CHABOT COLLEGE LIBRARY
PROGRAM REVIEW
SPRING 2010
1
TABLE OF CONTENTS
Page Number
MISSION STATEMENT………………………………………………………………………………………………..
4
VISION STATEMENT……………………………………………………………………………………………………
4
CORE VALUES…………………………………………………………………………………………………………….
4
I.
Program Description………………………………………………………………………………………
5
II.
Program Student Learning Outcomes…………………………………………………………….
5-6
III.
Program Reference Area Outcomes……………………………………………………………….
6
IV.
Program Service Area Outcomes……………………………………………………………………
7-9
V.
Review of Information Literacy Instruction…………………………………………………….
9-11
VI.
Review of Library Collections and Services……………………………………………………..
11-13
VII.
Review of Public Services and Reference………………………………………………………..
13-14
VIII.
Review of Library Outreach…………………………………………………………………………….
15
2
IX.
Review of Library Space and Facilities……………………………………………………………..
16-17
X.
Review of Library Technology………………………………………………………………………….
17-23
XI.
Review of Library Staffing………………………………………………………………………………..
23
XII.
Review of Library Budget………………………………………………………………………………..
23-24
XIII.
Program Recommendations………………………………………………………………………………..
25-26
APPENDICES
APPENDIX A: Unit Plan……………………………………………………………………………………………………..
29-33
APPENDIX B: Comparison with Other Community Colleges ………………………………………………
34-39
APPENDIX C: Collection Development Policy…………………………………………………………………………
40-43
APPENDIX D: Collection Analysis……………………………………………………………………………………
44-52
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CHABOT COLLEGE LIBRARY
PROGRAM REVIEW
SPRING 2010
Program Review Principles:
The purpose of this Program Review is four-fold: 1) to analyze current library resources and services, 2)
use this evaluation to make short-term recommendations as well as inform future strategic planning
that responds to the changing information needs of the college community, 3) to provide a foundation
upon which to develop and implement an outcomes assessment plan linked to the evaluation of
students needs, 4) fulfill the needs of the ACCJC Accreditation Standards.
ACCJC: Library and Learning Support Services Standard IIC: Library and other learning support services
for students are sufficient to support the institution’s instructional programs and intellectual, aesthetic,
and cultural activities in whatever format and wherever they are offered. Such services include library
services and collections, tutoring, learning centers, computer laboratories, and learning technology
development and training. The institution provides access and training to students so that library and
other learning support services may be used effectively and efficiently. The institution systematically
assesses these services using student learning outcomes, faculty input, and other appropriate measures
in order to improve the effectiveness of the services.
ACCJC Standard IIC.2: The institution evaluates library and other learning support services to assure their
adequacy in meeting identified student needs. Evaluation of these services provides evidence that they
contribute to the achievement of student learning outcomes. The institution uses the results of these
evaluations as the basis for improvement.]
Library Governing Policies and Mission Statement:
CLPCCD Board Policy 6110 (concerning Libraries and Learning Resource Programs):
Purpose: Learning resources programs are provided at each college for the purpose of providing
professionally chosen materials which meet the needs of the educational programs; providing
access to information in print, non-print, electronic and other formats; and teaching information
literacy and critical thinking skills.
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Library MISSION STATEMENT:
The Chabot College Library is committed to teaching and promoting the use of information resources to
support students’ information literacy and critical thinking. In support of this mission, the Chabot
College Library provides all users with a safe and welcoming environment conducive to learning,
collaborating, and encouraging lifelong learning.
Library VISION STATEMENT:
As a focal point of the College, the Library identifies and meets the needs of students, faculty and staff.
In support of the College Mission, the Library continues to acquire and maintain a diverse collection of
information resources and services.
Library CORE VALUES:
We believe:
•
•
•
•
•
in facilitating access to information by providing multiple access points that support diverse
student needs
in teaching students, faculty, classified professionals, and administrators how to find, evaluate,
and ethically use information in their respective academic, professional and personal lives
in operating at a high level of professionalism and service
in creating a safe and welcoming environment where all students want to come
in fostering lifetime relationships with libraries
Program Description:
ACCJC Standard IIC.1. The institution supports the quality of its instructional programs by providing
library and other learning support services that are sufficient in quantity, currency, depth, and
variety to facilitate educational offerings, regardless of location or means of delivery.
General Library Description:
Considered a focal program of the College, the Library provides access to a wide range of information
resources and services that support student learning. To assess this primary objective, the institution
calls for a systematic review of the various components of the program as well as the factors that
contribute to its continuous improvement.
The Library's components/services includes Circulation; Checkout; Reserves; Book, Periodical and AudioVisual storage, Audio-Visual checkout and viewing; Reference services; Bibliographic Instruction; Open
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Computer Lab plus wireless access and printing, Display spaces for college groups, College Archives; and
conference/committee rooms; study spaces for individuals and groups.
Description of staff and roles:
ACCJC Standard 2C.1c: The institution provides students and personnel responsible for student learning
programs and services adequate access to the library and other learning support services, regardless of
their location or means of delivery.
The library staff supports the college in various ways, but most importantly through our ability to assist
our students with research across the curriculum. Reference, Circulation and Audiovisual areas are the
three public areas providing service to our students and faculty. Our services include the following:
Reference
Provided in person
Provided through email
Provided through chat
reference
Library orientations
Library Skills class
Periodical Databases
Periodicals (hard copy)
Group Research Center
Circulation/AV
Circulating books
Reference books
Reserves books
College Related
Study Rooms (3)
Computer Lab (>60)
Wireless network
Interlibrary loans
Audiovisual materials
Viewing/Listening Center
Copy machines (5)
Staff: Classified Professional staff roles: (4.75 FTE and 6 individuals) provide services both directly to
students (Circulation and Checkout of materials (Books, Periodicals and Audiovisuals), Shelving and
Reserves), and Computer lab support, as well as "backroom functions" that includes ordering new
materials, cataloging of purchased and donated materials, inventorying of the collection, vendor
relations, and budget processing using the District's Banner software.
Library Classified Ranges:
Learning Resources Assistant III: Range 26
Library Tech 1: Range 31
Library Tech 2: Range 34
Library Tech 3: Range 37
Library Services Specialist: Range 45
The Circulation Desk is staffed by two library technicians or one technician and one Student assistant
each hour. One person works at the circulation desk while the other person does shelving duties. The
preference is to have two people at the circulation desk each hour to help with our busiest times.
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The Circulation Desk is the service desk that checks out all the library print holdings. It is also the home
location for our print Reserves, greater than 700 in number, which include many textbooks and/or
library-owned novels currently being used in classes. We rely on instructors to provide us with the desk
copy of their textbooks to provide this service to their students. Many of our students are financially
disadvantaged and this is their sole access to their textbooks and classroom materials.
The Circulation desk maintains a cash box for making change and collecting fines for overdue items.
