Association Conference, and the North Carolina Association of Historians. Many of the oral histories on the website were the result of work performed by an ASU history graduate class. The research that went into creating the website was the foundation for a recently published book, “History of professional nursing in NC 1902-2002” by Dr. Phoebe Pollitt. We will share our experiences, the ups and the downs, with project planning, lessons learned, best practices for librarians as partners in the academic research process, and our hopes for further research and collaboration. Session 1C | Technology Collaboration: Variations on a Theme Chair: JoAnn Jacoby, University of Illinois at Urbana-Champaign 1C.1 “Scholarly collaboration and linked data in the digital humanities” Kristen Schuster, University of Missouri Columbia This paper will explore an ongoing project to develop a digital edition of Vetusta Monumenta, an antiquarian text originally published by the Society of Antiquaries of London. Currently funded by an interdisciplinary innovation grant provided by the University of Missouri Columbia (MU) collaboration between faculty and students has presented an opportunity to balance scholarly research with technological innovation. In particular, the project has encouraged the exploration of content management systems that visualize relationships between data in order to support scholarship about Vetusta Monumenta. This paper will specifically address the challenges the project has negotiated in building a framework capable of synthesizing visual and textual resources. One of the primary goals for the project is establishing an interactive framework for evaluating, exploring and accessing content about and from Vetusta Monumenta and by negotiating diverse technological and scholarly backgrounds it has been possible to re-imagine the potential uses of well-organized and curated data. The goal of this paper is to highlight how collaboration across academic and professional interests has made it possible to implement linked data within a particular digital framework. As an ongoing project the experience of participants offer insight into the benefits and challenge of collaboration when a scholarly project relies on an emerging digital system to represent it. 1C.2 “Professional mentorship and the recruitment of MLIS students” Jennifer Campbell-Meier, University of Alabama; Lisa Hussey, Simmons College Students choose graduate programs for a variety of reasons. For some, a mentor may help guide or focus interest in a program or specialization. This is particularly important for masters programs in library and information science (LIS), an interdisciplinary degree that combines theoretical and practical components to educate information professionals for work in a technologically oriented and knowledge-based society. Mentors can help bridge the gap between enjoying libraries and entering LIS as a career. Mentoring is seen as an important process in LIS, particularly in the development of new LIS professionals. A LIS professional meets the information needs of a community or organization. During a master’s program, the LIS student develops relationships with faculty, students and professional organizations that may last throughout one’s career. There is a plethora of research and articles discussing the importance of mentors, the majority of which focuses on mentoring new LIS professionals. However, there is also some discussion of the mentoring process of students in LIS programs. Many of these articles stress the importance of helping students with the transition into LIS professionals. It is clear that there is a real concern about the professional development of LIS professionals and that mentors can play an important role. In spite of this research, there is little to no discussion of the role of mentorship on the recruitment of current library and archives paraprofessional staff or student workers. Yet, these are the individuals the profession hopes to cultivate and develop. It would seem that mentorship would be as important in recruitment as it is at any other stage of professional development. Professional LIS staff have the ability to positively influence staff and student workers and recruit excellent candidates into LIS professions. Identifying professional mentors and providing mentoring opportunities may be the key to recruiting diverse students into the profession. Mentoring, however, is not a simple or easily defined process. Mentorship is an intentional act that establishes a relationship that requires the mentor to assist in the development and education of the mentee. It is based on a mutual attraction, a willingness to spend significant time together, and openness to ideas and sharing. Mentoring also requires commitment from both the mentor and mentee. For this study, surveys of MLIS students at the University of Alabama and Simmons College were administered in 2013, with 343 responses. More than 50% of respondents had a mentor, however, more than 70% of students worked in an LIS environment prior to entering a program, which implies that either staff are not mentoring student workers or that the students do perceive their interactions with fellow staff as mentoring. Hence, it begs the question: Who are LIS student mentors? Are they colleagues, supervisors or library leaders? Do they hold traditional LIS position titles? Does the type of library environment make a different in perceived mentorship? How does this mentoring relationship influence students’ career choices and expectations? This paper examines the job titles of the mentors identified by students, the environments in which the students have worked and their identification with LIS. Session 1D | Excellence Room Workshop: “Librarians: A force for positive change” Andi Witczak, Sarah Thiel, University of Kansas Trusted relationship builders, community leaders, change agents—librarians have long been known to reach out, to support and to assist their communities. Now we are being asked to harness that positive energy, encourage open honest conversations and transform our communities, helping them to reach their goals and aspirations. But challenges confronted by communities across the country are too complex to be addressed by any one profession. They The Engaged Librarian: Libraries Partnering with Campus and Community 19 require interdisciplinary innovation teams representing multiple perspectives. The Librarians: A Force for Positive Change workshop will uncover the “librarian mindset” by considering the following questions: what does it mean to think like a librarian? What are our strengths and values? And it will suggest a holistic, transdisciplinary approach to community engagement by merging the “turning outward,” community-facing communication method for gathering public information, as outlined by the Harwood Institute, with Design Thinking, the design process which generates imaginative and creative solutions to complex challenges. The goal of the workshop is to help librarians identify shared missions, visions and values and learn to creatively and empathically determine high-impact opportunities that speak to the aspirations of their communities and move those aspirations into actions. Attendees will learn and practice a set of tools in order to develop a narrative that engages community and creates the “Engaged Library.” For librarians to become a “force for positive change,” a paradigm shift in attitudes among all disciplines and stakeholders must begin. What if librarians are an integral component of an innovation team from the beginning? What if librarians are relied on for leadership in civic imagination and not only support and assistance? What if the first person considered for a community team is a librarian? This change will require a compelling narrative from the library profession to the various communities in which they engage. Facilitators Thiel and Witczak will discuss the opportunities created when the Harwood approach, a way to gather direct, public information, identify shared aspirations, recognize challenges and determine areas of greatest impact is partnered with design, defined by economist and Nobel Laureate, Herbert Simon as “concerned not with the necessary but with the contingent, not with how things are, but how they might be. Design devises courses of action aimed at changing existing conditions into preferred ones.” An improved future is the result of both. Participants will practice basic design thinking tools and learn how the toolkit works in various contexts. Two simple tools will be introduced, the associative word list and the infinitive statement. From the raw material generated through the toolkit, participants will then contextualize that material by engaging with a series of powerful questions. To orient to purpose, participants will question or interrogate a community challenge and search for insight within the challenge by asking “what is?” Second, imagination is the cognitive capacity to ask, “what if?” or to think about something as if it could be otherwise. Unless we possess the capacity to conceive of what does not yet exist, there is nothing to direct our will and resources towards. Third, to ask “how might we?” which is to begin the creative process, or imagination applied. And fourth, to give 20 L I B R A R Y R E S E A R C H S E M I N A R V I ourselves permission to move forward by asking, “hey, why not?” This question emboldens us to innovate. Innovation is the product or outcome of imagination and creativity, or creativity enacted. The goals of the workshop: • to understand how the Harwood approach and the design thinking process form a powerful framework for moving positive change forward and how that framework facilitates an integrated/holistic perspective of community challenges and opportunities; • to practice using the design thinking toolkit, learn the various contexts in which it can be deployed, and to begin to craft a compelling narrative of the importance of “thinking like a librarian” in community creation; • to practice synthesis and pattern recognition with the raw material generated through the design thinking toolkit; • to understand the differences between divergent and convergent thinking; • to learn how to visually and experientially describe your “engaged library” strategy through prototyping and iteration. Participate in this positive, high energy, innovative workshop to learn how librarians can harness their collective strength and professional commitment to turn outward, take action and, indeed, be a force for positive change! Wednesday, October 8 SESSION 2: 8:00 am–9:30 am Session 2A | Loyalty Room Innovative Collaborations Chair: Jennifer Weil Arns, University of South Carolina 2A.1 “A librarian for residents: Collaborating with residence life at a large public university” Doug Campbell, University of North Texas A dynamic marketing campaign tailored to promote Doug as the “go to” librarian for University of North Texas (UNT) residential community was created to combat library anxiety among students and encourage them to contact Doug instead of impersonally telling them to simply, “Go to the library” for research help. A vibrant collaboration between Residence Life/ Housing and the Libraries formed because of their mutual commitment to successful student learning. In August 2012, Doug Campbell, UNT Research and Instructional Services Librarian, moved into Kerr Hall, the largest residence hall, as Faculty-In-Residence. He lived among 1000 undergraduates, organized special and on-going events, and established a weekly roving reference service that continues today. Kerr Hall’s staff promoted Doug’s outreach initiatives, and Senior Director of Housing, Dr. Elisabeth Warren, advocated Doug’s efforts. Doug’s time in Kerr ended in May 2013 when he and Dr. Warren evaluated the year’s successes and challenges. The roving reference service was popular with students, so Doug continued it during the 2013-2014 academic year, expanding it to two additional residence halls and a classroom building. The uncommon cooperation between UNT Libraries and Residence Life serves as a model for nontraditional avenues for outreach to students in addition to the classroom and, more traditionally, faculty collaboration. Doug has compiled data on his interactions with students during these embedded librarianship opportunities in residence halls. He has noticed a trend in increased reference transactions, outreach opportunities, and anecdotal stories where students recognize his face and they stop him to chat about their research problems and topics of a more personal nature that perhaps reduces library anxiety in students’ educational experiences. 2A.2 “The first year library research experience at New York University Shanghai: Cultural challenges and learning opportunities” Helen Ge and Raymond Pun, NYU Shanghai New York University Shanghai is the first Sino-U.S. higher education joint venture university in the People’s Republic of China. As part of NYU’s “Global Network University,” NYU Shanghai is an important portal campus for NYU students. Approximately 300 freshmen students attended NYU Shanghai during the 2013-2014 academic year. Among them, 150 were international students from the U.S., Australia, Canada, Europe, Latin America, India, and other countries, while the other half were Chinese students from various parts of China. This hybrid of student body makes the university a very diverse and distinctive community in the landscape of higher education. During the past two semesters, librarians at NYU Shanghai played a critical role in collaborating with the Writing Department to teach all 300 freshmen on how to conduct library research. From the librarians’ perspectives, the international students experienced less difficulty in conducting library research compared with the Chinese students who were yet unfamiliar with the concept and practice of “library research.” This paper explores the observations, opportunities, and challenges in teaching and engaging with 300 students, particularly Chinese students at NYU Shanghai. It describes the librarians’ effort to adapt to a new hybrid setting. It further summarizes the librarians’ role as teaching partners with the faculty from the Writing Department and demonstrates how librarians can enhance their instructional services and maximize the strengths of the collaboration for future opportunities. References See Yu-Hui Chen and Mary K. Van Ullen, “Helping International Students Succeed Academically through Research Process and Plagiarism Workshops,” College and Research Libraries, May 2011, v. 72: 209-235. See Elizabeth Redden’s essay on “Chinese Students in the Classroom,” Inside Higher Education, April 9, 2014. Accessed May 20, 2014. http://www.insidehighered.com/news/2014/04/09/new-research examineshow-chinese-students-respond-challenges-classroom#sthash.jYjO40LC.dpbs 2A.3 “The role of librarians in closing the justice gap: A case study of the People’s Law Library of Maryland” Ursula Gorham, University of Maryland Over the past ten years, steady increases in the number of self-represented litigants (SRLs) in courts throughout the U.S. have brought renewed attention to the persistence of a “justice gap” in this country. In response to this phenomenon, a growing number of courts and other institutions (e.g., state bars, legal aid organizations, and libraries) began to develop both formal and informal self-help programs in an effort to address the legal needs of SRLs. As community access points, legal aid organizations and libraries connect individuals with the legal information they need, often removing barriers created by geography, literacy, language, and technology. While this was not always the case, there are now a growing number of collaborations among libraries and providers of legal services that play an increasingly significant role in expanding access to justice for those individuals who most need it. The paper will present a pilot case study of one of these collaborations–the People’s Law Library of Maryland (PLL)–that is part of the author’s ongoing dissertation research focused on statewide legal information websites in the U.S. PLL is an award-winning legal information and self-help website maintained by the Maryland State Law Library (MSLL), an agency of the Maryland Judiciary. As Maryland is the first state to organize and maintain its legal information website through the state law library, this pilot study examines a particular type of collaboration among libraries and providers of legal services that has not been extensively studied to date. Based upon data collected through interviews with PLL stakeholders and a review of documents related to the development and implementation of PLL, this paper will describe the key elements of this innovative collaboration among the MSLL, non-profit legal services providers, pro bono attorneys, and the legal academic community. The twelve stakeholder interviews conducted in connection with this case study (two The Engaged Librarian: Libraries Partnering with Campus and Community 21 MSLL staff members, seven members of the site’s Content Advisory Committee [comprised of judiciary personnel and legal services providers working throughout the state], and three circuit court law librarians) explored various topics, including: 1) their role vis-à-vis PLL, 2) their use of PLL, 3) their observations about how PLL helps SRLs, and 4) their suggestions for improvement of the site itself, as well as of the administration of the program. By highlighting how the skills and expertise of librarians can contribute to the success of access to justice initiatives, this case study demonstrates an important connection between the fields of law and library science—namely, that access to information is a key component of access to justice. Moreover, although libraries and providers of legal services can work together in this space in a variety of ways, this pilot study is a definitive step towards identifying both best practices and challenges to implementation that can guide individuals currently developing collaborative access to justice initiatives. Session 2B | Lincoln The Power of Collaboration in LIS Education Chair: JoAnn Jacoby, University of Illinois at Urbana-Champaign 2B.1 “Embedding immersive informatics research data management within the iSchool curriculum: A laboratory-based action research case study” Liz Lyon, University of Pittsburgh; Keith Webster, Carnegie Mellon University Introduction and Focus Academic libraries are repositioning, restructuring and reskilling staff to take on new roles in research data management (Lyon 2012, Webster 2012). These roles embrace elements of data stewardship, data management, data science and data visualization (Lyon & Takeda 2012). iSchools and Library Schools are introducing data curation into the curriculum, to prepare students for these roles. This paper presents a Case Study where an “immersive” approach to teaching research data management (RDM) constructs is embedded within a Doctoral Seminar Program and an MLIS Special Topic at the University of Pittsburgh iSchool. The methodology builds on the initial immersive informatics pilot study, where a novel RDM training course was developed and delivered in a partnership with the University of Melbourne (Shadbolt et al., 2014).The immersive informatics concept is based on the placement of students within a research environment i.e. faculty science laboratory, during the course. The placement facilitates a bilateral exchange of RDM experience, questions and knowledge, between the LIS student and the practicing research scientist. The paper also provides reflections on the relevance of this education for future service development, within the Carnegie Mellon University Libraries. Methodology The paper focuses on the collaboration, preparation and implementation of the immersive placements in the University of Pittsburgh Departments of Public Health and Medicine, and specifically within the Renal-Electrolyte and Epidemiology laboratories. Student pairs were allocated to a researcher (doctoral student, instructor, post-doctoral researcher). The lab settings provided each student pair access to live data-sets, laboratory notebooks, sophisticated instrumentation and observation of day-to-day research workflows. Feedback and analysis from the participating students and from the faculty research team were collected through a focus group and semi-structured questionnaire. Students also had the opportunity to draw on their laboratory placement experience in subsequent coursework assignments. Results The development of the RDM course will be presented, noting the fusion of theoretical constructs with disciplinary data practice and institutional exemplars. Course participants include iSchool PhD students and practicing librarians from University of Pittsburgh and Carnegie Mellon University Libraries. The focus group and questionnaire feedback provided qualitative evidence of the broad scope of student-researcher conversations, the lessons learnt about the data challenges faced by researchers, the complexity of laboratory workflows, data sharing practices and culture. Participants identified ways to enhance the experience from each perspective. Contribution to Body of Knowledge Key outcomes: • Critical importance of extending library-faculty partnerships by taking library and informatics expertise and knowledge, into the laboratory, to work alongside practicing researchers • Advantage of first-hand understanding of the laboratory setting, bench-based workflows, instrumentation outputs and day-to-day data challenges faced by researchers (Ferguson 2012) • How faculty researchers can learn from librarians, gaining guidance on software, methodologies and data-handling • How the knowledge can empower LIS students and library staff to adopt new RDM roles 22 L I B R A R Y R E S E A R C H S E M I N A R V I • Potential benefits for library senior managers when considering how best to structure their organization to deliver research data services • Wider applicability of the immersive approach within iSchool courses. In conclusion, we will briefly report on progress with the research follow-up study. References Lyon, L. (2012). The Informatics Transform: Re-engineering Libraries for the Data Decade, Int J Digital Curation, 7, 126-138. http://www.ijdc.net/index.php/ijdc/article/view/210 Webster, K. (2012). The evolving role of libraries in the scholarly ecosystem. In R. Campbell, E. Pentz and L.Borthwick, Academic and Professional Publishing, Chandos. Lyon, L. & Takeda, K. (2012). What is a data scientist? (Data scientists in the wild). Microsoft eScience Workshop presentation, Chicago, October 2012. http : / / w w w. u kol n . a c . u k / u kol n / st af f / e. j. lyon / pre s e nt at i ons . html#microsoft-escience-2012-10 Shadbolt, A., Konstantelos, L., Lyon, L. & Guy, M. (2014) Delivering innovative RDM training: the immersive Informatics Pilot Programme. IDCC14 PracticePaper, (Presentation available at:http://www.dcc.ac.uk/ sites/default/files/documents/IDCC14/Parallels/Shadbolt_parallelA2.pdf) Ferguson, J. (2012) Lurking in the Lab: Analysis of Data from Molecular Biology Laboratory Instruments. J eScienceLibrarianship 1, 148-158. http:// escholarship.umassmed.edu/jeslib/vol1/iss3/5/ 2B.2 “Training future library professionals via community informatics research, teaching and service with seniors and senior-serving organizations, including local libraries” Noah Lenstra, Kate Williams, University of Illinois at Urbana-Champaign At the University of Illinois GSLIS, one innovative project for training future librarians is community informatics. CI studies how local communities are navigating the disruptions of the information revolution. It searches for best practices to accelerate everyone’s transitions. Our contribution to library education and to libraries is to place undergraduate and graduate students in community settings as volunteers and researchers-in-training. Students have been posted to community computer labs to teach and help people. They have built, contributed to, marketed and studied rich collections of local documents, multimedia and text in the form of eBlackCU.net and CUWiki. They have worked at local libraries and CBOs and documented each organization’s technology use, skills, and support. They have participated in community meetings tackling the digital divide and steering the recent federal broadband stimulus project. To do this, GSLIS has built stable community collaborations that incorporate professional priorities into the research questions. This year CI research and teaching has entailed students and community-based professionals working side-by-side with local older adults to study their digital information practices while also intervening into the “grey digital divide” that prevents people from being as digitally literate as they would like to be. Our driving question is how to define an information city from the bottom up, centered on public libraries, community organizations, local government, local history and culture, and people in their everyday lives. Our presentation will summarize several years’ findings, including more than five years in partnership with a public library and a library in a senior community. We will then focus on our current campus-community study of seniors and senior-serving organizations, including public libraries. We find that as all societies age, older adults and the agencies that serve them are a valuable lens through which to conceptualize a broad and inclusive information city. We identify best practices for the community-based social support systems that older adults rely on to build and maintain digital literacy. Methods include interviews, ethnographies, and engaged observation with 35 seniors and 3 organizations. By experimenting with us in new ways to video chat, by sharing their experiences and ideas, older people are in fact helping to invent an information city that works for everyone. Before our study was complete, the library director involved invited us to report to her library board so that emerging knowledge could be cycled quickly back into the community as innovative library practice. We are also reporting to the local broadband governance group so that their policy can be data-driven. Our LRS6 presentation will include analysis and findings, reflections on method, and comments from the local activists and young librarians on the team. We rely on an extensive multi-disciplinary literature focusing on older adults’ digital information practices, including from gerontology. We theorize that the individual and institutional gap in digital literacy can be traced back to historical and structural inequalities in the local community, suggesting that intervening into the grey digital divide requires community-level transformations and interventions. 