Staff: Faculty Roles: (5.25 FTE and 7 individuals) provide professional leadership (inside the library,
within the college and to the profession statewide), bibliographic instruction (reference, orientations for
class sections by instructor requests and course offerings (Library Skills II)), collection development,
outreach to the campus community, Technical Services (cataloging, OPAC, OCLC), and liaison duties to
the instructional and counseling divisions. The Faculty librarians support library functions by being the
library representative to the College Curriculum Committee (includes library signoff duties), and as the
library Faculty senator. It is the policy of the library to have librarians and classified staff serve on other
committees where possible such as Budget and Facilities as well as on ad-hoc committees (Hiring.
Remodeling, etc.)
The library provides reference and information services. The Reference Desk is staffed by one librarian
each hour the library is opened. Reference staff assistance is available by both telephone and email.
Additionally, reference chat was implemented during Fall 2009 which has currently proven to be most
successful. [Should we include chat reference stats here?] Every email chat is completed upon arrival. All
other in-person transactions are completed in a timely manner. However, on certain occasions a second
librarian or technician is needed as backup to allow for comprehensive, in depth help for our students.
Evaluation: The library staffing has significantly changed over the past few years. Almost the entire
staff (library faculty and classified) has changed over in the past 10 years due to retirements and
resignations. This has given the library the opportunity to reconfigure and eliminate positions.
The library has done extensive evaluation of the various jobs within each classification as well as
participated in a complete re-write of the library technician job description that was approved by the
Board. All positions were evaluated and many responsibilities reallocated and desks/ workspaces
moved. The classified staff lost 1.5FTE (AV and computer support /instructional assistant) while the
student assistant staffing has been reduced by 50%. The AV Tech II position was cut to 50% while the job
duties increased to include the library computer lab. The Instructional Assistant position that previously
oversaw the library computer lab of 120 computers what moved elsewhere on campus when the library
was decreased to 58 computers.
Library faculty levels have remained mostly constant during the past 10 years. As new faculty have been
hired, the library has changed its librarian responsibilities to focus more on outreach, instruction and
web based responsibilities. The new list of titles, clearly show the new emphasis:
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Information Literacy & Technology Librarian (2000)
Old Title: Reference Librarian
Information Literacy & Outreach Librarian (2005)
Old Title: Reference Librarian
Outreach and Instruction Librarian (2009)
Old Title: Public Services Librarian
Systems Librarian (1989)
Library Coordinator (1998) and Collection Developer (1988)
Currently, the library is managed by the Dean of Language Arts with the advice and assistance of a
faculty library coordinator. A reorganization proposal to combine the Learning Connection and the
library departments and to create a new dean position to manage both units with perhaps other units,
has been created. No decisions have been made to fund or leave the current structure in place has been
announced.
Future Planning Goals: Future staffing levels and goals have not been developed and formally
adopted. However, continuing areas of concern include need to reduce costs and to provide more
online services.
Service hours: (Hours and other access to the library and its collections):
ACCJC Standard 2C.1c The institution provides students and personnel responsible for student learning
programs and services adequate access to the library and other learning support services, regardless of
their location or means of delivery.
Description:
On Campus Access: The Library, which includes the three computer labs (Student, Staff, and the
instructional lab in room 119) and the audiovisual center, is open from 8:00 AM to 8:30 PM Monday
through Thursday and 8:00 AM to 3:00 PM on Friday. All areas of the Library, Checkout/Reserve,
Reference, Audiovisual, and the student computer lab are appropriately staffed when the Library is
open.
Off Campus Access: The Library has a web presence at (www.chabotcollege.edu/Library/). The site has
links to the Library’s services, and students can link to online periodical databases. Library databases are
accessed remotely through the District’s proxy server, with EZProxy, an application proxy server
program where students can log on without having to first contact the Library or instructor for
usernames and passwords. In addition to the 20 databases available through EZProxy, the Library web
site provides around a thousand links to pages outside the Library’s domain.
Instructional Programs for Access: The Library provides a webchat reference service and a blog that
contains current Library news for students, staff, and faculty at (http://chabotlibrary.blogspot.com).
Currently, the library has ten interactive tutorials with the Captivate 4 software and a revised the
Searchpath tutorial.
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The Library has no physical presence at the San Leandro Site or the planned Union City Transit site. All
services to students at the sites will be through the web resources. For faculty, the Library provides an
online library instruction request form. This form is maintained by the college webmaster using a hosted
web service.
EVALUATION:
On Campus Access: The Library has decreased its hours from 62 hours a week in 2002 to 56 in Spring.
The library’s Saturday hours were eliminated in 2002 due to budgetary constraints. The Library hours
were compared with those of nineteen other Bay Area community colleges in October 2008, and Chabot
placed 10th. Seven colleges had no weekend hours. Data from the 2007 student survey indicates 61% of
students felt that the library open hours were adequate.
Off Campus Access: Between April 2007 and October 2008, the Library web site was accessed over
730,000 times. During peak periods, it is accessed over 10,000 times in one week, and after the Library
Home page, the second most often accessed page is the Library’s Works Cited Handout page, which
shows how to cite sources according to MLA. Since its debut in June 2007 until October 2008, the
custom search engine had over 4,500 searches. Chat Reference Questions have
averaged________________
Instructional Programs for Access:
Since 2000, the Library has had a goal to not only make the web site be more user friendly, but also be
more instructional in nature. Early attempts included static websites on how to use databases, develop
a research question, and appropriate steps to research. In 2007, the Information Literacy and
Technology librarian received a Basic Skills grant to adapt a free open source license of Western
Michigan Univrersity’s tutorial, Searchpath. The librarian adapted, added, created new lessons, screen
captures, and incorporated new interactive tutorials with the Captivate 3 software. In so doing, he
created a virtual online tutorial in six modules that online instructors could provide for their students. In
2009, the same librarian took a sabbatical to learn and create ten interactive tutorials with the Captivate
4 software and he also revised the Searchpath tutorial. The Library now has a much stronger presence
of instructional materials where students can learn how to use EBSCOhost, develop a search strategy,
search the library catalog and evaluate web sites through a more active learning model. The new
Captivate tutorials ask students to participate by clicking on appropriate buttons, filling out search
forms, and seeing the simulation of particular database functions so they can become better
researchers.
There is a plan to measure the activity of the tutorials. Searchpath’s individual pages cannot be tracked
by Stat Counter or Google Analytics due to a conflict with the CGI/Java script in its quizzes. Instead, with
a new index page to tutorials, there is hope to measure with Google Analytics the link activity from that
page to the Searchpath page and to the new tutorials as well.
The Library has had a blog since May, 2007. Librarians produce an average of three blog entries a
month, announcing events, services, database trials, and other related announcements. From July, 2008
to June, 2009 the Library blog had 2,694 page loads, 1,743 unique visits, 1,528 first time visits, and 215
return visitors
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Since 2007, the Library has used the Google custom search engine to be an effective search tool to
public world wide web sites librarians have selected throughout the years. The information and literacy
technology librarian has so far found 169 web sites that contain tens of thousands of pages that can be
found with the Google search engine). So far, There has been a total number of 8,278 queries (from
May 2007 to February 2010).
The Library will be integrating the use of Twitter updates on the new website. Upcoming events, newly
published web pages, new acquisitions, and other important and timely information will be embedded
in a Twitter feed widget on the Library Homepage.
In Fall 2009, the library acquired a subscription to SpringShare's LibGuides, an easy to edit site
development web based application. This application allows for fast, flexible, and highly costumizable
site development. Because of its ease of use, the library now has over 30 subject and course specific
web based research guides that gives students important information about access to library and web
content, evaluation of research materials, and other information that greatly enhances library web
resources and librarian led instruction sessions.
In Fall of 2009, the library launched chat and text reference through the combination of services
provided by LibraryH3lp.com and Google Voice. As of February 16, 2010, there have been a total of 227
chat reference transactions in addition to six text message transactions. This year we plan to launch an
ambitious marketing campaign to increase usage of these virtual services. Our hope is that this service
would allow students in online or hybrid courses better distance services. Since our periodical collection
is now shifted heavily to the electronic format, students are frequently accessing materials from offcampus. For these students, online reference services are of import in order to provide assistance at the
point of need.
Chabot Library has provided an Email reference platform since 1998. It is set up for asynchronous
conversation on questions related to reference and the Library, in general. Almost every day, the
Information Literacy and Technology Librarian logs onto ChabotRef to answer questions. During the
summer, the librarian on duty logs in and answers questions as well. When the proxy server was set up
in 2004, in addition to updates of all usernames/passwords of the students (based on current
registration status) being sent to particular staff members, the almost daily EZProxy file update is sent to
the Chabotref file, allowing the Library on duty who is providing tech support to look up the student's
username and password to verify they are in the current file. Since 2008, library orientation requests
are also sent to the Chabotref listserv (in addition to the Library Services Specialist and the Library
Coordinator). Since 2008, EBSCOhost has included an option in its database titled "Ask-A-Librarian."
The student's question gets sent to Chabotref along with an attachment that includes the student's
entire search history for that session.
For the 2009-2010 year, Chabot Library made a count of what arrives to the Chabotref Email, minus the
spam . As of March 7, 2010, Chabotref has received the following:
Type of Email
2009-2010 Year (as of March 7, 2010)
Library Orientation Requests
96
10
Questions to the Library (Total)
33
Database Log-in Questions
14
Reference Questions (from EBSCOhost's Ask-ALibrarian)
5
Reference Questions (Outside of EBSCOhost's
Ask-A-Librarian)
2
Service Related Questions (such as Books
Overdue and Reserves Questions)
10
College-Related (not Library Related such as
questions on the Zone or Blackboard)
2
Future Plans:
Provide more services to the weekend on-campus students
Review of Information Literacy Instruction
ACCJC Standard IIC1.b. The institution provides ongoing instruction for users of library and other
learning support services so that students are able to develop skills in information competency.]
Description:
The Library’s Information Literacy Instruction Program has four major components 1) Library
Orientations, 2) Library Skills Course I, and 3) Library Skills Course II 4) Theme-based Library Workshops.
1. Library Orientations: Library Orientations are a core component to the Library’s Information Literacy
Instruction Program. An online Library Instruction Request form is available for instructors to make such
a request. Instruction requests may also be initiated in person, via email, or over the phone.
2. Library Skills Course I (Deleted this year. A new course to be developed next year. )
In this one unit course (UC/CSU transferable) students gain valuable library research skills by
researching, interpreting, and critiquing any major subject or popular culture theme that is relevant to
them and/or prevalent in their community (i.e., hip hop, incarceration). The goal is to explore different
perspectives on any cultural theme by using various research tools the library has to offer (i.e., scholarly
journals, popular magazines, newspapers, books and videos). Additional outcomes include:
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Demonstrate techniques of library research: development of a search strategy; use of printed
resources, online catalogs and databases and the Internet; evaluation of information,
particularly found on the Internet; preparation of citations and Works Cited list.
To make the course content more relevant and meaningful to the students, the instructor solicits
students’ research projects from other classes or topics of personal interest. The librarian then guides
the students to apply the learned research tools to develop their research questions, research strategy,
and retrieve and evaluate information on their topics.
3. Library Skills Course II
With the introduction of using popular culture themes such as Rap/Hip-Hop to teach library research
skills, the demand for an additional and longer class has increased. In order to truly give sufficient time
to the incorporated popular culture research themes, this class should have a 2 credit status. In this
course students will choose a topic within popular culture and conduct library research. At the end of
the class students will submit a library research notebook and an annotated bibliography of research
sources found.
4. Theme-based Library Workshops
During this academic year, the library has begun to offer Theme-based Library Workshops to Chabot’s
student population. For example:
Last Minute Research @ the Library
How-To-Get-A-Job Workshop Series
Evaluation: Librarians work closely with instructors across the curriculum to shape and design hands-on
library orientation sessions that are tailored to a Course Outline, and more specifically, to a research
assignment provided by the instructor in advance. These instruction sessions are conducted in the
Library’s Instruction Room (Rm. 119), which houses 24 student terminals and one instructor terminal.
Instruction sessions for larger classes (> 24 students) are conducted in Rooms 107A and 107B combined.
However, this set-up may limit the effectiveness of the orientation since neither room is equipped with
computer terminals for students to engage in hands-on activities. Currently, the Librarian is limited to
the use of a computer terminal and projector to deliver his/her orientation; thus, the urgency to expand
and install additional computer terminals in Room 119.
Library Instruction
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
Total Number of Orientations
191
163
158
180
167
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Total Number of Students
5,730
4,890
4,740
5,400
5,010
Most recent data (Chabot College Faculty/Staff Accreditation Survey, 2008) illustrates an appreciation by
both full-time and adjunct faculty.
Faculty response on Library Orientations
Full-time
(n=148)
Adjunct
(n=157)
I have scheduled library orientation
sessions for may classes
41%
18%
If yes, the library orientation adequately
addressed the needs of my students
92%
81%
Description and rationale for the Library’s SLOs and SAOs:
ACCJC Standard IIC.2 The institution systematically assesses these services using student learning
outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the
services.]
ACCJC Standard IIC 1.b: The institution provides ongoing instruction for users of library and other
learning support services so that students are able to develop skills in information competency.
Description:
The Library’s goals for assessing student learning within the library’s programs is to ascertain how
successfully students are able to navigate the modern college library’s services, systems (circulation,
reserves, etc.) and instructional programs (Reference, Orientations and courses). The library will build
upon the past work on assessment, particularly, the Student Satisfaction Survey the College Institutional
Research Department has run every six years during the year of the writing of the Self Study.
Program Level Outcome: Demonstrate the ability to formulate and apply research strategies to locate
appropriate information to achieve educational, professional and personal objectives.
The current plan is to orient the instruction program in order for students to master library and
information competency skills within their 2 year instructional program. Currently, the library offers one
hour orientations to a wide variety of courses where competency skills are introduced. The library has
been offering a one unit Library Skills Course (Libs1) where masterly level would be achieved. Last year,
the library increased the units in its course and renumbered it to Libs II. It is hoped that the additional
time will better serve in allowing students to achieve mastery levels. However, the library is now
discussing a graduated approach where students are introduced to information competency in
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orientations, where some mastery is achieved in a one unit course and in Libs 2 where higher mastery
levels can be achieved. This new approach is listed below.