2B.3 “Engaged in education: An exploration of teacher/librarian collaboration in the context of professional preparation” Melissa Gross, Shelbie Witte, Florida State University Teachers and librarians are both integral to student learning and when both are present in schools, student learning is enhanced (Kaplan, 2010; Lance, 2002; Lindsay, 2005). Many studies identify teacher/librarian collaboration as one of the important variables that correlates with this outcome (Kaplan, 2010; Lance 2002). Although collaboration with teachers is a topic of interest in library programs, pre-service teachers are The Engaged Librarian: Libraries Partnering with Campus and Community 23 less likely to be taught about the role of librarians in educational environments. One way to increase teacher awareness of the role of librarians in learning and the benefits of collaboration is to incorporate teacher/librarian collaboration into pre-service education (Small, 2002). In order to investigate pre-service teacher/librarian collaboration, two master’s level classes (one in library and information studies and one in teacher education) studying young adult literature were tasked with collaborating on an assignment working in small teams. This research seeks to contribute to the fields of teacher education and library and information studies in regards to methods of employing teacher/librarian collaboration to ensure the attainment of information skills among adolescents. This study addresses the lack of current research on educating preservice teachers and librarians to collaborate in professional practice as well as inform new methods to improve collaborative opportunities in the field. It assumes that students who are taught to collaborate and who are aware of the benefits of collaboration will expect and pursue collaborations once they are working in schools. The believed benefits of this study include helping researchers and educators to increase their understanding of opportunities for pre-service educators to work with pre-service librarians. The research questions addressed in the study are: RQ1: In what ways do students in teacher education and library and information studies collaborate to form common assignments for adolescents? RQ2: What are students in teacher education and library and information studies perceptions of collaboration on common assignments for adolescents? RQ3: What factors facilitate collaboration between students in teacher education and library and information studies when required in an assignment? RQ4: What factors limit collaboration between students in teacher education and library and information studies when required in a common assignment? Team reports, the collaboration assignment, reflection essays, and peer evaluations allow for observation of the process, content, and perceptions that students in teacher education and library and information studies bring to teacher/librarian collaboration. Data from this study will increase understanding of the perceptions of pre-service teachers and librarians when collaborating virtually to develop common assignments for adolescents and will inform how teacher/librarian collaboration can best be modeled in pre-service courses. All data has been collected and data analysis is currently underway. 24 L I B R A R Y R E S E A R C H S E M I N A R V I References Kaplan, A. (2010). School library impact studies and school library media programs in the United States. School Libraries Worldwide, 16(2), 55-61. Lance, K. C. (2002). What research tells us about the importance of school libraries. Knowledge Quest, 31(1), 17-22. Lindsay, K. (2005). Teacher/teacher-librarian collaboration–A review of the literature. School Libraries in Canada, 25(2), 8-21. Small, R. V. (2002). Collaboration: Where does it begin? Teacher Librarian, 29(5), 8-11. Session 2C | Technology Panel: “Cultivating influence: Campus collaboration to embed information literacy in a new core curriculum” Glenn Johnson-Grau, Lindsey McLean, Laura Massa, Loyola Marymount University This panel will discuss the intra-campus partnerships and collaborations that resulted in sequential, cumulative information literacy outcomes distributed throughout the recently adopted Undergraduate Core Curriculum at Loyola Marymount University (LMU). Glenn Johnson-Grau, Head of Acquisitions and Collection Development, will discuss his role as a librarian serving on LMU’s University Core Curriculum Committee (UCCC) and the adoption and implementation process of the new core. This multi-year process involved both aligning the Library with the University’s strategic goals and simultaneously shaping those goals. As information literacy became a key priority for LMU’s accrediting body, the Library was able to build upon a base of existing university relationships to achieve both library and university goals. The Library made itself an active and trusted collaborator through the faculty-driven process of curriculum development and made sure that librarians were at the table as the inherently political process unfolded. Lindsey McLean, Instructional Design Librarian, will represent the Library’s Reference and Instruction Department to discuss the initiatives taken in meeting the information literacy learning outcomes through new collaborations with faculty, departmental curriculum support for discipline specific information literacy integration, and the development of innovative instruction to achieve the information literacy learning outcomes. These initiatives include, but are not limited to, the creation of a developmental information literacy instruction program, a university wide curriculum mapping project to identify areas for advanced, discipline specific information literacy instruction, and instructional support for faculty less familiar with information literacy learning outcomes. While all of these initiatives were instigated by the library, each was highly collaborative as these initiatives overlapped with the interests of many campus stakeholders. Laura Massa, Director of Assessment, will discuss the focus on information literacy skills as part of the outcome-driven development of the new core curriculum, and the initiatives led by LMU’s Office of Assessment to understand and improve student achievement of the learning outcomes. Examples of such initiatives include working with the UCCC assessment subcommittee to design and carry out an assessment plan for information literacy skills developed by freshmen through completing the first year of the new core, helping the UCCC to generate reports of the evidence collected, and providing educational resources to help those teaching in the core to utilize the evidence of learning to guide changes for improvements. In addition, Dr. Massa teaches a First Year Seminar course within the new core, and will speak about the experience of incorporating information literacy education into the course. Panel participants will come together at the end of the discussion to talk about the lessons they have learned from the entire process. The panelists will discuss topics including keeping the number of learning outcomes to a manageable set, building in structured program review to facilitate potential revisions, and navigating institutional politics throughout the process. Panel attendees will be provided with a short list of reflective questions they should be thinking about as the panelists share their experiences. Questions will center on providing an environmental scan of their home institution, the role of librarians on campus, responsibility for information literacy education, and setting realistic goals within the local context. After each panelist discusses their role, they will open up the discussion to attendees. The questions listed above will serve as conversation starters, but panelists will be open to any line of discussion that relates to the panel topic. Session 2D | Excellence Panel: “Indigenous knowledge and the United Nations: The university libraries as a focal point for community discussions” Helen Sheehy, Amy Paster, Audrey Maretzki, Charles Dumas, Pennsylvania State University The Pennsylvania State University as a land grant institution has a long tradition of outreach. The Penn State University Libraries in particular have a long history of engagement with both the academic and local communities. This panel will discuss the partnership between the Pennsylvania State University Libraries, the Penn State Interinstitutional Consortium for Indigenous Knowledge (ICIK), and the United Nations Association of Centre County (UNACC) and the ways in which this partnership brings together members of the academic community, and local townspeople. Leadership crossover between ICIK, the Libraries and the UNA, and mutual interest in indigenous rights led naturally to jointlysponsored programming. The University Libraries provide support services and a venue for many of the programs and outreach activities. Additional activities include collection development, support for research grants, participation in credit instruction, hosting and managing the ICIK website, as well as the promotion of indigenous knowledge at national and international conferences. The Libraries are also part of an interinstitutional collaboration with the Smithsonian Institution. This panel will describe how the collaborative relationship developed, the scope of the projects jointly undertaken, and the advantages of partnerships between a university library, campus research institutes and the local UN Association whose membership includes AAUW, League of Women Voters, 3 Rotary Clubs, 2 Lions Clubs, Altrusa International, Soroptimist International, Hadassah and five faith-based organizations. Background on UNACC and ICIK The UNACC was formed in 1994 with the goal of increasing understanding of and support for the ideals of the United Nations among Centre County residents and to provide a forum that allows townspeople to have a global impact through local activities. UNACC is managed by a Board of Directors with members of the local community, many of whom are also Penn State faculty members. UNACC works closely with grass roots community groups to coordinate UNACC activities. ICIK, established in 1995 by two Penn State faculty members from the Colleges of Agricultural Sciences and Education, is one of a handful of indigenous knowledge centers worldwide. Its goal is to bring together faculty, students and townspeople interested in place-specific knowledge generated through ways of knowing not generally acknowledged by Western-trained academic scientists. In 2010 the University Libraries assumed much of the responsibility for ICIK programing, maintaining the ICIK website, and most recently, management of the Margaret Grant Whiting Endowment for Indigenous Knowledge. Collaborative Projects Programming The largest area of collaboration has been programming. The Libraries have the facilities to host large events with the technology to offer these presentations beyond central Pennsylvania. The Libraries also have an expert Publicity and Marketing Team that has effectively promoted the events across Pennsylvania. Since 2010, the University Libraries has co-sponsored over 40 events with these two organizations drawing in hundreds of members of the academic and local communities. The Engaged Librarian: Libraries Partnering with Campus and Community 25 In 2008 the Libraries hosted its first UNACC event, a community discussion of the importance of the UN Declaration on Human Rights. The event, drew a capacity crowd of over 120 people, including students, faculty, and townspeople. Since that time UNACC has cosponsored many events on and off campus with ICIK and the University Libraries. Early on, ICIK initiated seminar series, conferences, and workshops to bring together individuals interested in indigenous knowledge activities. Since 2010 those programs have been hosted by the University Libraries and broadcast worldwide via the Libraries’ Media Site Live platform. SESSION 3: 12:30 pm–2:00 pm Session 3A | Loyalty Panel: “The Public Library Research Collaboratory: Creating digital space for the intersection of practitioners, scholars, and educators” Joyce Latham, University of Wisconsin-Milwaukee; Soohyung Joo, University of Kentucky; Adriana McCleer, Hyoungjoo Park, Shannon Barniskis, University of Wisconsin-Milwaukee Collections University Libraries has worked with ICIK to expand the collection of indigenous knowledge materials, including the acquisition of a 2000+ collection of materials from Iowa State University. The United Nations collections are used extensively to support programing for UNACC. Research/Endowment support The University Libraries recently assumed responsibility for the management of the Margaret Grant Whiting Endowment which supports programming and provides research grants to graduate and undergraduate student research in indigenous knowledge. In addition, the University Libraries are part of the Penn State/Smithsonian Institution collaborative discussions. Website Management In 2010 the Libraries assumed responsibility for management of the ICIK website, moving it to the Libraries’ servers, providing website design assistance and expanding and updating content. Credit Courses ICIK also helped develop an award-winning cultural engagement course that enables students to spend 3 weeks each spring with Anishinaabe communities in Northern Minnesota. This course is now taught as a 3-6 credit course with a librarian embedded to assist with research. The panel will elaborate on these initiatives and engage the attendees in a discussion of how these types of activities can benefit libraries and their various communities. Information concerning the public library as a public institution is available, but it is scattered throughout the various states and local government agencies. There is no central resource that draws all elements relevant to public library structure, governance, funding and services into one location in support of comparative study of the institution across multiple venues. While the Institute for Museum and Library Services provides a statistical imprint of public libraries based on contributed data, there is no similar co-location of documentary or qualitative research findings that would support broader interpretations of the quantitative data. Given the multiple roles of the public library in society–educational, informational, recreational, and cultural–access to a digital venue developed to address that multiplicity of functions is critical to supporting research on the scope and value of the public library mission, so often misrepresented today. This panel presentation outlines the development of a digital venue dedicated to the support of research about the public library as an institution within a transitioning informational and cultural environment to be known as the Public Library Research Collaboratory (PLRC). Lassi and Sonnenwald (2013) appropriate the definition of collaboratory as offered in the UC, Irvine workshop “Science of Collaboratories” (2003): “a network-based facility and organizational entity that spans distance, supports rich and recurring human interaction oriented to a common research area, fosters contact between researchers who are both known and unknown to each other, and provides access to data sources, artifacts and tools required to accomplish research tasks.” The PLRC will expand this definition to include practitioners and educators focused on public libraries. The initial database of the collaboratory is housed at the School of Information Studies (UWM), which supports a public library concentration in the Master’s degree program and also sponsors doctoral students engaged in public library research. The development of the PLRC will build on the core collection of legal documents and interpretations in several ways: • identifying and incorporating into the legal collection materials related to significant topics affecting public 26 L I B R A R Y R E S E A R C H S E M I N A R V I libraries such as civil service requirements, unionization of librarians, open records law, etc.; • identifying and collecting research publications, including pre-prints, related to the public library as an institution; • developing collections of related materials, such as public library mission statements, library board training materials, patron relations manuals, collection policies, local user studies, etc. that may inform the process of policy development for library operations; • supporting a community of discourse engaged in the exploration of issues that affect the current practices and development of public librarianship, as identified by those currently engaged in practice; • expanding and deepening the visibility of the public library as a valid focus of research; • enabling embedded scholarship for doctoral and master’s level students. The panel presentation will discuss the technical structure of the collaboratory and anticipated areas of expansion, as well as how the project will advance partnerships, provide opportunities for research and pedagogy related to public libraries, and generate new knowledge through the dissolution of artificial geographic boundaries. Informal discussions of the PLRC have generated significant interest; LRS-VI constitutes the first formal presentation of the project. The panel is interested in critiques and commentary to be gleaned from the observations of others attending the conference. The panel includes five members of the research team. All panel members are interested in exploring questions such as: methods for evaluation of contributions to the collaboratory, copyright strategies (Creative Commons), incorporation of pre-existing data sets, ensuring grass roots participation, strategies for information dissemination. References Lassi, M. & Sonnenwald, D.H. (2013). “The socio-technical design of a library and information science collaboratory “ Information Research, 18(2) paper 576. [Available at http://InformationR.net/ir/18-2/paper576.html] Session 3B | Lincoln Focusing on Young Adults Chair: Linda C. Smith, University of Illinois at Urbana-Champaign 3B.1 “Science Café at Oklahoma State University: Library, campus and community engagement” Karen Neurohr, Oklahoma State University The Oklahoma State University Library has a long history of outreach and partnerships at the local, state, and national levels. Some partnerships are ongoing while others are short term. Science Café OSU, a fairly new endeavor, is a community engagement project designed to highlight interesting, relevant and current science-related research. Since October 2012 public programs have been held monthly during the fall and spring semesters. Spearheaded by the OSU Library, Science Café OSU offers an opportunity for the audience to participate in lively and engaging conversations about science. Programs are held in the Library and feature an informal presentation by one or more science researchers, along with refreshments, fun activities, and time for audience discussion and questions. The target audience for Science Café is undergraduate students; however, audience members include graduate students, faculty, staff, postdoctoral students, community members, and high school students. Collaborative partners for Science Café OSU are the OSU Library, the OSU Chapter of Sigma Xi Scientific Research Society and the Office of the Vice President for Research and Technology Transfer. Additional campus partners are invited for specific programs that align with their interests. A recent Science Café topic, hydraulic fracturing, proved to be of such high interest oncampus that we will partner with the public library and repeat Science Café off-campus. We are dividing the topic into a series of four weekly programs to be held at the public library this summer. Although our primary goal for Science Café is to engage the undergraduate student population, we have been pleasantly surprised to discover how much Science Café OSU appeals to faculty and graduate students. Faculty have communicated their appreciation for the programming and indicated that these events have re-energized their research efforts. In fact, one investigator said that the programs remind her why she became a scientist in the first place. Science Café OSU also provides faculty an outreach opportunity which may benefit impact statements for federal funding applications. Visiting international professors have attended and are so enthusiastic about the project they have expressed an intention to take the concept back to their home country. The Engaged Librarian: Libraries Partnering with Campus and Community 27 From year one to year two, we have tweaked the Science Café format slightly based on evaluation results. Evaluations are distributed at the conclusion of every program and results from twelve Cafes will be shared in this presentation, which will also feature how we plan and execute Science Cafes. Science Café OSU features well-respected educators as it engages the campus and local community and conveys the importance of scientific research. The culture of the Library mirrors that of our land-grant university: community engagement is part of our mission and ethos. Science Café OSU is one noteworthy project that the Library has implemented. 