Related Course
Outcomes
SLO #1: Demonstrate
the ability to develop
and implement a search
strategy
SLO #2: Demonstrate
the ability to distinguish
between popular and
scholarly sources
SLO #3: Demonstrate
the ability to evaluate
information for
accuracy, authority,
expert opinion, and
coverage
Introduced
Demonstrate
Mastered
Library Orientation
LIBS 1 (Planned for
redesign Fall 2010)
LIBS 2
Library Orientation
LIBS 1 (Planned for
redesign Fall 2010)
LIBS 2
Library Orientation
LIBS 1 (Planned for
redesign Fall 2010)
LIBS 2
Assessment Schedule
Orientation
s &Courses:
Spring 2010
Library
Orientations
Library Skills
1
Library Skills
2
Evaluate SLOs
Fall 2010
Assessment
Evaluate SLOs
Spring
2011
Assessment
Reflect
Reflect
Implement
& Adjust
Reflect
Assessment
Fall 2011
Spring
2012
Implement &
Adjust
Assessment
Assessment
Implement &
Adjust
Assessment
Reflect
Fall 2012
Reflect
Implement
& Adjust
Reflect
College Information Competency Program:
The college also has a program for the instruction of information competency in its General Education:
A.2 Writing and Critical Thinking
Courses in this area will be those, from any discipline, that enable students to grasp another’s argument and
construct an argument of their own. These courses will emphasize reading and writing that will enable
students to:




Question
Analyze
Synthesize, and
Evaluate ideas at the college level.
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Courses in this area further will enable students to:





Recognize the need for information
Find information
Evaluate information
Use information, and
Communicate information in all its various formats.
Finally, courses in this area will:



Require application of both critical thinking and communication skills
Combine aspects of library literacy, research methods, and technological literacy, and
Consider the ethical and legal implications of information use.
The library has not evaluated the courses in this area. However, in the Accreditation report, the
college has done some assessments.
Program Reference Area Outcomes (RAOs)
Program Level Outcome: Demonstrate the knowledge that there are variety of types and formats of
potential sources for information.
The following Reference Area Outcomes (RAOs) have been created keeping in mind that we as a library
are committed to teaching and promoting the use of information resources to support students’
information literacy and critical thinking. The interaction between a librarian and the student at the
reference desk is typically very limited. However, after the initial reference interview, discussion with
the student, in-depth research training and discussion, the student will walk away with the following
skills:
Reference Area Outcomes (RAOs)
RAO #1: Demonstrate a competence with how information is organized and how to retrieve it.
RAO #2: Demonstrate an ability to make use of any form of information (i.e., books,
newspapers, articles, audio-visual, etc.)
RAO #3: Demonstrate an ability to determine the extent of the information needed.
Assessment Schedule
Develop RAOs
Create Survey
Assess
Implement and readjust as necessary
Reflect
Implement and readjust as necessary
Spring 2010
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
15
The new survey (based on the College Student Survey) will be created and implemented realizing that
there may be a necessity to revise when necessary. Our goal is that the students will leave the reference
desk with the skill and knowledge to complete their assignments and providing them the various
research tools as needed. They will understand how information is organized and also be aware that
information is provided to us in many different formats and have the ability to distinguish between each
of them.
Program Service Area Outcomes (SAOs)
Program Level Outcome: Demonstrate the ability to operate at a high level of professionalism and
Program Level Outcome: Students will demonstrate the ability to access information that support
immediate information needs as well as creating an experience that fosters lifelong relationships with
libraries.
Service Learning
Outcome
“Novice-Level”
Characteristics
Goal: Students will
be able to identify
their professor’s
name, course, and
title of the
textbook(s) used
within their course.
Students will be
able to provide one piece
of the following
information suggested in
the Goal.
“Intermediate-Level”
Characteristics
Students will be
able to provide us with
two pieces of the
requested information
suggested in the Goal.
“Advanced-Level”
Characteristics
Students will be
able to provide us with
the textbook name.
Assessment Schedule
SAOs
SAO #1
Spring 2010
Create SAO’s
Fall 2010
Assessment
Spring 2011
Reflect
SAO#2
Create SAO’s
Assessment
Reflect
SAO#3
Create SAO’s
Assessment
Reflect
16
Fall 2011
Implement
& Adjust
Implement
& Adjust
Implement
& Adjust
Spring 2012
Assessment
Fall 2012
Reflect
Assessment
Reflect
Assessment
Reflect
Library Collections:
ACCJC Standard IIC 1.a.: Relying on appropriate expertise of faculty, including librarians and other
learning support services professionals, the institution selects and maintains educational equipment and
materials to support student learning and enhance the achievement of the of the institution.
The mission of the Library, as set forth by the governing board, is to provide materials in all
media of communication and encompassing all reasonable points of view on issues to promote
the practice of critical thinking by students. The Library Collection Development Policy,
revised in 2010, outlines the policies and procedures under which faculty and staff “are
encouraged to inform the Library of collection development needs in their subject areas.”
The Library maintains a collection that includes books, periodicals (both print and online), audiovisual
materials, and other electronic media. The library also offers inter-library loan services, particularly
between Chabot College and our sister college LPC.
Description: Books (General Collection and Reference)
The Library print book collection holds 61,761 titles. In the five fiscal years 2003-2008, the Library
collected 7,902 books, which represent 12.8% of the collection.
The library has few E-book titles, most E-Book titles are reference titles. The reference collection
strategy includes both print and online resources and include pay and free options. The reference
databases inc lude the Literature Resource Center, the legal and business sections of Lexis Nexis Books
in Print with reviews, Funk & Wagnalls New World Encyclopedia, Salem Literature as well as free
databases.
The library is in the process of re-evaluating its decision not to collect general title ebooks. That decision
was based on potential usage particularly through the NetLibrary product, format issues and cost. The
library is looking at the Gale Ebook product.
2. Description: Periodical (Print and Online) Collection
The Library’s periodical collection has been moving from a print and microfilm format to a print and
online format. Formerly, the library strategy was to purchase print and some cases microfilm titles
(Microfilm was found to be cheaper for some titles). In the 1990’s, periodical products evolved and now
the traditional access to periodicals (indexes) and the actual periodicals have merged into the periodical
database products we now have. As a result, student interest in print and microfilm collections has
diminished to the point that the library has virtually abandoned microfilm and drastically reduced its
print periodicals. The current periodical collection strategy is to purchase print titles for public interest
browsing, where photographs are important and to advertise political and social viewpoints. All other
access to periodicals is through the databases who’s use is be primarily research driven.
17
At present time, the Library subscribes to 23 databases, which include “freebies” thrown in by particular
vendors (for example, the subscriptions to Biography Resource Center and all EBSCOhost databases with
the exception of Academic Search Elite and CINAHL Plus with Full Text are “free/complimentary.”) The
Library had to recently drop its subscription to the scholarly journals database, Project MUSE to budget
cuts, however, and may need to drop more databases in the future.
The total number of online periodicals available is about 7,000 full-text titles (not including the 322 titles
that were in Project MUSE). As impressive as this sounds, the current online periodical collection does
not meet all class assignment needs particularly in Physical Anthropology, History, French History, Mass
Communications, and particular English 7 assignments (of which MUSE and particular databases in
JSTOR may meet). The current complimentary trial to Biography Resource Center meets a common
reference need, but is not part of the permanent online collection. In addition, often resources for the
sciences are inadequate. While the EBSCO vendor has created a new database product to target
certification and A.S. degrees, the product is expensive and has not been proven yet at other community
colleges to have extensive use.
3. Audiovisual Collections: The Audiovisual Center includes circulation, office, and storage space for its
collections of CD, DVDs, VHS tapes, albums, and realia.
In light of the closed captioning requirements, the Library is requiring all video purchases to be closed
captioned, including course materials for classes.
4. Reserves:
The library provides a reserve material collection checkout service. The service has two components,
textbooks and supplemental resources. Textbooks and other materials (DVDs, etc.) are given to the
library by instructors who place their own personal copies or the library owns a copy on reserve.
Checkout is allowed based on instructor requests. Instructors also place Supplemental resources in the
reserve collection.
Evaluation:
Collection development strategies are changing due to more opportunities online and the demise of
traditional resources (newspapers, magazines and printed books). In order to fulfill the needs and
expectations of today’s students, the collection of materials and the mix and percentage of funds
allocated to various resources is also evolving. The assessment of the changes have been made based on
literary research, though discoveries at library professional meetings and workshops, ad hoc basis
through work with students and faculty in the library and on a budgetary necessities.
Using the latest Student Survey (Fall 2007), the library has set some benchmarks and has some
longitudinal statistics for improvements in the library’s collections. 54% agreed or strongly agreed that
18
they could find their research information using the library’s in-house collections. In the Faculty/Staff
survey, the number of staff finding the Library collections as a whole adequate has increased from 29%
in 1995 to 78% on 2008. The staff has also come to feel more involved in the collection process, 64% in
2008 as compared to36% in 1995.
Inter library loan as a function to enhance student access to library materials is not used as often except
between our sister college, Las Positas Library and ourselves. During the fiscal year 2008-09 Las Positas
shipped 391 titles to Chabot College. The reverse is also true as Chabot College shipped to Las Positas
477 titles fulfilling their hold requests. It seems that titles owned by one library complements the titles
owned by the opposite library.
As changes have been made, the library has used the college student and faculty surveys to validate its
decisions. Therefore, the library has moved its efforts and funding in the following directions:
1. Circulating Book Collections: The book collection strategies revolve around print and E-books. The
most current reporting for the ACRL Statistics 2008-09 generated from the integrated library system,
SirsiDynix, indicates that Chabot College Library has the following holdings:
Library Resource
Book Titles
Serial Subscriptions
Microfilm Units
Cartographic
Graphic
Audio
Film and Video
Holdings
61, 761
128
8,382
153
1,741
11, 040
5, 840
The Library’s current budget for books has been enhanced by a $1 million grant from the District’s local
bond measure, Measure B, made available at the rate of $100K a year. This funding has enabled the
Library to systematically review the book collection to update its holdings. So far, the systematic
evaluation and development by librarians with assistance from selected faculty has occurred in the
Library of Congress Classification Categories A, B, C, G, HF, ML, P-PN1995, U, V and Z.
A comparison with ten California community colleges of similar size places Chabot’s collection eight out
of the ten with regard to size. However, due to the relocation of the stacks and current space issues, the
library needed to weed approximately 4,500 titles so the collection has been reduced. The library
currently finished an inventory of all of our books; the reports reflect many items, approximately 2,693,
missing from the shelves.
The Library has hosted 3 “Wine and Weed” functions where faculty have weeded and recommended
replacements and new subjects in their respective fields. The areas that faculty at the weeding parties
have evaluated in the book collection include Early Childhood Education, Mathematics, Computer
Science and Computer Applications, American and English Literature, Native American History,
19
Anthropology, Geography, Early U.S. History, and Religion. The Library staff is currently evaluating Art
and Architecture (N), Music (M) and U.S. History (E and F). The Nursing and Dental Hygiene faculty weed
and select in the RT and RD on a biannual basis.
As for E-Book collections, the Library has not yet found a satisfactory online books database that
provides realistic access and the appropriate academic level for our students at an affordable annual or
one-time cost. In the meantime, the librarians continue to evaluate electronic book products, work
directly with the Community College League’s consortium, and talk directly with online vendors about
better solutions.
The Library currently has subscription databases that contain entries from reference books in the
Literature Resource Center, CQ Researcher, and Pop Culture Universe databases (the latter of which is
probably the closest we have to pure cover to cover e-books). At the moment, the Library has about
500 reference titles online (421 of them coming from Pop Culture Universe). The Library currently is
researching the purchase of online books. Issues being discussed include vendors charge 10% above the
print cost for online versions of books, vendors limit how many can use or reproduce parts of the book
for printing or downloading .
Student usage of the circulating book collection …….
Periodicals and Periodical Databases:
As the print periodical collection diminished in size and demand over the past few years as access to fulltext electronic resources has increased. All the librarians are involved in an annual review of the print
periodical collection. Using statistics for the OPAC and from the database vendors, titles has been
deselected. A primary determination for de-selection is the availability of full text access in the
electronic databases. As fewer print titles were collected, it became critical that all print and online
periodical titles be accessed. Therefore, the library started making the Periodical Holdings List accessible
online via the Library’s Web page through Serials Solutions, the Library's online journal portal.
Our number of journal and reference databases as of Fall, 2009 is 24, with an annual budget of almost
$54,000. Due to budget cuts, we are now dropping database products. At the time of Accreditation, we
counted 6,335 full-text journal, magazine, and newspaper titles, as well as selections from over 20
reference book titles.
In 2007, students viewed about 96, 435 articles in full text (not counting full-text also viewed from the
other 11 databases). The cost per article viewed averages out to 45 cents per article. Because its target
audience is smaller, the Nursing and Health database, EBSCOhost CINAHL with Full Text averages out to
$6.03 per article, while with all of our students as the target audience, the multi-subject database,
EBSCOhost Academic Search Elite, averages out to 21 cents per article. Literature Resource Center,
20
which is used most often for the courses that meet the Critical Thinking Requirement, has an average
cost of $2.39 per article.
Measuring Database visits/full text titles viewed:
Because there is no universal measuring system, no definite, absolute method can be made for an
individual academic year. Listed below are what is measured by vendor for the 2008-2009 academic
year:
Vendor
Sessions
Searches
Full Text Viewed
EBSCOhost
26,652
119,160
48,720
ProQuest
Not Given
16,160
12,937
Facts.com
1622
4584
12,122
Literature Resource
Center (Gale)
1285
2903
4683
Project MUSE
1869
4560
4034
LexisNexisAcademic
Not Given
12,509
11,076
Total (as best can be
determined—NOT
COUNTER Accurate).