3B.2 “Collaboration and its discontents: Why librarians do and do not partner with high school science teachers” Don Latham, Melissa Gross, Florida State University; Heidi Julien, University of Buffalo; Shelbie Witte, Florida State University This paper reports the findings of a research project, sponsored by the Institute of Museum and Library Services, to investigate experiences and practices related to collaboration among public and school librarians and high school science teachers. The project itself represents a collaboration among LIS and education faculty. Background The importance of 21st Century Skills is evident in the various frameworks that have been developed to promote such skills, including the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (2000), the American Association of School Librarians’ Standards for the 21st Century Learner (2007), the Partnership for 21st Century Skills’ Framework for 21st Century Learning (2009), and the Common Core State Standards Initiative (NGA Center & CCSSO, 2012). In addition, there has been an increasing emphasis on STEM education at all levels, K-20. It would seem that both goals could be achieved through teacher-librarian collaboration, yet evidence suggests that collaboration is spotty at best. The topic of collaboration in general has received a great deal of attention in the LIS literature (see, for example, Hartzell, 1997; Lance et al., 2010; Miller & Shontz, 1993; Williams, 1996), as has the topic of collaboration for the purpose of integrating 21st Century Skills into STEM content areas specifically (see, for example, McGriff, 2012; Schmidt, Kowalski, & Nevins, 2010; Schultz-Jones, 2010; O’Sullivan & Dallas, 2010). The topic, however, has received far less attention in the education literature (Cooper & Bray, 2011; Lance, Rodney, & Schwarz, 2010; Montiel-Overall, 2010). As a result, there is no model of teacher-librarian collaboration that has been widely adopted by practitioners or by educators in LIS and education, and this is particularly true with respect to STEM education. A 28 L I B R A R Y R E S E A R C H S E M I N A R V I starting point in developing such a model is to gain a clearer understanding from teachers and librarians about best practices in, as well as barriers to, successful collaboration. Method Focus groups have been conducted with public librarians, high school librarians, and high school science teachers to gather baseline data about the perceptions of and experiences with teacher-librarian collaboration in promoting 21st Century Skills in science education. Each focus group was asked about: • Their perceptions of and experiences with establishing and maintaining teacher-librarian collaborative relationships; and • Their perceptions of, experiences with, and/or ideas about teacher-librarian collaborations that can facilitate the teaching and learning of 21st Century Skills within the context of science courses. The data gathered in the focus groups is being analyzed for both common themes and divergent themes. Findings Data collection has been completed, and data analysis will occur during June and July. The paper will focus on best practices related to teacher-librarian collaboration and the barriers to effective collaboration. Connection to Conference Theme This project is focused on helping librarians engage more effectively with science teachers in order to promote 21st Century Skills instruction. Specifically, it will examine “the process . . . of collaboration: lessons learned and best practices that establish librarians as full research, teaching, and learning partners in academic or community settings.” References American Association of School Librarians (AASL). Standards for the 21st century Learner. Chicago: American Library Association, 2007. http:// www.ala.org/aasl/guidelinesandstandards/learningstandards/standards. American Association of School Librarians (AASL). Empowering Learners: Guidelines for School Library Media Programs. Chicago: American Association of School Librarians, 2009. Association of College and Research Libraries (ACRL). Information Literacy Competency Standards for Higher Education. Chicago: Association of College and Research Libraries, 2000. http://www.ala.org/acrl/standards/ informationliteracycompetency. Cooper, O., and Bray, M. “School Library Media Specialist-Teacher Collaboration.” TechTrends 55, no. 4 (2011): 48-54. Hartzell, G. “The Invisible School Librarian: Why Other Educators Are Blind to Your Value.” School Library Journal 43, no. 11 (1997): 24-29. Lance, K. C. “The Mind of a Researcher.” Teacher Librarian 37, no. 4 (2010): 81-82. Lance, K. C., Rodney, M. J., and Schwarz, B. “Collaboration Works –When It Happens! The Idaho School Library Impact Study.” Teacher Librarian 37, no. 5 (2010): 30-36. McGriff, N. “Collaboration in Health and Science.” Library Media Connection 30, no. 6 (2012): 32-34. Miller, M. L., and Shontz, M. “Expenditures for Resources in School Library Media Centers, FY 1991-92.” School Library Journal 39 (1993): 26-36. Montiel-Overall, P. “Further Understanding of Collaboration: A Case Study of How It Works with Teachers and Librarians.” School Libraries Worldwide 16, no. 2 (2010): 31-54. National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). Common Core State Standards Initiative. 2012. http://www.corestandards.org/ELA-Literacy. O’Sullivan, M. K., and Dallas, K. B. “A Collaborative Approach to Implementing 21st Century Skills in a High School Senior Research Class.” Education Libraries 33, no.1 (2010): 3-9. Partnership for 21st Century Skills. Framework for 21st Century Learning. 2009. http://www.p21.org/index.php?option=com_content&task=view&i d=254&Itemid=120. Schmidt, R. K., Kowalski, V., and Nevins, L. “Guiding the Inquiry Using the Modified Scientific Literature Review.” School Libraries Worldwide 16, no. 1 (2010): 13-32. Schultz-Jones, B. “School Librarians, Science Teachers, + Optimal Learning Environments.” Knowledge Quest 39, no. 2 (2010): 11-18. Williams, T. J. “Creating Partnerships between the Library Media Specialist and Classroom Teachers.” Indiana Media Journal 18, no. 2 (1996): 1-18. 3B.3 “Let’s Facebook it! Promoting library services to young adults through social media” because young adults are now turning to these sites to satisfy their information needs. Research into young adults and their social media use has the potential to improve library services targeted to this age group. This paper discusses the preliminary findings of a study that will be completed by August 2014. This study investigates the perceptions and attitudes of librarians towards social media as a tool for libraries. The purpose of this study is to better understand how librarians interact with young adult patrons through their library’s social media profiles. Additionally, the professional roles and responsibilities young adult librarians portray to their young adult patrons through their library’s social media presence will be examined. This paper investigates the what, how, and why of social media use by libraries and librarians through a mixed method approach. Combining online surveys and interviews of professional librarians, this study is one of the first of its kind to examine the ways in which librarians engage with young adults through social media. This paper demonstrates how research can be used by practitioners to improve the services that they already provide young adult patrons. Along with adding to the literature on librarianship, this paper fills the existing knowledge gap regarding attitudes and perceptions of librarians towards social media. Collaboration between librarians and LIS researchers is increasingly important as library budgets become tighter and libraries’ use continues to grow. This type of high quality and thoughtful research demonstrates the important role of libraries and librarians in communities across the United States and beyond. Abigail Phillips, Florida State University References With social media now a normal part of the everyday lives of young adults, libraries have begun to use this online tool to promote library services to this age group. According to a recent study by the Pew Research Center (2013), 67% of young adults visit social networking sites daily, with 21% visiting weekly (p. 23). These sites provide libraries with an excellent tool to engage with their young adult patrons more frequently and in ways that had not been possible before. With a multitude of social networking sites already in existence and more on the horizon, it is essential that librarians, particularly those working with young adults, understand how to use these sites to reach out to young adult patrons. Madden, M., Lenhart, A., Cortesi, S., Gasser, U., Duggan, M., Smith, A., & Beaton, M. (2013). Teens, social media, and privacy. Pew Internet and American Life. Retrieved from http://www.pewinternet.org/~/media// Files/Reports/2013/PIP_TeensSocialMediaandPrivacy.pdf. There is a significant lack of scholarly research that focuses on library marketing and promotion through social media. Not only do librarians need to know how to use social media to reach patrons, but they also must understand what types of patrons they are reaching and what services are more appealing to social media savvy patrons. Understanding this is particularly relevant for the young adult population who is increasingly active on social networking sites. Additionally, an awareness and understanding of these sites is important Session 3C | Technology Librarian-Faculty Collaboration: Case studies Chair: J. Stephen Downie, University of Illinois at Urbana-Champaign 3C.1 “Librarian and faculty collaborations to make available 100 years of research” Amy Paster, Jan Scholl, Pennsylvania State University Throughout the 20th century, agricultural administrators attempted to locate a research base of studies to determine the value of 4-H youth and family-oriented Extension programs. Until recently, the perception was that these studies did not exist. However, with the increased availability and sophistication of research tools the discovery of Cooperative Extension The Engaged Librarian: Libraries Partnering with Campus and Community 29 4-H and EFNEP (Expanded Food and Nutrition Education Program) research became much more feasible. Extension faculty and librarian collaborations allowed for studies to: locate, analyze and make available 4-H and EFNEP research information, so that: 1) Extension faculty and other youth development practitioners would have a basis for developing programs, 2) administrators and legislators could allocate funds and support programs with confidence, and 3) graduate students and other researchers could build on the findings of the past. A librarian and College of Agricultural Sciences faculty member from Penn State coordinated the project. Other faculty and staff constructed a template for record creation. The faculty member initially located the information by visiting the National Agricultural Library, and scanned relevant articles for bibliographies related to the research data. She also contacted college registrars to complete the data entry (and continues to supply much of the current information for the project.) The librarian also searched out sources and was instrumental in obtaining information published in professional literature. She also worked with the library Information Technology staff and the National Agricultural Library to allow the 4-H Youth Development site to be included in AgNIC (agnic.org). Other collaborators came on-board, including the national 4-H research program leader at USDA. Because the 4-H website was so successful, a 40+ year national EFNEP research base was also created. A bibliography of Extension family and consumer sciences studies was also published. Both librarian and faculty member answer questions posed on the website and by e-mail. Both team coordinators were involved in the analysis of the studies published in two refereed articles. The websites have reached over 15,000 users from every state and the four 4-H and EFNEP databases were completed for less than $14,000 dollars due to exceptional collaboration. Youth development researchers, Bialeschki and Conn (2011) said that the 4-H research databases were the only ones of their kind among youth organizations. Helen Chipman, National USDA Program Leader, noted that the EFNEP research databases of graduate and professional studies were a contribution that would be built upon for many years. As of 2014, ten individuals have been involved in the collaboration. The project is on-going and has received several national awards including the Oberly Award (2013) for best bibliography in the agricultural or natural sciences, the AgNIC 2013 partner of the year award and one of four national USDA Partnership awards given in 2011. The paper will address the process and results of the collaboration and lessons learned. The national program leaders support and assist in obtaining additional research studies from students and the professional communities. 30 L I B R A R Y R E S E A R C H S E M I N A R V I 3C.2 “A Librarian-Faculty partnership at the University of North Dakota” Mary Drewes, Margaret Zidon, University of North Dakota Our paper deals with our work within a course taken by master’s degree students in education. We–a librarian and an associate professor in education–describe our collaborative work, begun in 2012 when the librarian was invited to participate in a graduate-level online course, Action Research. The teacher educator immediately realized the benefit of having an embedded librarian in a research course. Prior to this opportunity, she had arranged for a 2-hour lesson for the students, provided by a librarian assigned to work within the area of education. While this approach aided in making students aware of various research engines, the majority of students reverted to trade journals, rather than searching for first-hand research studies, something that is expected of scholarly inquiry. As we developed our collaborator process, the embedded librarian became a partner in the online course, providing lessons of how to search for related literature over a period of seven weeks of a 16-week semester. Students were required to write an introductory note to the librarian regarding their library skills, to submit a research-based, peer-reviewed article on ethics in research, and to participate in a library discussion board through the Blackboard system. The librarian instructed students in how to find and use library resources through online tutorials as part of class assignments, and responded, as requested, to individual questions and concerns about library information and resources. Although alternative methods of library instruction such as moving librarians out of the library and embedding them into the classroom began in the early 2000s, ongoing research and studies continue to develop. Librarians utilize various strategies to embed themselves in both on-campus and online courses, but a successful approach taken by one library does not necessarily translate into success for others. The importance that librarians place on moving away from more traditional methods of library instruction is to provide assistance at the students’ point-of-need when and where they require it rather than instructing them in the more traditional “one shot” 50-minute class period. Moreover, if students see themselves as incompetent when they ask for help in the library (Lee, Hayden, and Macmillan, 2004) then librarians could better serve the students when the students are more receptive to learning the research process and using informational resources. The paper focuses on analysis of discourse between the embedded librarian interacting with students in both face-toface and online discussions, the administration of a pre- and post-survey, analysis of student/librarian/faculty interaction during the course, and students’ final action research projects and their reflection papers. The librarian and faculty will share the results of their work and describe future action and improvements. 3C.3 “Local and international collaborations with the Japanese Area Studies Department at the University of Hawaii’s Hamilton Library” Matthew Conner, University of California Davis; Tokiko Bazzell, University of Hawaii This paper analyzes the work of the Japan and Okinawa Disciplinary Centers at the University of Hawaii (UH) as an illustrative case of an organizational system that enables extraordinary outreach and collaboration at both the local and international level. The organization of UH must be understood in the unique context of Hawaiian history. In the late 19th century, Hawaii’s position as a crossroads of trade and strategic location in a rapidly globalizing world, led to the influx of waves of immigrants mostly from Asia. In the course of developing robust communities in the 20th century, various ethnic communities made sure to preserve a historical record of themselves in the land grant university that was created in 1907. Long before area studies came into vogue after WWII, UH was far advanced in its teaching of Asian cultures and languages and its collecting of relevant materials in its library. While unquestionably unique, Hawaii’s distinctive environment can be turned to account for the consideration of the library profession now as libraries contemplate forms of embedding themselves and reaching out through new technology. The Japanese Area Studies department illustrates how UH librarians have realized many of the fondest goals of outreach prior to information technology. A Japan Studies Disciplinary Center (joined recently by a new Okinawa Center) combines the faculty who are teaching Japanese studies across traditional disciplinary boundaries. Regular conversations and forms of scholarly communication are not only underway but institutionalized. Where academic librarians elsewhere struggle to build relationships with faculty or even engage in conversation, the UH area specialists have a prominent place in disciplinary centers often holding permanent seats on executive boards. As a result, librarians are at the center of faculty interaction. Outreach has expanded beyond the walls of the university as well. Tokiko Bazzell, Japan specialist, has developed a relationship with the local Japanese Karate Museum. While not a traditional academic specialty, martial arts was an important cultural force for the local Japanese community. Bazzell has also developed international contacts in Japan as a result of regular trips. She has been invited to the exclusive museum of the Japanese Imperial Household with its distinctive treasures going back centuries. To perpetuate these connections and disseminate knowledge, Bazzell and her colleagues have developed extensive techniques within their administrative matrix. Library space is readily used for displays that draw in community audiences. Symposia publicize knowledge and pave the way for additional symposia, grants and funding through the audiences that they attract. In its unique environment, UH has developed tools and practices for communal outreach of great interest to the library profession. Session 3D | Excellence Workshop: “Researching information literacy and library instruction: Engaging the formal research agenda” Daniel G. Tracy, Lisa Janicke Hinchliffe, Susan Avery, University of Illinois at Urbana-Champaign This workshop will prepare participants for research on topics related to information literacy and library instruction. By the end, they should understand key areas of research in this area, be able to identify appropriate methods for research questions in the field, and anticipate expectations by publication reviewers in a popular and increasingly rigorous field of LIS research. As librarians who hope to partner with campus and community, we need to be aware of the communities we serve and the library research community of which we are a part. One of the biggest challenges for the librarian new to research comes from the fact that she or he is entering an ongoing conversation. Novice researchers often fear that what may seem like an interesting research question may already be well covered by literature they are not aware of or may simply be uninteresting to others. A key aspect of professional development in this area, then, is the ability to recognize an interesting research question in the context of a research community of practice. Compounding this challenge is the lack of required research methods courses in most MLS degree programs, which means that even those who are familiar enough with an area of librarianship to feel comfortable identifying an interesting question may feel less comfortable creating a research design to investigate it. As an area of library research, library instruction and information literacy is relatively unique because it has an organizationally endorsed research agenda, created by the Association of College and Research Libraries (ACRL) Instruction Section (IS) Research and Scholarship Committee. Revised only three years ago, this document poses important questions and offers a strong framework for discussion and for training of new librarian researchers. This workshop will take advantage of this formal agenda by organizing conversations around the four general areas covered by the ACRL/IS agenda: Learners, Teaching, Organization Context, and Assessment. These four The Engaged Librarian: Libraries Partnering with Campus and Community 31 areas have several subcategories and a full discussion of the questions outlined by the agenda would take more time than a single workshop. However, we will provide an opportunity for participants to reflect on each of these four areas in discussion and through small group collaboration. An initial activity will initiate discussion by having participants take questions they have about instruction and information literacy at their own institutions and connect those to the four broad areas of the research agenda document. The workshop leaders will then discuss some methodological approaches and their importance in these areas of research: for example, assessment of actual student work is increasingly important to advancing research productively in the Learners and Assessment categories of the research agenda. Breaking into smaller groups will then allow participants to pursue in greater depth questions related to specific topics: each group will work to create a hypothetical research design that could help to address a particular research question from the agenda. Finally, groups will share ideas in order to provoke discussion and reflection on method and strategy. This collaborative planning environment and shared opportunity for feedback will be used to communicate the importance of research within a particular community of practitioners who need to find research methods compelling and who are valuable sources of peer feedback long before a researcher writes up a project—indeed, from the very beginning. SESSION 4: 2:30 pm–4:00 pm Session 4A | Loyalty Libraries’ Role in the Health and Safety of Communities Chair: Jennifer Weil Arns, University of South Carolina 4A.1 “A commitment to supporting firefighters’ dynamic information needs: Experience-Based knowledge management services at the Illinois State Fire Academy Library” Lian Ruan, David Ehrenhart, University of Illinois at Urbana-Champaign What types of information do fire service professionals seek and how do we collect that information and make it accessible? To support Illinois firefighters’ dynamic information needs and based on Dr. Lian Ruan’s research findings, the Illinois Fire Service Institute (IFSI) Library at the University of Illinois at Urbana-Champaign, which serves the statutory State Fire Academy, has developed the innovative experience-based 32 L I B R A R Y R E S E A R C H S E M I N A R V I knowledge management services—“IFLODD: The Illinois Firefighter Line of Duty Deaths Digital Image Collection Database,” the “Illinois Firefighter Medal of Honor and Medal of Valor Database,” and the “Reflections Oral History Proj ect.” Working with the fire departments throughout Illinois, IFLODD documents 869 Illinois firefighters who died in the line of duty over the past 150 years by collecting, organizing, and providing web access to a multiple dataset of incident summaries, photographs, oral interviews, and fire department records. It is the most comprehensive database of Illinois firefighter line of duty deaths in existence and serves as both a memorial to those who have fallen and a way to learn from past tragedies. Building upon the success of IFLODD and striving to celebrate the successes of firefighters, the Illinois Firefighter Medal of Honor and Medal of Valor Database contains information on 219 Illinois firefighters who have earned these awards for acts of heroism. The Illinois Firefighter Medal of Honor and Illinois Firefighter Medal of Valor are the highest awards granted to firefighters in Illinois. Prior to the creation of the database, no publically accessible database of the recipients existed, making it difficult to properly honor and learn from these heroic actions. The “Reflections Oral History Project” collects the oral histories of experienced firefighters from Illinois who have been selected by the Illinois Fire Service Institute and the Chicago Fire Department administration. Interviewees share their experiences collected over a career in the fire service and detail what they think would be valuable advice to current and future firefighters. This presentation will report the development, maintenance, and management of these databases through grant funding, in-house administrative support, and especially community partnership. It will discuss how the IFSI Library worked closely with its user base to develop a culture of trust and thus facilitating the sharing of personal experiences. It will also discuss how the experience-based knowledge management services contribute to teaching, training, and research efforts at the Illinois Fire Service Institute and in the state’s fire service and how the services and the librarians have been recognized in the fire service communities. 