31,428
159,876
93,572
Not included above: CountryWatch, Careers Internet, Salem Health. CQ Researcher, Pop Culture
Universe and Biography Resource Center are not counted as those subscriptions began on July 1, 2009.
Cost per Article: Chabot Library also did an assessment on the cost per article for each database
product. As vendor prices are confidential,these documents cannot be posted on a publicly accessible
site, but tables of our databases budget (by database) and the cost per article viewed by database can
be available to college officials at a request.
Journal Portal (Serials Solutions (Subscription Cancelled for 2010)
The Library has an annual subscription with ProQuest’s Serials Solutions which includes their 360 Core
and 360 Link services. With 360 Core, students can find individual journal titles online from all the
Library’s subscription databases as well as those available for free on the Public World Wide Web. The
Core service’s administrative service also allows librarians to run overlap analysis between databases
and to see where an individual journal title is available online and in full text on all subscription
databases that exist These capabilities are very beneficial for collection development decisions of
electronic resources, as well as help librarians guide students to electronic resources at other libraries.
The 360 Link service provides links within databases that can go and “find” the periodical title in another
21
database, and in most cases, be able to link to the full text of the actual article in the other database,
when available. It also provides a means to use the Google Scholar interface to find full text in titles in
Chabot’s periodical databases.
For the 2008 calendar year (January-December), the service was used 3,603 times (clicking to an online
full text journal whether between databases or from the portal itself). For the 2009 calendar year, use
dropped off by more than half to 1,514 times.
In the last six years, Chabot College Library has expanded its collection of electronic resources. The
Library maintains a website “Gateway to Information” to facilitate access to the online catalog,
electronic databases, and links to about 1,000 important academic and reference websites outside of
the Library’s domain. Off campus access to its twenty-three subscription databases is through EZProxy, a
District-wide password-protected proxy server. The web site includes the Resources by Subject pages,
an especially strong gateway to information resources, organized by particular disciplines, while the
Reference Sources pages lead to many ready reference needs
3. Audiovisuals:
Among eight colleges of comparable size, Chabot’s Library ranked first in size of Audiovisual Collection
as of June 30, 2007. The Library started a new audiovisual format, DVD, in Spring 2002.
Until 2009-2010, the Audiovisual Department has received a average materials budget of $20,000 per
year. However in 2009-2010, no funding was allocated by the college for AV materials purchases. Overall
size is good, and among the same eight colleges of comparable size, Chabot Library ranked first in size of
AV collection, as of June 30, 2000.
The mandate on closed captioning has limited the Library’s collection development activities, since less
than 40 percent of vendors the Library uses close caption their videos. Faculty requests for videos have
also been rejected when found not to be closed captioned. DSPS found that the cost of close captioning
videos in house is also prohibitive. In 2009, the library and the DSPS departments approached the
Faculty Senate and the administration with a proposal to remediate this situation. However no formal
action has been taken by the college or the district.
Future possible actions:
The Library does not subscribe to a federated search product for its databases at this time. The Library
has increased its online periodical collection from 14 databases in 2002 to 20 [Norman please check
numbers] Updated information is listed below under Information Technology. We can copy and paste
appropriate sections.
22
Review of Library Outreach
1. Daraja
2. Puente
3. Outreach to Political Science Department
In Spring 2010, the library also launched an Embedded Librarian Program, linked to Political Science
1(POLI 1: Introduction to American Government) to integrate information literacy in an existing course.
The aim of this program is to strengthen academic support through the delivery of library skills. Program
objectives include:
1) Support student engagement and understanding of research inquiry in (1) section of Political Science
1 (American Government) with the eventual goal of instituting this program across disciplines.
2) Provide a space (Chabot Library) to present a variety of viewpoints and generate dialogue related to
concepts researched in class.
3) Recognize excellence in research and information competency skills in using the library and its
resources
A librarian provides (3) Library Orientations during the semester to assist students with a semester-long
research project assigned in Political Science 1. Each Orientation will have a specific outcome:
Orientation #1: formulate an appropriate research query and determine what information is needed to
best address the question, problem or issue.
Orientation #2: identify potential sources of information and determine which sources of information
contain the most appropriate information to address the question, problem or issue.
23
Orientation #3: communicate results and conclusions to the questions, problem or issue to others
through the format most appropriate for the audience and purpose (i.e. written, oral, visual).
The end goal of this program will culminate with a one-day Student Research Symposium(SRS) held at
the Library during the last week of instruction. Students of selected papers in Political Science 1 will
present at the SRS. Prizes will be awarded to all participants.
Review of Library Space and Facilities
Description:
Facilities: The Library includes the main reading room with carrel seating for 318 students and 12 tables
with seating for over 50 and three group study rooms, a student computer lab with 58 workstations, an
audiovisual center and a teaching computer lab (Room 119). Currently, the WRAC Center is using
another 48 computer stations on the Library Mezzanine which they will vacate when their new home is
ready. A Library elevator is available for access by disabled persons, however only between the main
Library floor and the mezzanine. The students’ elevator access to the main floor of the Library is located
in Buildings 2300 and 300. Wheel chair access is over a ramp from those two buildings, which causes
confusion to some students. For security purposes, access to the Library elevator requires a staff
member to open it with the use of a key.
Renovation Plan
The Measure B Bond promised funds for the building and renovation of many buildings on campus.
Unfortunately, the funds allocated for Building 100, where the library is housed has dwindled from $20
million down to only $4 million. The president of the library is hoping to eventually building a new
library building in the future. Therefore, the only hope of a remodel of the library is the separation and
updating of the Circulation and Reference desks. Additionally, the library is hoping to enlarge our library
classroom that currently only has space for 21 students.
The library has gone through two renovation processes in the last 3 years. The first process ended with a
recommendation to extensively renovation the entire Building 100 with major renovations within the
library. That project would have cost over $21 Million. Over the past year, the library has worked on a
second feasibility project with a reduced budget of $4 million for the entire building. Within the new
scope, the final proposal that was sent to the facilities committee included a new Circulation/Reference
service area and the demolishing of a wall between Rooms 119 and 121 in order to enlarge the library’s
teaching lab to 45-50 stations from the current 24 station lab in the current Room 119. This project is
currently awaiting approval at the District.
2. Library Study Space
24
The Library includes the main reading room with carrel seating for 318 students and 12 tables with
seating for over 50 and three group study rooms, a student computer lab with 58 workstations, an
audiovisual center and a teaching computer lab (Room 119). Currently, the WRAC Center is using
another 48 computer stations on the Library Mezzanine which they will vacate when their new home is
ready.
Chabot College Library currently offers three student group rooms with an additional desktop computer
equipped group study area behind the reference desk. Groups of two or more students may reserve a
group study area up to two hours a day. These study rooms have been very popular with students,
especially around midterms and finals. In the future, we will like to keep statistics to determine when
the highest demand occurs. Due to the high demand of these rooms, we would like to request more
study rooms. (There will be group rooms on the first floor of building 100). Demand in study rooms has
especially increased as students more and more often work on group projects and study in groups. We
need to have more study rooms to fit this current trend. On warmer, sunnier days, we can guide
students to study on our balcony, but that's a less than adequate solution.