4A.2 “Collaborating with public libraries to promote community health: Preliminary results of pedometers and pedal power” Mary Grace Flaherty, University of North CarolinaChapel Hill Public libraries across the United States are in the process of expanding programs and services in order to remain responsive to their user communities. A number of studies have identified public libraries as settings for health information provision (1); additionally, research has shown that patrons are using public libraries for their health information needs (2). Beyond providing access to health information, can public libraries play a role in community health promotion activities? This paper will report on preliminary results of efforts in four public libraries in North Carolina to promote community health through provision of new materials and programming. Three public library directors volunteered to participate in a feasibility study to test pedometers as a “loanable” item for their communities of users. Thirty-five low-cost pedometers were supplied to each of the three libraries in April 2014. Library directors agreed to keep a journal of activities related to the pedometer initiative, including items such as staff “product testing,” record of promotional efforts, staff input on the process, patron reactions, programs developed in response to having the pedometers, etc. Activity journals will be analyzed and their content summarized. Additionally, approximately four months after the libraries receive the pedometers (August 2014) qualitative interviews will take place with the library directors who participated in the feasibility project to elicit information on how the project was implemented and the participating communities’ reactions. In a fourth setting, the ImaginOn Center (a collaborative venture between the Charlotte-Mecklenburg Public Library and the Children’s Theatre of Charlotte), a power-generating exercise bike is scheduled to be installed (June 2014); the bike installation will be combined with programs to support STEM learning initiatives during summer 2014 kids’ and teen programming. In this way, the potential interaction between physical activity, library programs, and school curricula will be explored. Usage statistics will be recorded and library personnel involved in the project will be interviewed (Sept. 2014) to determine how the new material was received, used, and any challenges encountered during the process. The report and preliminary analysis of these community health promotion efforts will not only inform our knowledge of what challenges public library personnel encounter as they explore new materials provision and programming efforts, but will elucidate the feasibility of introducing such initiatives. References 1 Becker et. al., 2010; Calvano & Needham, 1996; Chobot, 2003: Guard et al., 2000; Martin & Lanier, 1996; Spatz, 2000 2 Flaherty & Roberts, 2009; Linnan et al., 2004 4A.3 “Three communities in the Tohoku region: What happens when the library is washed away?” Andreas Vårheim, University of Tromsø Disaster recovery research suggests that both immediate help and long term recovery processes are heavily influenced by the level of local community social capital (Takazawa & Williams, 2011; Aldrich, 2012). Several studies show the importance of public library information services in disaster (Jaeger, Langa, McClure, & Bertot, 2006). There are also many studies indicating a role for libraries in creating trust and social capital in local communities (Johnson & Griffis, 2013; Johnson, 2010; Vårheim, Steinmo, & Ide, 2008; Vårheim, 2011, 2014a, 2014b), and thus making libraries triply important for recovery processes. Firstly, by contributing in generating local community social capital; secondly, by being one of the most highly trusted local community institutions. Thirdly, by being a physical local community information hub. This paper researches the role of three public libraries in disaster recovery. The libraries were located in three cities in two prefectures of the Tohoku region of eastern Japan. The three library buildings were among the eight libraries totally destroyed in the Great East Japan Earthquake of 3/11/11 (National Diet Library, 2012). Japanese colleagues and the author interviewed personnel in the three libraries, the two prefectural social education divisions, the two prefectural libraries, and officials in the Ministry of Education, Culture, Sports, Science and Technology (MEXT), in the fall of 2012. In many countries the future of physical libraries are questioned. Is it reasonable to expect that their role in disaster recovery can become superfluous? At least three questions are important: Can the immediate face-to face information transfer be replaced by advanced technology, and in particular when the infrastructure for this technology is down? The solving of basic here and now practical problems are rarely as important as in a totally changed life situation where prompt and relevant action is required of the service provider. Second, can people trust that extra-community relief organizations do a good job without local intermediaries? Third, can survivors even trust the help of local people, e.g. their neighbors? From the literature it seems that all three questions, also the last question depending on the level of local community social capital, often have a negative answer (Aldrich, 2012). Public libraries are on the spot, in general people very much trust libraries as institutions, and people trust their local library. That is, libraries are both trusted and can provide both valuable information and help as needed. For local communities to be integrated, contact between people is vital, contact reduces prejudice and builds trust (Marschall The Engaged Librarian: Libraries Partnering with Campus and Community 33 & Stolle, 2004; Pettigrew, Tropp, Wagner, & Christ, 2011; Pettigrew & Tropp, 2011). Public libraries are places where people from for example segregated neighborhoods meet; therefore libraries can build trust within the local population (Putnam, Feldstein, & Cohen, 2003). Within disaster research, many scholars lately have described the importance of local institutions creating neighborhood resilience, creating social networks, providing information services, and generating trust and social capital (Aldrich, 2012). Many types of local institutions are mentioned as creators of this resilience, but interestingly enough not public libraries. Of course, libraries are not primarily set-up for disaster recovery purposes, and neither for building social infrastructure in the form of community social capital. However, when libraries exist, they provide information, they are trusted in themselves, they are local community hubs for all kinds of informal meetings; and they provide meeting places for local voluntary organizations. What we know is that the roles of libraries in disaster recovery are not negligible. Replication of case studies of disasters under different circumstances can help specifying the mechanisms through which the impact of libraries in disaster recovery is affected. Takazawa, A., & Williams, K. (2011). Communities in Disasters: Helpless or Helping? Perspectives on Global Development and Technology, 10(3-4), 429–440. doi:10.1163/156914911X610394 Vårheim, A. (2011). Gracious space: Library programming strategies towards Immigrants as tools in the creation of social capital. Library & Information Science Research, 33(1), 12–18. doi:10.1016/j.lisr.2010.04.005 Vårheim, A. (2014a). Trust and the role of the public library in the integration of refugees: The case of a Northern Norwegian city. Journal of Librarianship and Information Science, 46(1), 62–69. doi:10.1177/0961000614523636 Vårheim, A. (2014b). Trust in Libraries and Trust in Most People: Social Capital Creation in the Public Library. The Library Quarterly, 84(3), 258–277. doi:10.1086/676487 Vårheim, A., Steinmo, S., & Ide, E. (2008). Do libraries matter? Public libraries and the creation of social capital. Journal of Documentation, 64(6), 877–892. doi:10.1108/00220410810912433 Session 4B | Lincoln Building Awareness of and Access to Primary Source Collections Chair: Beth Sandore Namachchivaya, University of Illinois at Urbana-Champaign References 4B.1 “Spanning boundaries to identify archival literacy competencies” Aldrich, D. P. (2012). Building resilience: social capital in post-disaster recovery. Chicago: University of Chicago Press. Sharon Weiner, Sammie Morris, Larry Mykytiuk, Purdue University Featherstone, R. M., Lyon, B. J., & Ruffin, A. B. (2008). Library roles in disaster response: an oral history project by the National Library of Medicine. Journal of the Medical Library Association : JMLA, 96(4), 343–350. doi:10.3163/1536-5050.96.4.009 Jaeger, P. T., Langa, L. A., McClure, C. R., & Bertot, J. C. (2006). The 2004 and 2005 Gulf Coast Hurricanes: Evolving Roles and Lessons Learned for Public Libraries in Disaster Preparedness and Community Services. Public Library Quarterly, 25(3-4), 199–214. doi:10.1300/J118v25n03_17 Johnson, C. A. (2010). Do public libraries contribute to social capital? A preliminary investigation into the relationship. Library & Information Science Research, 32(2), 147–155. doi:10.1016/j.lisr.2009.12.006 Johnson, C. A., & Griffis, M. R. (2013). The effect of public library use on the social capital of rural communities. Journal of Librarianship and Information Science. doi:10.1177/0961000612470278 Marschall, M. J., & Stolle, D. (2004). Race and the city: Neighborhood context and the development of generalized trust. Political Behavior, 26(2), 125–153. National Diet Library. (2012). The Great East Japan Earthquake and Libraries (No. 13). Tokyo: National Diet Library. Pettigrew, T. F., & Tropp, L. R. (2011). When groups meet: the dynamics of Intergroup contact. New York: Psychology Press. Pettigrew, T. F., Tropp, L. R., Wagner, U., & Christ, O. (2011). Recent advances in intergroup contact theory. International Journal of Intercultural Relations, 35(3), 271–280. doi:10.1016/j.ijintrel.2011.03.001 Putnam, R. D., Feldstein, L. M., & Cohen, D. (2003). Better together: Restoring the American community. New York: Simon & Schuster. 34 L I B R A R Y R E S E A R C H S E M I N A R V I The focus of this paper is a collaborative research project identifying competencies undergraduate history majors should have to find and use archival materials. The boundary-spanning work involved archivists, librarians, and history faculty. This project is a substantial contribution to the body of knowledge in the fields of archives, librarianship, and history. Historians rely upon archives as essential source material. However, there is no standard list of the archival research competencies that college history students should attain. Without such a list upon which history faculty, archivists, and librarians agree, teaching about archives research is often inconsistent or non-existent. The purpose of this study was to develop a list of “archival literacy” competencies that could be incorporated into the undergraduate history curriculum and utilized by history faculty, librarians, and archivists. This is relevant to the conference theme because it demonstrates collaborative knowledge building between librarians, archivists and disciplinary faculty, bringing each profession’s unique perspectives and roles in the learning process towards the creation of archival competencies. There is a rapidly growing need for teaching archival literacy, with the promulgation of online archival sources and enhanced focus on use of primary sources in teaching. The project created new knowledge by identifying competencies that can be systematically integrated into curricula through partnerships between archivists, librarians, and history faculty. It charted a course for collaboration with a deep and lasting impact because the next steps will be for all stakeholders to work together to integrate the competencies. Crossing the boundaries of archives, library science, and history, the project demonstrates the roles of archivists and librarians in the creation of research competencies. Methods There were two phases to the mixed-methods study. Phase 1 occurred at a large public research university, consisting of a review of the literature; compilation of a draft of archival competencies; review of course syllabi for inclusion of archival competencies; interviews with history faculty analyzed for expectations relating to finding and using archival sources; and comments from faculty and graduates on a second draft of competencies. The study population in Phase 2 expanded to history department faculty, archivists, and librarians at a stratified random sample of U.S. baccalaureate, masters, and doctoral/research institutions. They were asked whether undergraduate history majors should master all of the competencies on the draft list and to recommend competencies to be added. These responses were organized by competency and considered for a final list. Results The report on Phase 1 of this study has been accepted for publication in late 2014. The data for Phase 2 of this study were collected from February through April 2014. Data analysis for Phase 2 resulted in a final list of archival literacy competencies developed in summer 2014. This list will be shared for comment at the conference. 4B.2 “Community collections as documentary archeological sites” Andrea Copeland, Indiana University This proposed project continues my research on public libraries and the creation of digital community repositories. Previously, I examined the values public library users associate with personal digital information deemed worthy for preservation and how public libraries can help users achieve this goal [1-2]. Secondly, I examined the values librarians and public library users associate with personal information shared to public web spaces [3]. Lastly, I explored the possibility of public libraries serving as community archives and the legal and social challenges they could face [4-5]. With this new study, I will be exploring and conducting inquiries from within existing community collections rather than interviewing individuals within a public library community. The three community collections to be analyzed are: The archive of the Bethel AME Church of Indianapolis: This archive is loosely organized, primarily composed of paper and physical artifacts, and the narrative is kept in the memories of church elders. This archive documents a shared heritage and a living community [6]. The Ten Years project of photographer Zoe Strauss: From 2001 to 2010 Strauss documented lives and landscapes within her own community in South Philadelphia. This project documents a community through snapshots of street life from the perspective of one individual [7]. The Neighborhood of Saturdays is a digital collection documenting a community that no longer exists, but once was a vibrant multi-ethnic community on the south side of Indianapolis. The collection is a collaboration of the University Library and the Department of Anthropology at Indiana University Purdue University Indianapolis and several community groups [8]. Throughout the summer and fall of 2014, I will analyze the three collections using the methodological framework developed from one of the first significant community archaeology projects in Quseir, Egypt [9]. While this framework was designed to guide community control of archaeology projects, I believe it can guide community documentary projects as well. I will search the three community collections for evidence of 1) communication and collaboration, 2) employment and training, 3) public presentation, 4) interviews and oral histories, 5) educational resources, 6) photographic and video archive and community controlled merchandizing. Through this analysis, I will attempt to answer the following questions: What types of information and physical artifacts are included? What do they represent? What story do they tell about the community? How can these collections be connected to the mission of public libraries? Are community participants invited to partake in collection creation? Does there appear to be equity among community members and formal organizations with regards to authority and power? To what extent are they truly community collaborations or community based? This analysis will help to describe community archives in the public library context; it will also help determine the kinds of questions and planning to consider when working with community groups in order to best tell a community’s story. Further, this analysis will guide future research, as I interact with community members and collections experts from formal organizations to better understand their perceptions of community based documentary collections. The Engaged Librarian: Libraries Partnering with Campus and Community 35 References 1. Copeland, A. (2011). Analysis of public library users’ digital preservation practices. Journal of the American Society for Information Science & Technology, 62(7), 1288-1300. 2. Copeland, A. & Barreau, D. (2011). Helping people to manage and share their digital information: A role for public libraries. Library Trends, 59(4), 637-649. 3. Copeland, A. (Forthcoming, 2014). The use of personal value estimations to select images for preservation in public library digital collections. Future Internet. Special Issue on Community Archives. 4. Lipinski, T. & Copeland, A. (2013). Look before you License: The Use of Public Sharing Websites in building Patron Initiated Public Library Repositories. Preservation, Digital Technology & Culture, 42(4), 174-198. 5. Copeland, A. (In Review/Press). Public library: A place for the digital community archive. In Supporting Digital Humanities for Knowledge Acquisition in Modern Libraries. Hershey, PA: IGI Global. 6. National Park Service. Aboard the Underground Railroad: Bethel AME Church: http://www.nps.gov/nr/travel/underground/in1.htm 7. International Center of Photography. Zoe Strauss: 10 Years. http://www.icp.org/museum/exhibitions/zoe-strauss-10-years/ 8. Center for Digital Scholarship. University Library. Neighborhood of Saturdays. http://www.ulib.iupui.edu/digitalscholarship/collections/NoS 9. Moser, S., et al. (2002). Transforming archaeology through practice: Strategies for collaborative archaeology and the Community Archaeology Project Queseir Egypt. World Archaeology, 34(2), 220-248. 4B.3 “Developing interactive exhibits: Supporting faculty research through collaboration” Meris Mandernach, Erin Fletcher, Arnab Nandi, Alex Oliszewski, Ohio State University This paper details a library-faculty partnership and the corresponding development, process, and products of an interactive exhibit at Ohio State University Libraries. The projection project, a non-traditional grant-funded exhibit, highlighted research, and interactive technology. The project’s goals were twofold: 1) to showcase the research that happens in the university libraries in such a way that users can better understand their relationship to the generation of knowledge and 2) to present information in an innovative and engaging way that users would seek to interact with. This partnership grew out of work between the head of research services in University Libraries and two faculty researchers from Computer Science and Engineering, the Advanced Computing Center for the Arts and Design, and Theater. The team identified common interests of examining the overlaps between the arts and sciences and highlighting research outputs. They also recognized an opportunity to represent interdisciplinary faculty research in an academic library on campus. As the team coalesced, the exhibits coordinator was 36 L I B R A R Y R E S E A R C H S E M I N A R V I brought into discussions because the Libraries was interested in exploring non-traditional exhibits for greater user engagement and increased openness to faculty interested in exhibit development. This project presented a unique opportunity for a meta-view of the research happening within the library system as the subject of display, instead of merely invisible work which inevitably goes into the final exhibit product. To visualize this subject in a dynamic and accessible presentation for users, the exhibit was influenced by the large number of contemporary art works using interactive and projected technology, whose numbers have been growing worldwide since the 1990’s. Technically, this project took a large set of library data and interpreted it with a code that highlighted semantic connections, topical affinities, and areas of sustained research interest. In doing so, meaningful patterns emerged and researchers could draw connections between usage, descriptive metadata, and analytics across library resources. To protect privacy and create an attractive interface the data was abstracted into a visual language, and projected on a wall in the library. This projection was on a human scale in a high-traffic area. Using interactive technology, those walking by the projection affected changes to the display through their movements. This was meant to show users that they can discover and interact with the library as a place as well as the library as a container of knowledge. This project supported further understanding of the usage of the OSU libraries, provided faculty with a platform for continuing their research, and supported future publishing in regards to overlaps between library research and exhibitions. This paper will address the genesis of the project, influences on creation, the process of collaboration between research faculty and the library, highlighting research on campus, and the challenges faced when navigating both the evolution of the research and library policies for supporting innovative projects. It will also detail how collaboration and crossdisciplinary research can create new knowledge and chart a course for partnerships with the library that bring about deep and lasting impact on campus. Session 4C | Technology Workshop: “Evaluating leadership training in an international context” Susan Schnuer, Jen-Chien Yu, Paula Kaufman, University of Illinois at Urbana-Champaign Founded in 1992 with a mission to strengthen ties among libraries and librarians worldwide for the promotion of international education, understanding, and peace, the Mortenson Center for International Library Programs has hosted professional development programs at the University of Illinois in which over 1000 librarians from more than 90 countries have participated. Despite its more than 20-year-long history, no formal evaluation had ever been done on the impact of its programs until 2013, when with support from the Bill & Melinda Gates Foundation, the Mortenson Center worked with Arabella Advisors to develop an evaluation framework that fit the Center’s mission and work. In this workshop, the presenters will take the participants through the process of developing the right framework and implementing an evaluation plan, and will share the results of the evaluation as well as future plans based on the Report’s findings. Session 4D | Excellence Panel: “National impacts of library public programs assessment: A report on the 2014 development of a national research agenda” Mary Davis Fournier, American Library Association; Sean Beharry, New Knowledge Organization Ltd.; Janine Golden, University of Southern California The American Library Association (ALA) Public Programs Office (PPO) received IMLS planning grant funding to support development of a comprehensive research agenda and fiveyear implementation plan to understand and document the characteristics, audiences, outcomes, and value of public programming in libraries at a national level. The aim of the project was to ensure that this timely and relevant data would be available to help strengthen the role of libraries as core service providers in their community learning world. This presentation will focus on the final results of this project to support strategic long-term advancement of understanding of how library programs increase broad public access to knowledge and foster support for lifelong learners across diverse geographic, cultural, and socioeconomic backgrounds, including those with special needs or those underserved by services in their communities. Over the past two decades, library programming has become an established part of library service for all ages, in all types of libraries, even though libraries have experienced unprecedented change in the variety and breadth of their collections, the types of services they offer, how they support their users and communities, and how their programs are reaching out to new users and community leaders. Today, the library programs community of practice is in need of comprehensive support to help them access and develop targeted, community-wide research and evaluation specific to their shared goals, objectives, and learning needs. This presentation will provide an overview of these recommendations for the field and the ALA strategy for scaffolding the first phases of this plan. ALA undertook this work as a collaborative process with researchers and practitioners from around the country. ALA committed to this effort to the support of libraries as places of cultural and civic engagement, where people of all backgrounds gather for reflection, discovery, participation, and growth through programming grant opportunities, professional development events, model programs, and online resources for librarians and libraries. The effort built on research that started in the 1990s, and has provided useful benchmark assessment of adult cultural programming in public libraries to support planning, modeling and evaluation strategies that are still being used. While that resource has given some useful information, societal, economic and organizational changes prevented follow-up, and now that information and the techniques used to collect that data are out-of-date and no longer reflect the full breadth of library programs and communities of practice today. Another highlight of the presentation will be the summary literature review and briefing tools developed by ALA and its research partner New Knowledge Organization Ltd into current directions and thinking about library practice. The first speaker, presentation chair and Principal Investigator will outline the planning phase structure and focus. ALA, its partners and advisors pursued an open, transparent collaborative process to examine general trends emerging from recent evaluation and used that data to create a framework for describing public programming in libraries, to identify gaps in current knowledge and one month before the conference convenes, will have published a recommended research strategy to serve the field. The second speaker, a student completing his MLIS degree at Queens College of City University New York, will present an overview of the findings and offer a personal commentary on how participation in this project influenced his thinking about library practice and future potential in the field. The third speaker, a library journal editor and Associate Professor of USC’s Marshall School of Business teaching in the MLIS program, and contributor to the development of this plan will offer her reflections on how this newly published research agenda is situated in the larger field and its impact on how collaboration and cross-disciplinary research using this plan will develop new knowledge or alter the course that partnerships may take both within communities and between communities and their libraries. The program chair will conclude with a few thoughts on what this plan might offer to library supporters and funders. She will devote the last 20 minutes of the presentation to encouraging a lively discussion of the possible opportunities for new research partnerships that may increase the skills of library programmers in serving the needs of diverse publics and offer resources and web links to the final outputs to continue the work. Outputs available will be the project position paper and The Engaged Librarian: Libraries Partnering with Campus and Community 37 briefing tools and strategies to help participants dig deeper and choose their own directions for future exploration and study of library-based public programming and opportunities to expand the national dialogue about what libraries can contribute to our culture. Thursday, October 9 SESSION 5: 8:00 am–9:30 am Session 5A | Loyalty Panel: “Making LIS real: Rewards, challenges and contradictions in community engagement” Michele Besant, Allison Kaplan, Robin Amado, University of Wisconsin-Madison Committed to The Wisconsin Idea, “the principle that the university should improve people’s lives beyond the classroom,” the School of Library and Information Studies, the I-School at the University of Wisconsin-Madison, has been participating in partnerships across the state since the inception of the School in 1906. Through teaching, research, outreach, public service and more recently community engagement, we strive to 1) provide sustainable first-hand practical community experience opportunities for our students; 2) learn from our partners; and 3) put into practice the idea of social justice in information services. Panelists will present an overview of several current community engagement projects and feedback from students and partners on project impact. We ask attendees to join in a discussion of a central question: how do we make community collaboration, learning and our contributions to social justice through practice real? Additionally, we’ll facilitate an idea exchange about sustaining partnerships on a limited budget, developing institutional anchors to survive frequent change, and the seemingly contradictory need for self-promotion in a mutually beneficial community partnership. The three projects highlighted include: • The Jail Library Project (JLP). JLP connects SLIS graduate students with inmates in the county jail as well as with two county agencies, the Dane County Sheriff ’s Office and the Dane County Library Service (DCLS). A student group, Jail Library Group (JLG), provides recreational and educational print materials to inmates in two downtown county jail facilities. In addition JLG with DCLS offers the “Kids’ Connection,” which allows inmates to record themselves reading a book for their children. 38 L I B R A R Y R E S E A R C H S E M I N A R V I • The Allied Drive Literacy Time (ADLT). ADLT connects SLIS graduate students with children enrolled in an afterschool program at a neighborhood center in a “geographically isolated,” generally low income neighborhood with little access to public libraries. The mission of ADLT is to support the development of literacy skills by creating a strong and resilient connection between reading and positive growth for children. • Tribal Libraries, Archives, and Museums Project(TLAM). TLAM is a tri-part effort that includes a graduate course on indigenous information topics, a student group, and a series of mini-conferences and IMLS-funded institutes through SLIS Continuing Education Services. TLAM brings together SLIS students with American Indian communities through service-learning project and professional development and networking opportunities with tribal “culture keepers” in the Western Great Lakes region. Session 5B | Lincoln The Big Picture: Organization- and institutionlevel views Chair: Beth Sandore Namachchivaya, University of Illinois at Urbana-Champaign 5B.1 “Identifying institutional trends in collaborative and interdisciplinary research” Author: Greg Youngen, Indiana State University Research output, in the form of peer-reviewed journal articles, is analyzed to assess the collaborative and interdisciplinary nature of work performed at a select group of US universities. Using Thomson-Reuters Web of Knowledge, articles authored by university faculty over the past 13 years (2000-2012) are analyzed to identify co-authorships, inter-institutional affiliations and cross-disciplinary collaborations. The resulting data can be used to identify trends in publication, research, and funding. The data may also be used to identify potential areas of research for future endeavors. The methodology employed in this study can be easily applied to other institutions. Methodology: Web of Knowledge (WoK) is an interdisciplinary database of peer-reviewed journal literature that includes enhanced, detailed indexing of articles published in the major journals of most academic disciplines. A search strategy is formulated to identify all the authors from a given institution. This can be as simple as a zip code search in the author address field. The search results are downloaded from WoK, then imported into an Excel spreadsheet. Each article record includes subject heading, source title, institutional affiliation of the authors, country, and other citation information. The records are then compiled and standardized for uniformity in Excel. Textual analysis tools and visualization tools—including word clouds, maps, and bubble charts— are employed to clarify the data through illustration. • Tools: ISI Web of Knowledge / Microsoft Excel / Data visualization software • Process: Download and compile an institution’s combined peer-reviewed journal article output over a period of time • Analyze: Co-author data for internal and external collaborations • Identify: Areas of strength as indicated by total publication records • Identify: Subject areas of interdisciplinary research based on author home departments Results: Data analysis identifies trends and varying degrees of interdisciplinary work across most schools and departments at any given university. Visualizations are used to compare the disciplines and identify trends over time. The publishing output highlights the differing degrees of collaboration within the disciplines, identifies institutional partnerships, and the subject areas of research output. Conclusions: WoK identifies three broad areas of research: 1) Science/Technology/Medicine (STM); 2) the Social Sciences; and 3) the Arts/Humanities. As might be expected, most inter-institutional and inter-disciplinary collaboration occurs within STM. Likewise, the Social Sciences mostly collaborate among their related disciplines. The Arts and Humanities have the least amount of interdisciplinary collaboration and co-authorship, but that’s not to say it doesn’t exist. This study found a significant number of papers that were cross identified in at least two broad areas, and a few papers were included in all three. 5B.2 “Innovation in research libraries: How management and technical innovations impact organizational performance” Author: Ronald Jantz, Rutgers University The research reported in this paper is focused on a specific type of change in an organization–an innovation. Many library leaders have stated that it is essential for libraries to make major changes in order to meet the information and research requirements of the modern 21st century university. Although innovativeness is generally assumed to be a desirable trait for social organizations, researchers and practitioners have long questioned the relationship of innovativeness to organizational performance. Many studies of the for-profit sector appear to support findings that the innovativeness of an organization is positively related to the performance of the organization (Rosenbusch et al., 2011). However, the nature of the nonprofit organization and related contextual factors are substantially different from that of the for-profit manufacturing or service firm. The goal of the nonprofit is to advance the public good and the ultimate product is “a changed human being” (Drucker, 1990, xiv). In nonprofit institutions such as the research library, organizational effectiveness and performance are much more nebulous concepts, made more challenging by goal ambiguity, an entrenched bureaucracy, and the norms of the library profession. As a starting point, this paper introduces the concepts of organizational innovation, types of innovations, and organizational performance. Innovations are classified as either technical (new products or services delivered to the client or end user) or management (focused on how the work of the organization is conducted–strategy, administrative procedures, and structure) (Damanpour & Aravind, 2011). The results of an earlier study on technical innovations in research libraries will be briefly reviewed (Jantz, 2014). In this study, it was found that factors such as the structure of the organization and the integration of the senior team had a significant impact on the innovativeness of the library. An underlying premise of the research proposed here is that the library must engage in both management and technical innovations in order to survive and thrive in a more uncertain and rapidly changing external environment (Damanpour & Evan, 1984). To support this perspective, propositions are put forth regarding the relationship between management and technical innovations and the impact of these innovations on the performance of the research library. The propositions are supported by theory and earlier studies and form the basis for a proposed empirical study of management innovation in research libraries. Becoming more innovative results in conflicts and inconsistent organizational structures, a condition identified as an organizational paradox (Smith & Tushman, 2005). By applying theory and empirical results from organizational studies, this paper clarifies this paradox within the context of the research library and addresses the challenge of creating a more innovative library culture. References Damanpour, F., & Evan, W. (1984). Organizational innovation and performance: The problem of “organizational lag.” Administrative Science Quarterly, 29, 392-409. Damanpour, F. & Aravind, D. (2011). Managerial innovation: Conceptions, processes, and antecedents. Management and Organization Review, 8, (2), 423-454. Drucker, P. (1990). Managing the nonprofit organization: Practices and principles. New York: Harper Collins. Jantz, R. (2014). The determinants of organizational innovation in research libraries: An interpretation and implications for library leadership and an innovative culture. (Manuscript accepted for publication in College & Research Libraries). The Engaged Librarian: Libraries Partnering with Campus and Community 39 Rosenbusch, N., Brinckmann, J. & Bausch, A. (2011). Is innovation always beneficial? A meta-analysis of the relationship between innovation and performance in SMEs. Journal of Business Venturing, 26, 441-457. Smith, W., & Tushman, M. (2005). Managing strategic contradictions: A top management model for managing innovation streams. Organization Science, 16, (5), 522-536. 5B.3 “Public libraries and the ACA: Unequal access” Jenny Bossaller, University of Missouri (delivered by Kristen Schuster) At ALA Annual 2013, President Obama addressed over a thousand librarians, calling on them to help their communities learn about the ACA. In the following months, librarians across the United States obtained print materials, created websites, and trained staff on what they should and should not do in relation to the Act. This research will explain the findings from a study that sought how are librarians helping their communities find out about their health-care options under the ACA? We called seventy-two libraries in fifty states at the beginning of the rollout of the ACA–between October 2013 and February 2014. Our original goal was to find out how librarians were responding to the call for participation in the ACA. We soon realized that there was great variation in how the libraries were responding to the President’s call. Some librarians were collecting materials and others were producing their own ACA materials. Some were cultivating relationships with healthcare and social service providers to make referrals. Some were collaborating with agencies and nonprofits for programming. Others were not doing anything at all. This paper will give an overview of the findings, but will focus on outliers and surprises. The majority of librarians we talked to said that their libraries were working with outside agencies (from hospitals to the AARP to insurance agencies) and making referrals when the need arose. A very common response was that, despite their preparations to work with the ACA, there were very few requests for information–“it was like we threw a party and nobody came.” Some librarians said that they were unable to help because they were concerned about liability, and others were unwilling to because of the partisan nature of the law. Some of the more interesting conversations we had were with librarians who were not doing anything because they were threatened by the public if they did participate, or that they did not want to work with for-profit businesses. At the other end of the spectrum, one librarian reported that she had sent seven librarians for federal navigator training so that they could directly help their community in the library. While outliers do not represent statistically significant data, they do raise important questions for new research. This study 40 L I B R A R Y R E S E A R C H S E M I N A R V I focused on a specific government act that affects both individual citizens and corporate bodies. Libraries’ interaction with the various groups demonstrates either their embeddedness in their community, or conversely, their separation from it. This research raised another important area for a future study: the differences in how states implemented the Act, and how the differences in implementation affected libraries. Our goal was to explore this question rather than to create a statistically accurate picture, which meant that we could not make any meaningful connections between state politics and librarians’ reactions to the law. This presentation will demonstrate a need to look further into how politics affect libraries’ ability to serve the public in this complicated intersection of e-government, business, and health care. Session 5C | Technology The Quality and Impact of Virtual Reference Chair: Susan E. Searing, University of Illinois at Urbana-Champaign 5C.1 “Collaboration and crowdsourcing: Synergistic solutions for sustainable virtual reference, an analysis of critical incidents” Marie Radford, Rutgers University; Lynn Connaway, OCLC; Stephanie Mikitish, Rutgers University Technological adaptation and librarian ingenuity in times of decreasing budgets have shaped the provision of Virtual Reference Services (VRS). While VRS consortia provide most users with reference service beyond offerings of individual services, funding cuts have forced disbandment of several VRS consortia and questioned other’s sustainability (Radford & Kern, 2006). Recently, online social question and answer (SQA) sites have gained popularity in providing answers to user questions while incurring minimal costs, despite some drawbacks centering on authority and accuracy. The IMLS, Rutgers University and OCLC funded project: Cyber Synergy: Seeking Sustainability through Collaboration between Virtual Reference and Social Q&A Sites (Radford, Connaway, & Shah, 2011-2014) investigates VRS and SQA to suggest ways in which each can be more effective and sustainable. The Cyber Synergy project included structured telephone interviews with 50 VRS librarians and 50 VRS and/or SQA users, based on the Critical Incident Technique (CIT) (Flanagan, 1954). The research team entered answers into Survey Monkey, capturing demographics, and verbatim answers to qualitative questions in three areas: 1) successful and unsuccessful VRS interactions from librarian and user perspectives, 2) VRS librarian collaborations with librarians or non-librarians, and 3) instances when VRS users answered questions using SQA. Qualitative analysis followed the constant comparative method (Charmaz, 2006, Glaser, 1965) and emergent themes uncovered similarities from librarians and users regarding VRS expectations and experiences. Both groups agreed that finding and receiving useful information, convenience, community engagement, and the ability to give and receive instruction were key in defining successful VRS interactions (see also Connaway, Dickey, & Radford, 2011). Analysis of unsuccessful incidents identified online system problems and time constraints as being sources of frustration. Librarians and SQA answerers also had similar perceptions of providing answers and the communities in which they operated. Librarians most frequently described encounters in which they collaborated face-to-face, but also mentioned e-mail and chat. Collaboration most often was initiated to provide a comprehensive answer, but sometimes because of the inability of the librarian to answer a question. These responses indicate a willingness of librarians to collaborate with trusted others and a commitment to provide high quality answers. Although those answering SQA questions generally did not express expectations to collaborate, some participants mentioned that a feeling of belonging to an SQA community, based on general or specific topics (e.g., health) motivated them to answer questions. Like librarians, most were comfortable answering questions in which they had extensive content knowledge. These findings reveal the importance of opening up collaborative and possibly crowdsourced opportunities to provide more complete or authoritative answers in increasingly social and mobile online environments. The ability to refer a VRS or SQA user within a trusted community can compensate for lack of knowledge or technological difficulties (e.g., trouble navigating another library’s web site). Most librarians were open to collaboration with other librarians, as well as with authoritative subject experts (e.g., professors, those with advanced degrees). This paper explores provocative avenues for creating a more sustainable future for VRS, including exploring directions and paths that already exist in SQA. References Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide through Qualitative Analysis, Thousand Oaks, CA: Sage. Connaway, L.S., Dickey, T.J., & Radford, M.L. (2011). “If it is too inconvenient I’m not going after it:” Convenience as a critical factor in informationseeking behaviors. Library & Information Science Research, 33(3), 179-190. Flanagan, J.C. (1954). The critical incident technique, Psychological Bulletin, 51(4), 327-358. Glaser, B.G. (1965). The Constant Comparative Method of Qualitative Analysis. Social Problems, 12(4), 436-445. Radford, M.L., Connaway, L.S., & Shah, C. (2011-2014). Cyber Synergy: Seeking Sustainability through Collaboration between Virtual Reference and Social Q&A Sites. Funded by the Institute of Museum and Library Services (IMLS), for the period of 10/01/11 to 9/30/14. [Available at http:// www.oclc.org/research/activities/synergy/default.htm] Radford, M. L. & Kern, M. K. (winter, 2006). A multiple-case study investigation of the discontinuation of nine chat reference services. Library & Information Science Research 28(4), 521-547. 5C.2 “Understanding patron information needs through semantic network analysis” M. Kathleen Kern, University of Illinois at UrbanaChampaign; Angela Stangl, University of Minnesota Morris; Jana Diesner, University of Illinois at Urbana-Champaign The process of fulfilling an information need is a network between people, information sources, and tools that support information retrieval. Virtual reference transcripts provide an embodiment of the information-seeking process at the point where a user has determined the need for help from an “expert” and made a librarian part of that network. Can a network derived from reference interview transcripts represent the information-seeking process as a connection between the patron, librarian, information objects, and the actions and attitudes of the patron during the search process? Will these methods be an effective way to analyze the rich datasets of our virtual reference transcripts to inform us about our user communities’ search processes? In what ways can a network visualization of online reference interactions enable librarians to discover points of frustration and failure to improve not only librarian-patron interaction in the reference interview, but to improve our websites and information retrieval systems? Of particular interest are relationships between the affective expressions of an information need and the type of information that is sought or the tools that are being used. This representation uncovers links between parts of the search process defined by users in negative terms (e.g. problem, trouble, cannot), the actions (e.g. find, search, login) and the tool or resource being used (e.g. articles, catalog, website.) This methodology can be used to find differences in both affect and search process between our different user communities of undergraduates, graduate students, and faculty. Using sentiment analysis provides a gateway into those transcripts where the patron’s sentiment is negative at the beginning but positive at the end, to determine the turning-point in the search process and interaction with the librarian. Dividing the data between “librarian” and “patron” utterances in the conversation allows an examination of differences and similarities in the terms to describe the information need and the search process with the aim of better understanding the patron’s perspective. The Engaged Librarian: Libraries Partnering with Campus and Community 41 This research is a partnership between a librarian, graduate student, and an LIS faculty member to explore the application of semantic networks and sentiment analysis that are little used by library practitioners and is a novel use as applied to reference transcripts. The collaboration was both a test of the methodologies in a new area and the ease of use of the software tools by library practitioners. We will describe our application of these tools and methodologies as well as highlights from our research findings. 5C.3 “Aligning reference with teaching and learning: A study of chat reference services to students in an introductory composition course” JoAnn Jacoby, David Ward, Susan Avery, University of Illinois at Urbana-Champaign; Emilia Marcyk, Michigan State University; Kathleen Kern, University of Illinois at Urbana-Champaign Academic libraries are increasingly attentive to the ways library services directly engage the campus community and support broader institutional missions (Oakleaf 2010, Lougee 2009, Simmons-Welburn, Donavan and Bender 2008). This paper expands on the growing body of research on how library services contribute to undergraduate student success by comparing student, instructor, and librarian perceptions of the educational opportunities afforded by chat reference services. This question is explored in the context of a research assignment for an introductory composition course, Rhetoric (RHET) 105 by using a mixed methods approach involving a survey, peer focus groups, and individual interviews administered in spring 2014. Twenty-four RHET 105 students and five instructors participated in the study by responding to an anonymized transcript of a chat reference interaction with a RHET 105 student working on their research assignment for that course. Twenty-three librarians, staff, or graduate assistants who provide virtual reference services also responded to the survey (n=15) or participated in peer focus group sessions (n=8), allowing comparison of student perspectives to those offered by librarians and instructors. Analysis of the data is underway and already provides insight into how these reference interactions did—and could better—support student learning, as well as the elements of the chat reference interaction students found most salient, such as asking the right questions and quickness of initial response. Overall, students were surprisingly willing to receive instruction in order to learn more effective steps in the research process, even at the cost of greater speed and efficiency. Results of this analysis will inform the ongoing development of best practices for utilizing chat reference as a teaching tool in support of undergraduate education, as well as point to issues that may warrant further exploration. 