Fall 2009 Study
Room Usage
Monday
Tuesday
Wednesday
Thursday
Friday
Total per week per
hour
8:00-9:00
11
7
12
10
3
43
9:00-10:00
28
25
26
21
6
106
10:00-11:00
44
42
44
39
9
178
11:00-12:00
42
50
43
46
12
193
12:00-1:00
36
46
38
47
21
188
1:00-2:00
40
43
42
48
14
187
2:00-3:00
35
45
39
46
N/A
165
3:00-4:00
39
48
48
43
N/A
178
4:00-5:00
43
47
41
39
N/A
170
5:00-6:00
40
46
32
42
N/A
160
6:00-7:00
33
40
25
36
N/A
134
7:00-8:00
21
25
19
18
N/A
83
8:00-8:30
7
13
8
5
N/A
33
Total by Day of
Week
419
477
417
440
65
1,818 (Semester
Total)
Review of Library Technology
25
The library’s automated library program (Sirsi), which is shared with LPC is hosted by the Sirsi
Corporation. The library’s Ezproxy Server (also shared with LPC) is maintained by the Chabot College IT
Department. The College contracts with GOPRINT Corporation for its student printing service. The
library hosts the card dispenser machine and has 3 release stations. The library has a Microfilm reader
printer for its New York Times microfilm collection. The Library’s Audiovisual Department has CD, DVD,
VHS and record player machines.
In November 2001, the Library had learned for the first time the ADA Section 508 requirements for web
pages. Since then, the information literacy and technology librarian has begun making all 173 of its
pages and future pages to be ADA compliant (or at least all pages that are not Internet Skills students’
final term projects).
Software (Dreamweaver, Sharepoint, Adobe Acrobat, Microsoft Office, Tutorials Software)
In order for the Library to be fully successful in providing outstanding information services and
instruction both physically and virtually, machines of library staff members need to have the appropriate
software. All machines should be equipped with the most current supported Microsoft Office.
Sharepoint and Dreamweaver are two necessary web authoring tools that at least two librarians should
have on their machines, and also be on the reference desk computers. Adobe Acrobat has become a
necessary tool for all librarians and library staff in creating materials that need to be posted online.
Even more necessary is the application Microsoft tool that allows anyone in Office 2007 to save a
document as a PDF. At least two librarians should have Captivate 4 to create interactive tutorials and all
librarians should have the premium subscription to the Web 2.0 application of Jing to create
screencasts. For particular needs, web authoring librarians should have the most up-to-date and
necessary web authoring tools. The Itunes software may become more necessary as more instructional
materials will be in mp3 and video formats. In order for web authoring librarians to test out and make
sure software is successful for students, they must have versions of Flash, Quick Time, Windows Media,
Internet Explorer, FireFox, AND Chrome on their machines (Safari for Macs). Librarians who provide
tests through Blackboard may want to have the most current supported version of Respondus on their
machines (this software has a campus wide license).
Student/public computers also need to have necessary software to allow students to search library
subscription databases, the catalog, most of the Web, Class-Web, the Zone, and Blackboard sites with
much success. Computers should have AT LEAST the latest support versions of the two most often used
browsers (Internet Explorer and FireFox), Flash, Java, Quick Time, Windows Media, and similar key
programs, plug-ins, or applications. The computers in the reference room, in order to function primarily
for library research purposes only and to allow students who are using the catalog or databases close
access to a librarian, are not to have Microsoft Office, Note Pad or Word Pad, or any similar authoring
software on those machines. Computers in 119 as they are used for classes, however, should have
Microsoft Office, and at least one web authoring software platform.
26
Slideshare is a free web based application that allows Microsoft PowerPoint and Apple Keynote
documents to be uploaded to be made into embeddable digital objects. Librarians have used this
application to embed presentation files into course websites.
LibraryThing is a web-based application that uses metadata provided by Amazon and the Library of
Congress among other sources to create social records for books. The library has been using
LibraryThing to keep track of books used in the monthly themed book displays. LibraryThing also
provides widgets (which include book cover images and other relevant metadata) that can be embedded
directly into our web documents so that we may highlight our collection virtually, much in the same way
we are highlighting the collection physically within the physical library. We are also using the highly
flexible and customizable widgets to create visual representations of relevant materials for library
orientations.
Internal Drives (S Drive--forum for sharing internal information)
The library utilizes a network storage space (s-drive) to access and maintain important information
pertinent to library operations. Permission to access the s-drive must be requested through District ITS
staff as the drive is for internal library use only. Currently, all librarians and staff members have access to
the drive and update information on an ongoing basis. However, the S Drive cannot be accessed with a
Mac. An abbreviated list of information stored on the s-drive includes: archives, staff schedules, audiovisual, circulation desk information, class-handouts, databases, door codes, fine money & procedures,
library mission, vision, and goals, etc. The s-drive was created as an initial starting point in storing all
library procedures and operating manuals in one easily accessible location for all library employees. As
time has progressed, the use of an online wiki has been created to augment the information stored on
the s-drive. As the s-drive is only available on campus the library’s online wiki documents are available
from any location at any time. As with all information, the library must keep this resource up-to-date.
Internal Library Wiki
In the process of updating the library's policies and procedures, we have created an internal wiki that
allows all library employees to contribute to a dynamic and live document that reflects the most current
operations at the library. All Library faculty and staff have access to the wiki and are excepted to
contribute documentation about their particular area to the wiki. A wiki is an ideal collaborative tool
because it allows for dynamic updating ofpolicies and procedures while also keeping a documentation
history for historical reference.
Review of Library Budget
Each fiscal year the library is provided with an operating budget of approximately $195,000.00. This
figure does not include funds for one time monograph purchases. The Measure B Bond has provided
$100,000.00 each year for books and what is not spent in one fiscal year will roll-over to the next. The
library has requested additional funds through our unit plan from the college in order to purchase
audio-visual materials, reference serials, to cover additional database expenses, and periodicals. The
27
library also collects approximately $3,500.00 each fiscal year in fines and fees which is available to the
library for expenditures.
On average the general library budget funds full-time librarians (5 FTE) in the amount of $402,082.00;
part-time librarians at $39,600.00, permanent classified staff (4.85 FTE) at $274,118.00.
Recently, the library consolidated hiring procedures and reduced the number of student assistant
working each hour from three to two in an attempt to lower student aide costs. Student aides are
funded at $31,806.00.
Expenses Break Down of Books, Serial Backfiles, and other Print Materials (one-time
purchases)
20042005
20052006
20062007
20072008
2008-2009
General
Budget,
TTIP Grant,
Unit Plan
Funds
General
Budget,
TTIP
Grant,
Unit
Plan
Funds
General
Budget,
TTIP
Grant,
Unit Plan
Funds
General
Budget,
TTIP
Grant,
Unit Plan
Funds
General
Budget,
TTIP
Grant,
Unit Plan
Funds
Monographs
$46,226
$116,600
$120,553
$64,248
$83,617
Audiovisual
materials
$22,730
$26,885
$26,662
$15,689
$18,968
Current Serials
(paper and
microform)
$30,393
$25,476
$25,624
$25,725
$21,453
*Average amount spent on periodical subscriptions is $21,500.00. Serial periodicals are continually
moving from print format to online format and the need to continue the library's current 125
subscriptions may need to be evaluated for cost efficiency.