42 L I B R A R Y R E S E A R C H S E M I N A R V I Session 5D | Excellence Panel: “Engaging students through innovative partnerships: Exploring multimodal instruction” Sherri Brown, Alison Valk, Joy Bracewell, Georgia Institute of Technology In today’s college classroom, students are increasingly given opportunities to create multimodal projects that move beyond traditional thesis-driven essays. These innovative projects can include public-facing artifacts such as websites, posters, wikis and more. The projects often require that students utilize writing and design processes in ways that foster educational partnerships on multiple levels for both students and instructors. Libraries, too, are adapting to remain not just relevant but forward-thinking in our support and initiation of such projects. At a large 4-year public research university, librarians are working with campus faculty to develop innovative multimodal classroom projects that foster creativity and encourage student engagement with the library and the community. These transformative endeavors are changing the way faculty view librarians and are allowing instruction librarians to move beyond their traditional roles as providers of information literacy skills to become academic partners who are essential to teaching, learning, and scholarship. For this panel, two academic instruction librarians and a faculty member in the Institute’s specialized Writing and Communication Program will focus on two such collaborative projects that led to new levels of synergy between the library, campus, and the extended community. The panelists will begin by discussing two partnerships at their institution that have fostered and sustained relationships between faculty, librarians, archivists, and the community, thus enhancing students’ learning experience. The presenters will explain how they implemented strategic connections, developed instructional programming, and secured funding sources. Panelists will also encourage session attendees to respond with questions and will encourage discussion in order to help attendees formulate pragmatic approaches for creating similar partnerships at their own institutions. The first partnership will focus on the library as client. Through this initiative, one of the panelists partnered with a campus faculty member to craft a project that involved undergraduate students working with library staff to learn about and analyze library resources as part of a course on digital media and interaction design. The end result of this project benefitted all involved: the library garnered student recommendations on how specific library resources could be made more accessible and user-friendly, and students had the opportunity to engage in usability testing and practice their presentation creation and delivery skills with a real client audience. The second partnership involved two of the panelists, an academic librarian and a faculty member. In order to foster and support a well-rounded education on a campus focused primarily on STEM education, the partners forged innovative methods to incorporate the visual arts into the campus curriculum through library programs. Along with artists from a local community arts center, the two panelists developed a series of library workshops for an English class in which the students had to first design a digital draft of a poster depicting the dynamics of a major event in labor history, and then create a print version of that draft. The workshops ranged from design theory principles to implementation through the printmaking process. Following the success of this pilot project, the librarian was able to acquire grant funding to further investigate community partnerships, opening the door to continued library programming and specialized workshops of this nature. In addition, this project dovetailed with a campus archives collaboration in which students mined primary physical and digital sources to construct narratives of the lives of key labor dispute participants. The students produced a wiki site documenting historical figures they researched in the archival records. The site was ultimately submitted to the archives as a seed contribution to further research activities with the collection. Student presentations were juried by an archivist, a librarian, and an information specialist. The professional panel provided feedback and constructive criticism of the students’ work to aid in the construction of the final product. In this session, librarians and faculty will discuss their collaborations, how the partnerships were structured and assessed, the use of library space and resources, and the implications of these initiatives on academic library instructional programming. Attendees will discuss how they can implement similar strategies for fostering and sustaining campus and community connections; learn how to develop instructional programming in conjunction with campus faculty; and brainstorm funding, marketing and outreach opportunities that contribute to innovative library programs. SESSION 6: 10:00 am–11:30 am Session 6A | Loyalty New Ways of Engaging in the Academic Library Chair: Linda C. Smith, University of Illinois at Urbana-Champaign 6A.1 “What else do librarians know? A new approach to partnering with teaching faculty” Author: Rochelle Smith, University of Idaho Librarians have for years advocated for greater collaboration with teaching faculty on college campuses (Smith; Tucci); embedded librarianship, for example, has gained popularity as a concept (Pritchard). But even the librarians most strongly championing this approach still tend to confine their efforts to being seen as authorities on the research process (McCluskey; Meulemans). In this paper I demonstrate that there is room for a different approach to librarian/teaching faculty collaboration, in which the librarian provides not a supplementary if important skill set (information literacy), but subject-based knowledge as well. Subject-based guest lectures and interdisciplinary colloquia both present unparalleled opportunities to move beyond the areas in which librarians are usually seen as having expertise, and to give students and the university community at large the opportunity to experience librarians as full partners in intellectual curiosity and research excellence. There is precedent for this approach in special collections and archives departments, where librarians and archivists discuss content as much as access (the nature of incunabula, for example). But library liaisons in other areas are generally called on exclusively to share information gathering and evaluation techniques, which is of course essential but which renders the librarian’s subject expertise largely invisible to students and teaching faculty. Librarians can play many roles in a college environment: research consultant, syllabus advisor, mentor and more. But, especially as so many librarians come to the profession with other academic degrees and experience (or gain these while in the profession), we are well placed to partner with teaching faculty and to share the range of our knowledge with the college community, enhancing that community’s sense of what libraries and librarians bring to the university in the process. The author’s experiences as a colloquium co-presenter have borne this out. Partnering with professors in the English and Theater departments, we have presented colloquia on the social and cultural implications of the DIY movement at the turn of the millennium, and on mounting a Shakespeare production in a university setting. Other librarians have co-presented similar programs on data collection by citizen scientists (with Extension faculty), and The Engaged Librarian: Libraries Partnering with Campus and Community 43 the history of jazz (with music faculty). The author has also guest-lectured in undergraduate classes, leading discussions of Shakespeare and of the creative writing process. These collaborations with teaching faculty move the librarian’s role beyond the confines of traditional library instruction. And in the process teaching faculty gain a co-teacher and possibly a pedagogic research partner. Expanding the practice of academic librarianship in this way models for students and faculty that librarians’ knowledge extends beyond teaching search strategies and even beyond imparting critical thinking skills, vital as those are, to subject expertise and, arguably more crucially, to participating in the passion for learning and for sharing knowledge that is what is best about institutions of higher education. References Meulemans, Yvonne Nalani, and Allison Carr. “Not At Your Service: Building Genuine Faculty-Librarian Partnerships.” Reference Services Review 41.1 (2013): 80-90. McCluskey, Clare. “Being An Embedded Research Librarian: Supporting Research By Being A Researcher.” Journal of Information Literacy 7.2 (2013): 4-14. Pritchard, Peggy A. “The Embedded Science Librarian: Partner in Curriculum Design And Delivery.” Journal of Library Administration 50.4 (2010): 373-396. Smith, Meggan D., and Amy B. Dailey. «Improving and Assessing Information Literacy Skills Through Faculty-Librarian Collaboration.» College & Undergraduate Libraries 20.3/4 (2013): 314-326. Tucci, Valerie K. «Faculty/Librarian Collaboration: Catalyst For Student Learning And Librarian Growth.» Science & Technology Libraries 30.3 (2011): 292-305. 6A.2 “Implementing a culture of creativity: Engaging events and making in the academic library” Megan Lotts, Rutgers University This paper will explore the importance of engaging events within Academic Libraries that feature an interactive or making aspect. The author will include a review of innovative programming happening in Academic Libraries throughout the United States. As well this paper will look briefly at Makerspaces and how to create low budget creative making activities. This paper will present four interactive making projects coordinated by the author including: Woodblock Woodstock, Holiday Card Maker Space, Edible Books, and a Polynomiography event for Rutgers Day. The author will discuss the importance of cross-disciplinary collaboration and how these events bring value to the creative culture within the Library. Engaging making events can be educational, fun, and encourage individuals to embrace the library as an important innovative place within their community. This paper will be 44 L I B R A R Y R E S E A R C H S E M I N A R V I of interest to individuals who create engaging events within any library, museum, or classroom. 6A.3 “Faculty-Librarian collaborations in new media ecosystems: Developing an assessment rubric for digital literacy in the humanities” Harriett Green, University of Illinois at Urbana-Champaign Introduction Digital humanities offers librarians the opportunity to embed themselves in the classroom and engage students in learning outcomes around digital literacy and the skills that integrate information literacy with new media tools. This paper reports on the development of an assessment rubric for digital literacy that librarians can utilize in their work with digital humanities courses and digitally oriented student projects in humanities courses. Methods and Data Summary Drawing upon the Rubric Assessment for Information Literacy Skills (RAILS) framework, this paper explains the structure and pedagogical theory that influenced the creation of a learning outcomes rubric for digital humanities and digital literacy. The rubric is based on the author’s three years of collaborative teaching and embedded instruction for courses in Media Studies, History, Architecture, and English that used Omeka, Wordpress, and Scalar platforms for students’ final research projects. In particular, the paper focuses on two case studies co-taught by the author with Media Studies and English faculty. The author explains her analysis of the scholarly work of students in two courses in both classroom interactions, students’ written responses, and the final produced projects. The case studies will examine the processes by which the author taught students how to use the digital platforms, the challenges encountered by students in their work, and the process of evaluating the student work in collaboration with faculty. Then the author explores how digital literacy outcomes intersect and/or align with course and disciplinary outcomes. Analysis Drawing upon these case studies, the paper explains a proposed rubric for learning outcomes in digital literacy. For the purposes of this paper, digital literacy is defined as “the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others” (Aviram and Eshet-Alkalai, 2006). The paper will explain how in an instruction environment oriented around digital technologies, the rubric offers a structure that enables both teaching faculty and the librarians to evaluate how digital humanities tools assist in the attainment of course outcomes. The paper examines, via the case studies and rubric, how to promote digital literacy outcomes such as understanding of copyright, retrieval and synthesis of digital content, and use of tools to produce scholarly work. This paper offers an innovative examination of how librarians can engage in digital pedagogy through collaborative teaching with faculty, and ultimately explores how digital literacy intersects and expands upon information literacy outcomes to provide a new avenue for integrating librarians into the multi-modal learning environment at the heart of digital humanities. References Aviram, Aharon and Yoram Eshet-Alkalai. ‘’Towards a Theory of Digital Literacy: Three Scenarios for Next Steps.’’ European Journal of Open, Distance and E-Learning (2006): http://www.eurodl.org/materials/contrib/2006/ Aharon_Aviram.htm Session 6B | Lincoln Engagement in the Academic Library Chair: JoAnn Jacoby, University of Illinois at Urbana-Champaign 6B.1 “Uncommon commons: Building community through interdisciplinary salons” Laurie Murphy, Lee Ann Fullington, Eimmy Solis, New York University In many academic libraries, talks and events are typically centered around and sponsored by Special Collections departments; while these departments typically offer a rich program of collection-focused events, at a large metropolitan University those offerings are now supplemented by our Reference departments’ recently initiated interdisciplinary “salon” series, unCOMMON @ the Research Commons. Salons are a unique and innovative outreach program that can be replicated at any size institution and can cultivate a community of scholars while also drawing attention to library services. Sponsoring events to promote research on hot topics and to create a new informal space for scholarly interaction is a way to creatively channel the intellectual curiosity inherent in librarians. The key mission of the salon series was to open up the library as a space for scholarly conversation and engagement, to foster a sense of collegiality and community in the library, and to inspire creativity through discussions of ideas in an informal setting. In addition to the success of these salons as outreach events, there have been a number of unexpected benefits. Hosting salons is a type of grassroots effort by librarians that can transform the perception library users have of reference services by showing them that the librarians (and the library) are not just for research assistance, but are also partners in promoting and providing services for cutting edge research at the university. This poster / presentation will discuss the history, development, outcomes, and assessment of the salons. It will incorporate the methods used for evaluating the success of the salons, such as number of attendees and participant feedback gathered through a post-salon survey. In addition, images of recent salons will be included. After attending the session, participants will be inspired to plan their own library salons. 6B.2 “Listening to many voices: Engaging the academic community” Nancy Kranich, Laura Palumbo, Jonathan Sauceda, Rutgers University A team from the Rutgers University Libraries has convened kitchen-table style conversations to engage a broad crosssection of the Rutgers community in authentic and meaningful discussions about their shared aspirations and concerns for undergraduate and graduate education. These conversations have enabled us to listen to our community so we can shift our thinking to turn outward and recognize new opportunities and connections and then act on what we hear. It has helped us recognize our value by uncovering where we fit, and the challenges we can address. And, it has abetted our efforts to become more authentically rooted in Rutgers life and occupy a more purposeful and strategic space within the community. Finally, the conversations opened up opportunities to deepen relationships and collaborate with others on campus. This work has helped us uncover a sense of common purpose with our colleagues on campus. We are using it to: • Set realistic goals; • Engage more deeply with graduate students; • Act intentionally to reflect aspirations and concerns; • Align our strategies with the work of others on campus; • Partner with the Rutgers community in meaningful and relevant ways; and • Demonstrate our value and significance more effectively. Our approach to campus engagement is based on the practice of the Harwood Institute for Public Innovation—an organization that has formed “The Promise of Libraries Transforming Communities” partnership with ALA to help libraries turn outward by strengthening their external relationships and increasing their relevance and significance with their communities. The initiative grew out of our effort to redefine the role of library liaisons at Rutgers to encompass a broader set of responsibilities, including partnering with faculty and The Engaged Librarian: Libraries Partnering with Campus and Community 45 administrators, facilitating research, and deepening engagement with the campus community. This paper will illuminate what we have learned by applying the Harwood approach of turning outward toward our academic community, as well as provide a framework to consider when engaging more deeply on campus. The work has provided us tools for gaining “public knowledge” about our community and a springboard for action that can result in varying levels of engagement, depending upon assets, audience, partners and capabilities. Our experience and framework can help others shift their roles and determine what space they want to occupy in their campus communities. As boundary spanning units on campus, libraries are faced with making choices as to how they will engage, innovate, partner, and change. As we pioneer the application of the Harwood approach to deepening our impact on campus, we are eager to spread the practice and offer others a framework for leveraging their assets to open up new possibilities to go beyond informing to engaging campus communities. This repositioning of Libraries within the University requires strategic thinking and new practices for working more holistically with the community, collaborate more closely with others, and embed staff and services at the right places. By turning outward, we have tested how the Harwood tools and practices can leverage opportunities for greater impact in the lives of students at Rutgers. 6B.3 “Collaborating with faculty and MDEI students to determine how to teach information literacy to the next generation” Timothy Ireland, University of Waterloo; Paul Doherty, University of Waterloo-Stratford Campus; Laura Bredahl, University of Waterloo In January 2014, librarians Tim Ireland and Laura Bredahl visited the University of Waterloo Stratford Campus to propose a potential partnership between the Library and the students in Dr. Paul Doherty’s Project Management course for the Master of Digital Experience Innovation (MDEI) program. Our pitch to the class was a simple challenge: Help students to develop their research skills online. The caveat; we presented the students with the standard definition of information literacy (IL) from the Association of College and Research Libraries, a definition which is often unclear and confusing to students. Therefore, we further challenged the students to define what information literacy meant to them. As librarians, we know that the term information literacy is a catch phrase that generally does not mean a lot to students, therefore it was 46 L I B R A R Y R E S E A R C H S E M I N A R V I important for the students to reinterpret information literacy in their own terms and use this understanding to come up with cutting-edge solutions for transferring these skills. They accepted our challenge! And we quickly discovered we chose the right group of students to partner with; this challenge unleashed a tidal wave of awe inspiring ideas. They came up with ideas that reached far beyond the walls of the library. As students they were not constrained by library traditions or past history, they were free to imagine information literacy in a new light. This cooperative effort to develop new online solutions for libraries showed the strength of building relationships across our campus community and the value in partnering with a class filled with minds focused on digital media and innovation in order to create opportunities to enhance our library users’ experiences. As part of the requirements for the course the students divided up into groups and had to come up with project proposals that culminated into an end-of-term presentation where they highlighted their interpretation of information literacy, what they chose to focus their solutions on and why and their proposed solutions to the challenge. The students came up with ideas that included aspects of storytelling, creating user personas, User Experience (UX), Gamification, mobile apps, information resource evaluation tools, Course Management System (CMS) integration, academic certifications, physical library spaces, and cloud computing. This paper will highlight the innovative solutions posed by the students from the MDEI Project Management class and how we fostered and nurtured the partnership throughout the term. Some of the ideas develop by the students could be ready for immediate implementation within libraries, while others seem to project possible library integrations for the future. This paper hopes to inspire ideas and create a foundation for generating solutions alongside and in partnership with the student audience the library is always striving to connect with. Session 6C | Technology Workshop: IMLS Grant Preparation Sandra Toro, Senior Library Program Officer, IMLS In this workshop, to be presented by Skype, participants will review IMLS National Leadership Grant guidelines and discuss approaches to preparing successful grant proposals that focus on compelling questions that are within scope for this grant program. Session 6D | Excellence Workshop: “Workout with a syllabus” Yolanda Gilmore Bivins, Atlanta University This workshop will specifically demonstrate to librarians how obtaining a course syllabus will give your library a true workout. When executed properly, using all four phases, the librarian is guaranteed to create a more dynamic and comprehensive library experience for faculty and their students. The four phases are: Warm Up, Light Cardio, Full Workout, and Cool Down. During the Warm Up librarians should define their teaching strategies. This includes getting the syllabus, confirming date/time/location, and discussing outcomes and/or assignments with faculty. After the warm up librarians should move into Light Cardio. Light Cardio is where the curriculum is designed. This includes creating a lesson plan, create online teaching tools using course management software and/or LibGuides, matching ACRL information literacy competencies with the learning outcomes from the syllabus, and tailoring the research strategy sheet or create an assignment. Following Light Cardio librarians should prepare for the rigorous phase of the Full Workout. The full workout is the actual classroom engagement of students. This includes live library instruction or one-on-one research assistance, followup sessions with individual students or small research groups, and assessment. After the Full Workout librarians should engage in a Cool Down. The Cool Down will allow librarians to identify other ways that they can enhance and complement courses. This includes collection development and targeted programming. In the end, this workout will be an invaluable benefit to you and your students. Librarians will be asked to bring at least one syllabus, sample email to their faculty, spring or fall library event calendar and list of non-university groups that utilize their library. They will work out how to use a faculty syllabus for library instruction, collection development, community outreach/programming, faculty recognition and exhibits/displays. The Engaged Librarian: Libraries Partnering with Campus and Community 47 Posters Wednesday, October 8 POSTER SESSION: 4:30 pm–6:30 pm “Beyond the campus: Engaging the use of special collections” Deborah Hollis, University of Colorado Boulder University of Colorado Boulder special collections librarians engage students young and old in addition to the campus student body. This paper will present how teaching K-12 educators about available university resources for lesson planning, introducing young students to rare books and primary sources, conducting instruction and outreach to community colleges and state universities, and serving as an adult education resource, makes a university library inviting and assists in the college recruitment process. These types of collaborations plant the seeds for future partnerships in the state’s secondary and higher education arena. CU-Boulder special collections personnel teach that rare works offer creative possibilities in the curriculum. Front Range teachers have visited with their high school students for hands-on sessions with primary source materials. Primary and secondary education teachers explore ideas for the use of artists’ books in art, history and writing assignments. These educators see how time spent with artists’ books can inspire their students’ creativity in art or writing projects and their students learn that rare book rooms contain a range of primary resources for educational use. Visiting a rare book room is a professional development opportunity for educators in which rare artworks and artifacts, combined with the use of digital collections, results in lesson planning ideas. Special subject collections are also resources for Front Range community colleges and universities lacking a rare book room. Local college art students study alternative photographic processes and original photographic works. The University’s unique holdings include original photography, photobook collections, and teaching collections of artists’ books and disbound medieval leaves. Adult botanical illustrators visit to examine medieval leaves, herbals, and botanical illustrations. Academic resources should not be regarded as being out of the reach of young or adult education students. Teachers are inspired to develop new approaches to writing, history, and art curriculum by collaborating with special collections librarians. A current special collections instruction method involves working with a doctoral candidate in the CU School of Education who in turn trains undergraduate education majors 48 L I B R A R Y R E S E A R C H S E M I N A R V I to design lesson plans using facsimiles and high-end digital copies of primary resources. Deborah Hollis will discuss how collaborations with local, and future, educators are two-fold and achieve varied objectives: teaching and learning, in addition to making the idea of university attendance a consideration for primary and secondary education students. She is currently assessing the impact of special collections instruction to K-12 educators and non-CU college and university students. “Closing the app gap” Cass Mabbott, Kate McDowell, Deborah Stevenson, University of Illinois at Urbana-Champaign This poster will discuss our IMLS-funded Closing the App Gap research project, which examines the use of tablet computers, apps, and e-books in public libraries as a tool against summer reading loss in primary-grades children in underserved communities. Our study recently focused on a partnership with the Douglass Branch Library in Champaign, IL, which serves a low-income, predominantly minority population. We collaborated with the children’s librarian at Douglass, Amanda Raklovits, to create appropriate data-gathering programs. As the Campaign for Grade-Level Reading notes, “Reading proficiency by third grade is the most important predictor of high school graduation and career success.” Of fourth-grade students without an economic disadvantage, 77% achieved the grade-level standard of reading, while fourth-grade students eligible for a lunch subsidy, only 46% achieved the standard of reading. Children in low-income families are less likely to meet important reading milestones, and they are particularly likely to suffer from summer reading loss, the setback of skills over the long summer vacation. As we already know, this loss can be addressed by summer reading programs in public libraries. Additionally, as digital media grows in importance, the resource disparity between affluent families and lower-income families becomes even more pronounced, with a digital divide effect that shapes the experience of emergent readers. One 2011 study indicated that 55% of children eight and younger from families earning $75k or more per year have access to a smartphone, iPod/phone, or tablet, while in families earning $30,000 or less, only 22% of children have similar access. With apps a growing part of the educational landscape, increased access is advantageous. We are hoping with this project to combine the public library’s traditional summer reading strengths with a technology-based approach. We think this approach brings new tools in the fight against summer reading loss, enhances technological literacy, and mitigates the effect of the digital divide on children in lower-income families. In our paper, we will discuss the various aspects of our research, including, our greatest challenges, the creation of a model that can help other public libraries use apps and tablets with children, and our proposed multi-site project that expands our partnering with public libraries and builds on what we’ve learned. References Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., & ... Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427. doi: http://dx.doi.org/10.1080/02702711.2010.505165 Becker, S., Crandall, M., Fisher, K., Kinney, B., Landry, C. & Rocha, A. (2010). Opportunity for All: How the American Public Benefits from Internet Access at U.S. Libraries. (IMLS-2010-RES-01). Institute of Museum and Library Services. Washington, D.C. Campaign for Grade-Level Reading. (2013). Retrieved from http://www. http://gradelevelreading.net Champaign Public Library. (2011). Champaign Public Library Strategic Plan 2011-2012. Retrieved from http://www.champaign.org/resources/ pdfs/cpl_strategic_plan_11-12-1.pdf Chicago Public Library. (n.d.). YOUmedia Chicago: Youth-powered 21st century learning. Retrieved from http://youmediachicago.org/ Common Sense Media. (2011). Zero to Eight: Children’s Media Use in America: A Common Sense Media Research Study. Retrieved from http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america Friends of the Minneapolis Public Library. (n.d.). Media mashup: Public libraries, youth and 21st century literacy. Retrieved from http://www.hclib. org/extranet/MediaMashup/mediamashup_narrative.pdf Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. Reading Teacher, 66(1), 15-23. doi: http://dx.doi.org/10.1002/TRTR.01090 Ito, M., Horst, H., Bittanti, M., boyd, d., Herr-Stephenson, B., Lange, P.,… Tripp, L.(2009). Living and learning with new media: Summary of findings from the digital youth project. Cambridge, MA & London, England: The MIT Press. Retrieved from http://www.scribd.com/doc/14495847/ Living-and-Learning-with-New-Media-Summary-of-Findings-from-theDigital-Youth-Project Kim, J. S. (2007). The effects of a voluntary summer reading intervention on reading activities and reading achievement. Journal of Educational Psychology, 99(3), 505-515. doi: http://dx.doi.org/10.1037/0022-0663.99.3.505 Roman, S., Carran, D.T., and Fiore, C.D. (2010). The Dominican Study: Public Library Summer Reading Programs Close the Reading Gap. River Forest, IL: Dominican University Graduate School of Library & Information Science. Retrieved from http://www.dom.edu/newsroom/innews/ readingstudyfull.pdf Samtani, Hiten. (2012). Libraries use iPads and apps to ramp up storytime, but concerns remain. School Library Journal. Retrieved from http://www. thedigitalshift.com/2012/12/k-12/libraries-app-up-storytime-librariesuse-ipads-and-apps-to-engage-kids-and-parents-but-concerns-remain/ United States Census Bureau. (2012). State and county quick facts: Champaign County, Illinois. Retrieved from http://quickfacts.census.gov/qfd/ states/17/17019.html Vollmer, Timothy. (2010). There’s an app for that! Libraries and mobile technology: an introduction to public policy considerations. ALA OITP Policy Brief No. 3. Retrieved from http://www.ala.org/offices/sites/ala. org.offices/files/content/oitp/publications/policybriefs /mobiledevices.pdf Whiteblom, K. (2012). Building the ultimate summer reading app. Retrieved from http://dp.la/2012/03/13/building-the-ultimate-summer-reading-app/ “Expatriate Japanese families as unexpected users of public libraries: A case study in a college town community in the United States” Ryuta Komaki, Washington University in St. Louis; Fukuji Imai, Shirayuri College; Yukinori Okabe, Doshisha University This poster discusses the use of local public libraries by expatriate Japanese families staying in a micro-urban, universitycentered community in the United States, with a specific focus on their reading and information gathering practices. The data used for this study was collected through semi-structured interviews the authors conducted in 2013. The expatriate families in this study consist of those who temporarily live in the area with clear prospects of returning to Japan. All of the families the authors interviewed included a member who was either a corporate transferee (i.e. an employee of a transnational corporation assigned to work in a U.S. office) or a degree-seeking international student, and had concrete plans to move back to Japan after a few years of stay in the United States. Dali (2012) identifies “immigrant readership” as one area in the library and information science scholarship where more research and evidence-based discussions are desired. Reading and information gathering activities of short-term transnational residents of the United States, such as the Japanese families in this study, are similarly less well documented or understood. Furthermore, due to the transient nature of their stay, border-crossing families of corporate transferees and international students have traditionally been less visible as members of “local communities” while public libraries sought to reach out to diverse and diversifying bodies of local residents. “Trailing” family members of international workers and students have also been outside of the scope of the service of academic and research libraries. This study finds that despite not being seen as a potential patron group, the non-employee or non-student members of the expatriate families frequently used local public libraries. Highly used and desired items centered on audio-visual titles and children’s books, due largely to their limited ability to read in English, but they were enthusiastic users of the public libraries, who actively chose materials to borrow based on their mobility prospects and (self-)educational needs. In addition, the study finds that in spite of obvious benefits to border-crossing families, the adoption of e-books was extremely low. This was partly due to a mismatch between the families’ language preferences and local libraries’ digital lending collections, and partly due to limited circulation of e-books published in Japan outside of The Engaged Librarian: Libraries Partnering with Campus and Community 49 the Japanese market. Drawing on the new mobilities paradigm (Sheller and Urry 2006) that posits different population groups and material objects ride the flow of globalization at much different rates, the authors argue that public libraries in the 21st century face challenges of developing effective strategies to engage with patrons with different levels of social, physical and transnational mobilities, as well as differentially mobile materials. The paper also discusses possibilities of future, more full-scale studies, as well as possibilities of building partnerships with public libraries based on the findings. “ExploreCU: A community generated digital humanities project” Sarah Christensen, University of Illinois at Urbana-Champaign ExploreCU is a website and mobile app that seeks to curate the arts, culture, and history of a city or town through community generated content. Built using Omeka and the innovative Curatescape tool, developed by the Center for Public History and Digital Humanities at Cleveland State University, ExploreCU allows users to browse collections and learn about the places and events that have shaped the community in which they live. ExploreCU is designed for iOS and Android platforms, as well as web browsers. It is designed to “curate the city” through geo-located items, which can contain text, archival film and images, oral histories, audio files, and videos. Users can browse items by curated virtual tours or by location. For example, a user wanting a tour of local landmarks would find numerous historically significant sights organized into a “landmarks” tour, or might browse the map for locations. This project is the first of its kind to be developed by a library, and serves as an extension of existing instruction and service activities by providing a platform for students, scholars, and community members to develop and add content that is relevant through their lens of the community. This project encompasses myriad library activities including community engagement, mobile application development, digital content creation, and literacy development, and also strengthens them by serving as the platform to engage all of these activities at once. Using Curatescape, we were able to deploy a branded, locally managed application using mobile technology to bring together library collections while fostering community engagement. Content generated by the academic and public communities will enable our mobile application to become sustainable while becoming increasingly ingrained within the community experience. In addition, it is serving as a pedagogical tool in classrooms where students are developing information and visual literacy skills through research, writing, and media inclusion. 50 L I B R A R Y R E S E A R C H S E M I N A R V I “Healthy futures: A collaborative virtual internship program” Eileen Harrington, Universities at Shady Grove Although a few ALA-accredited library schools in the US now offer master’s degrees or specializations in health informatics, opportunities for students interested in health librarianship remain limited in the majority of programs. In addition, a shortage of librarians with a background in health or life sciences exists, but the need for health information professionals continues to grow. Recognizing these challenges, the College of Information Studies (iSchool) at the University of Maryland, College Park (UMD), the Priddy Library at the Universities at Shady Grove (USG) and the National Library of Medicine (NLM) partnered to establish a virtual internship program, which was launched in the fall of 2013. Since its inception, four interns have participated in the program, and two more will be starting in the fall of 2014.The goals of the program are to foster the development of future health information professionals; provide students with real-world experiences in the field of health informatics; and develop leadership and project management skills in students. These semester-long internships are open to iSchool students at both College Park and USG, as well as any student in any degree program at USG. Opening it to a broader audience allows undergraduates in public health or biological programs who might be thinking about pursuing a career in librarianship to have experience working in the field. It also addresses the shortage of librarians with a science- or health-related background working in the field by encouraging students to join the profession. This type of program could be adapted and implemented in other ALA-accredited library schools possibly through collaborations with NLM’s National Network of Libraries of Medicine and/or local governmental or non-governmental health-related agencies. This poster outlines the challenges, successes and benefits of developing and implementing this virtual internship program, as well as a discussion of future research directions. “‘I felt like such a freshman’: Integrating firstyear student identities through collaborative reflective learning” Paula Dempsey, University of Illinois at Chicago; Heather Jagman, DePaul University This poster reports on an information literacy exercise designed collaboratively by four academic support units at DePaul University in fall 2013. Working as an ACRL Assessment in Action team, the library, writing center, Office for Academic Advising, and Center for Students with Disabilities integrated a library experience into an academic skills unit led by peer mentors. First-year students were asked to consider a topic of personal or academic interest, use the library discovery tool to identify an item, physically find the item in the library, and check it out. Data are essays reflecting on the experience by 97 students in a random sample of course sections. Using a symbolic interactionist approach, qualitative analysis reveals patterns in how students used the opportunity to weave past experiences, present goals, and interactions with others into their emerging identities as college learners (Scanlon, Rowling, and Weber 2007). Learning outcomes in evidence include: • Connecting intellectual interests with student life activities • Planning for academic success • Awareness of size/collection scope of an academic library • Habits of mind (creativity, persistence, curiosity, learning from mistakes) • Affective gains (self-efficacy, confidence) • Positive interactions with librarians and library staff While exploratory, these findings provide a sound empirical basis for the value of designing early interventions as a campus team. References Scanlon, Lesley, Louise Rowling, and Zita Weber. “’You Don’t Have like an Identity ... You Are Just Lost in a Crowd’: Forming a Student Identity in the First-Year Transition to University.” Journal of Youth Studies 10.2 (2007): 223–241. vs. Faculty) but on an individual level? How can researchers test and discover the unobserved user characteristics? Method: In spring 2014 the University of Illinois at UrbanaChampaign conducted the LibQUAL+(r) Lite Survey, an online survey for assessing library service quality. Initially descriptive statistical analysis was conducted (e.g. cross-tabulation by demographics). However, it was unclear if there were significant relationships between User Groups and particular questions under investigation. General Linear Models were used to identify correlation in the data and some hidden user characteristics (latent variables) emerged. Conclusion: When studying library users, one should look beyond the demographics. For demographics are predefined ways of characterizing populations we are studying. Utilizing statistical models that can investigate relationships among survey questions and their responses is needed to explore hidden user characteristics that are not revealed through demographic information. “An interdisciplinary approach to communitybased participatory research­—The case of library and social work students and the Westside of Chicago” Sujin Huggins, Adrian Kok, Dominican University Objective: Discuss how the commonly used demographic information collected through polls and user surveys, while descriptive, may have limitation in identifying library user characteristics. Describe statistical models that can improve our knowledge about library users. In Spring 2014, as part of a university-wide Community Based Participatory Research Initiative at Dominican University, the students of the Community Informatics course, offered through the Graduate School of Library and Information Science (GSLIS) and the students of the Community and Evaluation course, offered through the Graduate School of Social Work (GSSW), worked collaboratively on a research project for the community-based organization, Austin Coming Together (ACT), based on the Westside of Chicago. The ACT was most interested in surveying organizations serving youth (defined as age 12-24) in the Austin neighborhood to determine the range of programs offered; the quality of these programs; and the degree of collaboration that exists among these organizations. Background: Library surveys often ask demographic questions such as age, user type or library use. However these demographic questions are created by researchers’ preconceived notions which were formed based on existing library statistics, user profiles, or simply by the researchers’ observation of the survey population. What if the demographics is not a factor in survey responses? For example, if the average library facilities satisfaction scores from two demographic groups (Graduate Students and Faculty) are similar, does that indicate the Graduate Student and Faculty respondents are satisfied with library facilities the same way? What if there are significant differences among the Graduate Students and Faculty respondents not on group level (Graduate Students It was determined by the lecturers that an interdisciplinary approach to this project would be most beneficial to library students and social work students, and ultimately most beneficial to the collaborative nature of the community-based project given the different approaches, yet similar intent, of the two disciplines. There was also a sense that there is a certain degree of underpreparedness on the part of GSLIS students in the area of research in general, and community-based research in particular, in the current curriculum, while the GSSW students were deemed to be less familiar with the range and variety of technological tools that would enhance the research that they are called upon to perform in communities and their understanding of the impact of digital inclusion and exclusion “Identifying library user characteristics and looking beyond the demographics” Jen-Chien Yu, University of Illinois at Urbana-Champaign The Engaged Librarian: Libraries Partnering with Campus and Community 51 on underserved communities. The main challenge, therefore, was to deliver the content for each individual course in a condensed period of time and share content that addressed the identified gaps, while simultaneously allowing the students enough time together to learn about one another’s discipline and their roles in community work as they developed and implemented the survey in research teams. challenges faced, and the role of open access in shaping the initiative. The poster will focus primarily on what the study reveals about the ways in which these initiatives allow academic librarians to partner with faculty and administrators on campus in novel ways, engage as funders of scholarly publishing, and create a new niche for themselves in the scholarly communication lifecycle. Consequently, many lessons were learned along the way by all involved: the lecturers, students, and the ACT, and this poster presentation will highlight the most informative aspects of those lessons. We will make available the syllabi used for each course, which clearly outlined the goals and content of the individual course; the goals of the collaboration; and the goals of the project, as well as the content delivered separately and collectively. We will also share the results of the inventory of skills and experience that was administered at the start and the end of the course; as well as the final survey instrument that was developed and administered by the students; in addition to student and lecturer feedback/reflections on the research process and product. We fully intend to continue our collaboration between the two schools and build upon the lessons learned. The study found that librarians are embracing this new role and being met with success in the form of positive reactions from faculty and increased awareness and acceptance on campus of alternative publishing models like open access. The collected data reveals that librarians bring significant expertise to the table, including a broad understanding of the publishing landscape that encompasses journal economics, intellectual property issues and copyright, authors’ rights, and measurements of journal quality. Respondents reported that library involvement in faculty publication funding encouraged faculty and administrators to view the library as a change agent as well as an ally and trusted partner in navigating the oftentimes complicated world of scholarly publishing. “Library involvement in faculty publication funds” Jane Monson, University of Northern Colorado The faculty publication fund is a fairly new concept in scholarly communication, and academic institutions across the country have started experimenting with such programs as a way to ease the financial burden for faculty who face prohibitive publication charges from both traditional and open access scholarly publications. These charges typically come in the form of article processing fees, which can range from hundreds to thousands of dollars. Increasingly, the college or university library is involved in these initiatives; in many cases it is the library that administers the funds (often as a way to encourage open access publishing). Libraries are therefore poised to take a leading role on college and university campuses by developing and championing this emerging step in the scholarly communication process. Little research has been conducted to date on the role of college and university libraries in the development and implementation of faculty publication funds at US institutions. The poster reports on findings from a targeted, survey-based study of 11 small- and medium-sized academic libraries that have been involved in the creation and/or administration of faculty publication funds at their institution. The study, completed earlier this year, looked at a variety of factors related to each institution’s program, including primary catalysts for creating the fund, disciplinary differences in funding awards, attempts to market the program, faculty reaction to the fund, general 52 L I B R A R Y R E S E A R C H S E M I N A R V I “The library as place for scholarly practice” Nancy Falciani-White, Wheaton College Current literature on “library as place” focuses on the library as having intrinsic value, which portrays the library in a passive light, and limits the ways in which it can market, advocate, and engage with the academic community. A college or university campus comprises scholars at various stages along a continuum ranging from internationallyrenowned researchers to incoming freshmen with little academic training or ability. The full range of scholarly activities that exist along this continuum includes information seeking, retrieval, and organization, concepts often considered the traditional domain of any library. But also included on this continuum are social engagement with others within the discipline and in the broader community, teaching, and the dissemination of research. These additional components of scholarly practice are vital to the continued growth and development of scholarship. Faculty members and established researchers typically have a community within their discipline where much of this sharing can occur. They attend and present at conferences, teach, and submit articles for peer-review. All of these activities provide opportunities feedback, critique, formal responses, and informal dialog. All of this feedback and social interaction feed into a scholar’s research, allow it to mature, and provide some reward to the scholar for the time they spend researching, reading, writing, and experimenting. Students, particularly undergraduates, often have much more limited access to the full range of scholarly opportunities. A class may require a 15 minute presentation upon completion of a project, but otherwise no one sees the result of their hard work except for an overworked TA or professor. This gives students a narrow view of research and academic work. Because students do not have opportunities to participate in the social and community aspects of research, they miss out on significant pieces of scholarly practice and thus are unable to take advantage of opportunities for growth. The library has a vital role to play in providing space and opportunities for these community and social aspects of scholarly practice. It is perfectly positioned to provide a home to interdisciplinary conversations, symposia, presentations, and other social activities. While the library has always been about information and will undoubtedly continue to play a significant role in the management of information, there is more to scholarship then information. Libraries need to understand the work of scholars in order to partner more fully with faculty, and better meet their needs and the needs of the “scholars-in-training” who are our students. Engagement with scholarly practice allows the library to be more than resources and access to resources, but full and active participants in the work of their institution. Additionally, the library science outreach committee’s members assisted in trainings, held monthly meetings, and in the future will do field work by attending stranding events. These activities attracted faculty, students, and a wide variety of community citizens who formed a strong volunteer network. To date, the total number of volunteer members is 65. The network held three complete Level A Data Collection certification workshops and eight monthly meetings from January–April 2014. The demographic make-up of the group includes faculty and students from the main and branch campus sites, and volunteers from seven counties throughout the state of Florida. The second phase of this initiative is ongoing and will come to fruition this summer. The program’s objective is to provide an additional qualified marine mammal researcher for Taras, with the possibility of student interns, to continue the Taras Palm Beach Dolphin Project. For the first time, Palm Beach County is the focus of a long-term effort to assess the conservation status of bottlenose dolphins (Tursiops truncatus) and related ecosystems. The short term goal of the research is to obtain critical baseline data of the dolphins and their habitat, and to create a photo-ID catalogue of all individual dolphins. This poster will briefly outline scholarly practice as it was defined and identified in my dissertation research, and explore specific ways in which a full understanding of scholarly practice impacts libraries and the ways in which they engage with the academic community. The data upon which this definition is based has already been collected and analyzed as part of my completed dissertation research. These collaborative projects between the library and the science community provide new outlets for student, staff, and community learning, that enhance the current science curriculum of the University’s Honors College, while promoting conservation for our ecosystems and marine mammals. Certain learning outcomes include but are not limited to: “Marine mammal research and rescue: A collaboration between scientists and librarians” • Promoting new research in marine biology and ecosystem health • Learning how to bridge involvement between a campus library and the community Leah Plocharczyk, Diane Arrieta, Florida Atlantic University Libraries, MacArthur Campus at Jupiter • Providing opportunities for unique student internships that do not require travel outside of Palm Beach County As an initiative to enhance student opportunities in the sciences, and to broaden the scope of staff learning activities, the campus library’s science outreach committee partnered with the Taras Oceanographic Foundation in Palm Beach County, FL to create two new programs. • Improving staff enrichment Program one’s aim was to assist the Director of Research at Taras Oceanographic Foundation, with the launching of a new marine Mammal Stranding Network in Palm Beach County. Taras applied for the letter of authority (LOA) with the National Oceanic and Atmospheric Administration (NOAA) to act as lead organization responsible for any cetacean strandings that would occur in the area. The campus library provided Taras with a venue to hold volunteer training workshops and monthly meetings for the network, and built a core volunteer group that is professionally trained and able to respond to all cetacean stranding events on our local beaches. • Expanding the role of academics to reach beyond the borders of the University • Interdisciplinary partnering between library and information science with marine science “Measuring academic library outreach programming success” Deborah Margolis, Ebony Magnus, Michigan State University In spring semester 2014, the Michigan State University Libraries hosted Let’s Talk about It: Muslim Journeys, a five session lecture-and-book discussion series funded by a grant from the National Endowment for the Humanities and administered by the American Library Association’s Public Programs Office. In this paper, the liaison librarian who served as the The Engaged Librarian: Libraries Partnering with Campus and Community 53 project director and user experience librarian present their evaluation of the series. An anonymous feedback survey including both closed and open questions was delivered to participants in printed form at the end of each session, and also emailed to participants (within one week of program date) for online completion. Data has been gathered, and literature review, analysis, discussion, and implications for libraries will be complete by August 15. Key questions for discussion include: how did the role of community partners (local Islamic Center, local clergy association, state Humanities Council) and campus partners (project scholar, academic units) impact enrollment? What influence does personal recommendation have in recruiting participants? How can diversity of audience in terms of age, university affiliation, and religion (or other group identification) be measured without making participants feel uncomfortable? How successful was the programming in meeting stated learning outcomes? How did programmatic choices affect program accessibility and participant experience? Can a feedback survey be helpful as both formative and summative evaluation tool? The researchers will discuss implications for future outreach programming at their institution, and share lessons learned about evaluating library/community partnerships. “Metadata workflows for remixed cultural heritage content” Jamie Wittenberg, University of Illinois at Urbana-Champaign Increasingly, cultural heritage institutions have been working to incorporate features into their collections and websites that empower users to take ownership of cultural narratives. Annotation tools, crowd-sourced tagging, and greater social media presences are characteristic of libraries, archives, and museums. Some institutions have begun to offer digital content to patrons that they are encouraged to remix. Endorsement of remixing as a way of engaging with cultural heritage material requires a metadata infrastructure that can support description of remixed content in a way that is comprehensive, interoperable, and scalable. The movement towards enabling remixes of cultural heritage materials threatens existing metadata models because it requires systemic change in the granularity of descriptive metadata and in metadata creation workflows. remain troublesome for libraries and publishers alike. A number of the larger publishers continue to offer package deals with a large number of titles ranging across subject areas, primarily with the aim of reducing the cost per title. While these eBook packages can appear to be a good fit for ever-shrinking library budgets, many libraries are noticing that these packages tend to have significant gaps in their coverage of many subject areas. This study analyzes the coverage of several large eBook packages from Cambridge, CRC Press, Elsevier, Sage, and Wiley with the purpose of identifying which subject areas are included, as well as the number of titles included in each area. The study will reveal those subject areas well served in eBook publishing and those that have a lot of room to grow. With this information, selectors can better gauge gaps they might need to fill with title-by-title purchasing or with print purchasing. Furthermore, overlap between related disciplines will become clear, empowering collaboration between selectors as they make important eBook collection decisions. “Opening the archival doors: A framework for evaluating crowdsourced digital archive collection policies” Brandon Locke, Michigan State University Over the last decade, cultural heritage institutions have worked with a variety of technologies and methods to include the knowledge and labor of the public in heritage collections. These projects have typically included the addition of novel keywords and tags and have had mixed success. They have also largely failed to better include the knowledge and materials of diverse and underrepresented communities. Srinivasan et al. argues that in order to do so, cultural heritage institutions must “...fundamentally [change] the philosophy with which [they] approach documentation and description.”(2009, 275) Kelli Trei, Erin E. Kerby, University of Illinois at Urbana-Champaign One potential method for this is the creation of a digital archive of materials contributed by members of the community. Crowdsourced collections allow for the inclusion of community knowledge, and place determination of significance in the hands of the community. Doing so allows the public to determine historical significance in their own terms, gives individuals the opportunity to describe materials in their own terms, increases the size and variety of collections from these communities, and includes the different perspectives and multivocality within any given community. However, the creation of an archive that draws upon the expertise of the community can run counter to traditional archival practices, which prize authority, control, and appraisal. Institutions wishing to crowdsource materials in this way must carefully consider the impacts of polices on inclusion, description, and organization. While the availability of eBooks has increased significantly in the past several years, the models for pricing and purchasing I have selected four notable crowdsourced digital archives for study: “Minding the gap: eBook coverage and availability across disciplines” 54 L I B R A R Y R E S E A R C H S E M I N A R V I • The September 11 Digital Archive, organized by the Center for History and New Media at George Mason University and the American Social History Project/Center for Media and Learning at CUNY. • Bracero History Archive, organized by the Roy Rosenzweig Center for History and New Media at George Mason University, the Smithsonian National Museum of American History, Brown University, and the Institute of Oral History at the University of Texas at El Paso. • History Harvest, organized by the Department of History at the University of Nebraska-Lincoln. • Our Marathon: The Boston Bombing Digital Archive & WBUR Oral History Project, organized by the Northeastern University NULab, Northeastern University Libraries, WBUR, Globe Lab, Digital Public Library of America, WCVBTV, The Center for the History of Medicine at Harvard, Iron Mountain, and the City of Boston. These archives employ various methods for balancing the openness and freedom of crowdsourcing alongside notions of control and organization required for archives. With this poster, I seek to study the different policies in place for each archive, including policies on inclusion and selection, factchecking, metadata creation, and intellectual property, and develop a framework for evaluating these policies and their effect on inclusion, description, and organization in crowdsourced digital archival collections. References Srinivasan, Ramesh, Robin Boast, Jonathan Furner, and Katherine M. Becvar. “Digital Museums and Diverse Cultural Knowledges: Moving Past the Traditional Catalog.” Information Society 25, no. 4 (July 2009): 268-279. doi:10.1080/01972240903028714. “Pro se patron policy: Show it to the World Wide Web” Artie Berns, Corrine Vogel, University of Illinois at Urbana-Champaign This study is intended to help law libraries assist local community members who seek legal reference assistance. Unlike librarians in other types of libraries, law librarians are in a unique and often difficult position because they are not permitted to give direct answers to many questions which might be posed by members of the general public. Given the number of persons unable to afford to pay attorney fees coupled with the limited funding available for public legal aid, the number of persons representing themselves (or pro se litigants) in civil cases who arrive at a law library seeking help is bound to increase. Based on an assessment of ABA accredited law schools’ law library websites, Berns and Vogel will present their findings on the trends of official pro se patron policies. They recommend the adoption of official pro se patron policies in law libraries and call for the conspicuous display of these policies on each library’s primary webpage. Since the promulgation of such policies would help define the law librarian’s role in assisting self-representing patrons, this topic relates directly to the American Association of Law Libraries’ Core Organizational Values including: • Equitable and permanent public access to legal information • Continuous improvement in access to justice • Community and collaboration • The essential role of law librarians within their organizations and in a democratic society “Shaping places and shaping discussions through collaboration: James Madison University’s JMuse Café” Paula Kiser, Anca Constantin, Klebert Feitosa, Kelly Giles, Sheila Newman, Mark Peterson, Jon Reed, Anne Stewart, Michael Trocchia, James Madison University JMuse Café was established by the James Madison University (JMU) Libraries to provide an informal and lively forum for students, faculty, staff and our local community to examine topics of public interest together. JMuse Café is designed after two concepts: a model of social knowledge sharing in scholarly cafes and the model of expert knowledge sharing that has long been the purview of libraries and academia. The result is a bold initiative that engages diverse participants across the university and broader community in robust conversations about important matters. The committee is comprised of JMU Libraries faculty and staff and instructional faculty from several academic departments. Each event hosted by JMuse Café features a panel discussion by experts from the business, academic, or non-profit worlds, followed by small group discussions at mixed tables of faculty, staff, students, and community members, and finally a large group discussion with each table reporting what they discussed. Since Fall 2011, JMuse Café has partnered with a different campus organization to explore a new theme, promoting discussion of public issues and public life. This past year, JMuse partnered with JMU’s Institute for Visual Studies to examine how communities remember, think about, and create places. We hosted five discussions covering topics from how we honor spaces that no longer exist to how to create new public spaces that foster community. Each event was a collaborative effort between the university and the wider community. Panelists from both the university and the local community contributed their expertise. These events were well-attended with an average of 67 people at each event and sparked lively The Engaged Librarian: Libraries Partnering with Campus and Community 55 discussion among students and community members as well as creating a public space for thoughtful engagement. JMuse Café also hosted two poetry readings that embodied the spirit of collaboration across campus and community. These readings featured faculty and student poets from JMU, poets from the local community, and visiting poets from other institutions. These readings highlighted the strength of our community poets and provided many attendees with the opportunity to attend their first reading by professional poets. A JMU professor incorporated the JMuse Café programming into her poetry course, with many of her students giving their first public readings at our events. We will be continuing our collaborative momentum into the future by partnering with two faculty members from the Department of Physics and Astronomy next year to present programs designed to demystify the scientist using humor, bridging the worlds of comedy and academia. In times when so many forces seek to divide, we believe a JMuse Café poster describing our innovative interdisciplinary and cross sector experiences to create meaningful engagement with diverse partners would contribute to the conference’s success. “University of Central Florida’s campus connections program” Hal Mendelsohn, University of Central Florida The University of Central Florida’s John C. Hitt Library created a program called Campus Connections in 2008. It was and continues to be part of the library’s outreach program to educate the student body on the various organizations and groups that are available to them on campus. The Campus Connections Program was organized to bridge the gap between university services and the needs of the students. The Campus Connections Program offers an alternative compared to other campus activities (i.e. orientations, campus fairs) for the students to learn about organizations that help them in their educational, professional, and personal development. Campus-wide fairs/ meetings/orientations are usual methods of bringing students to one central place and alerting them to services found on their university campus. Even though the library participates in similar campus wide activities, the organizer wanted to enrich the connection between students and the services on campus by making it more personal. “Using course design to create significant learning in one-shot sessions: How pedagogical research applies to librarians” Heather Snapp, Florida Gulf Coast University As First Year Experience Librarian at a university, one of my main functions is teaching one-shot information literacy 56 L I B R A R Y R E S E A R C H S E M I N A R V I sessions to freshmen students. Like most teachers, I sometimes struggle to find new ways to keep the information engaging for students. With only 60-75 minutes, I face the additional challenge of providing students with a plethora of information in a short time while trying to keep lecture-style instruction to a minimum and capture assessment data at the end. Then I participated in a six-day Course Design Academy through the Professional Development Center at my university. The course was rooted in the text Creating Significant Learning Experiences by L. Dee Fink, who draws on and goes beyond the developmental and pedagogical research of Bloom, Anderson and Krathwohl, Chickering, Bruner, Wiggins, and others. Fink identifies six categories in the taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn—and we were challenged to apply these to the activities in our course, for starters. The essential question of the course was: What do you want your students to remember in two to five years? I obligatorily answered this question in my journal but felt that it didn’t really apply to me as an instructor of one-shot information literacy sessions. After all, one of my main goals is for students to remember how to use a database next week—or even just remember how to get to it—so they can successfully complete a research project. Going in, I felt like so much of course design didn’t apply to the teaching I do with students; after all, I didn’t have a course, per se, nor did I have a traditional syllabus, the focus of the first day of the academy. I would soon learn, however, that more of course design applied to what I do than not. Working with education professors, e-learning designers, and colleagues from a variety of disciplines, the experience transformed the way I think about teaching and what I do with students in the classroom. I started to realize, for example, that hands-on activities during my sessions could serve as assessments. I also started to see teaching beyond my session and am starting to integrate activities and support before and after my instruction through our online course management system. Another pedagogical model I didn’t think applied to the one-shot instruction sessions I did was the flipped classroom concept. In this poster, I will share some preliminary assessment data comparing my previous two years of instruction with the new curriculum I have created. Several examples of significant learning practices will be presented, and further resources such as book titles and web sites will be shared. My poster will give conference participants some tools to transform their teaching so they can create more significant learning experiences for their students—and be inspired to carry them out.