*Average amount spent on monographs is $84,000.00. Books are selected and purchased in
accordance with the collection development policy.
*Average cost of ongoing electronic resources (databases) is $42,690.00. The cost of database
subscriptions increases each year.
28
*Average cost of SIRSI maintenance agreement is $15,900.00.
*Average cost of OCLC cataloging subscription is $1,300.00 per year.
PROGRAM RECOMMENDATIONS
I. Short-Term (1-2 years)
a. Remodeling of Circulation and Reference Area
b. Expansion of Library Instruction Room
c. Design Library Reading Area
d. Redesign of Periodical and Audio-Visual Area
e. Pursue the acquisition of non-print, digital collections (i.e., e-books) to expand and provide
greater access to the campus community, particularly remote users
f. Develop and implement an outcomes assessment plan linked to the evaluation of students needs
g. Establish stable and dedicated funding sources for materials budget including electronic and print
resources
h. Augment power capabilities to accommodate more outlets for students to plug in their laptops
i. Explore staff development opportunities for Student Assistants, Support Staff and Librarians
j. Complete a comprehensive policy and procedure manual including the Reference, Circulation, and
Audio-Visual Areas
k. Establish library outreach and services to satellite campuses (i.e., San Leandro)
II. Mid-Term (2-5 years)
a. Renovate staff work areas for better use of space and ergonomics for more efficient work flows
b. Expand library outreach, marketing, exhibits, and book displays in collaboration with other college
divisions, institutions and libraries
c. Request improvements to the Library Facility such as re-carpeting, painting, and new furniture
29
d. Develop new instruments for measuring information competency skills across all disciplines
e. Increase access to quality online information resources (i.e., subscription databases, customized
library guides, reference assistance, and e-books) on and off campus via its web site
f. Offer more technologically equipped study areas and collaborative learning spaces throughout the
library
g. Investigate converting or replacing selected collections to digital format (i.e., Reference
Collection)
h. Expand the mastery of information literacy as a college outcome for students and not just as an
outcome for the library
III. Long-Term (5-10 years)
a. Hiring of a consultant to evaluate the Library unit and help develop a 10-year plan to fully
remodel or build a new library facility
APPENDICES
Appendix A: Unit Plan
Appendix B: Comparison with Other Community Colleges
Appendix C: Collection Development Policy
Appendix D: Collection Analysis
30
Appendix A: Unit Plan
Unit Plan: Accomplishments and Goals
Unit: Library
Division or Area to Which You Report: Language Arts
Author(s) of this Unit Plan: Jim Matthews, Norman Buchwald, Kim Morrison Debbie
Soares, Pedro Reynoso, Julian Prentice
Date: 3/12/10
(To be read and responded to primarily by IPBC, to provide evidence of progress on
Strategic Planning Priorities from previous year and to provide input into planning for
subsequent year. Be sure to include accomplishments and goals related to Strategic
Planning Priorities, including student learning. Use analysis of Student Characteristics Report
[ URL ] and other data to be responsive to needs based on trends. No more than one page.)
1.
N
o.
Accomplishments from Last Year’s Unit Plan (What You Have Accomplished):
Goal/
Activities Undertaken to Achieve the
Goal/Objective
Results
Objective
1.
Increase
Library
Open
hours
Open the Library on Saturdays; restore
weekday hours
We reduced
our hours by
one hour per
week due to
budget cuts.
2.
Develop
service
level SLOs
Work with other college units to define
service level SLOs.
Developed
SLOs for
Library Skills
and in
31
Priority
Objectiv
e/
Goal
Strategic
Plan
Goal
8.g.
Increase
,
evening
and
Saturday
enrollme
nts
14. SLOs
Yes / N0 /
Accomplished?
In Process
No, In Process
In process
process on
Service SLOS
3.
Explore
concept
and
limitations
on
providing
more
online
services to
Students
One librarian's sabbatical project. Two
librarians attended the Internet Librarian
conference. Library courses were evaluated
.
Creation of
10 interactive
online
tutorials and
revision of
Searchpath.
online
reserves
request form
that faculty
can fill out.
Implemented
web chat
reference.
available.
8.
Maintai
n or
increase
enrollm
ents
In Process
4.
Make the
library a
more
inviting
place
Host more library and college events;
encourage the college community to display
work in the library. Select new furniture for
comfortable reading space.
7c.
Adequac
y of
Library
resource
s
In Process
5
Work with
more
learning
communiti
es on
providing
library
informatio
Work with coordinators of learning
communities. Create SLOs that include
Information Competency Skills
Hosted
college
events, more
books
displays,
community
displayed
work,
themed book
months
(highlighted
on the Web
through
Library
Thing), Big
Read
Embedded
Librarianship
project with
political
science
course,
culminating
symposium
19f.
Expand
learning
commun
ity
offering
s
In Process
32
n
competen
cy skills to
students
Remodel
the library
for
efficiency
6
Work with the architects when the project
is approved, conducted site visits of newly
renovated twenty-first century libraries.
7
Adjust
Collection
developm
ent budget
Create new Collection development policy
based on new resource models. Adjust
policy on standing orders and
electronic/print resources.
8
Provide
more work
stations
for
students
Request funds from the Budget Committee
2.
No.
product,
book club, Big
Read, drop in
workshops.
Developed
new floorplan
ideas with
architects for
an expanded
electronic
classroom,
renovated
circulation
desk with
alarm
systems
Drafted and
written.
Included in
new program
review
document
Funding was
denied.
7c.
Adequac
y of
Library
resource
s
In Process
7c.
Adequac
y of
Library
resource
s
7c.
Adequac
y of
Library
resource
s
Done
No
Goals/Objectives (What You Hope to Accomplish):
Goal/Objective
1.
Increase Library
Open hours
2.
Develop service
level SLOs
What you Hope to
Accomplish
Open the Library
on Saturdays;
restore weekday
hours
Work with other
college units to
define service
level SLOs.
33
Proposed Activities
Completed to Achieve
Goal/Objective
Request funds from
the budget committee.
Priority Objective /
Assess SLOs, etc,
included in new
program review.
14. SLOs
Strategic Plan Goal
8.g. Increase, evening
and Saturday
enrollments
3.
Explore concept and
limitations on
providing more
online services to
Students
4.
Make the library a
more inviting place
5.
Work with more
learning
communities on
providing library
information
competency skills
to students
Remodel the library
for efficiency
6.
7.
Update Collection
development
budget
Restore database
funding, increase
use of webchat,
and online
tutorial usage.
Use program
review to assess
all online service
projects including
webchat,
homepages, etc.
Host more library
and college
events; encourage
the college
community to
display work in
the library. Select
new furniture for
comfortable
reading space.
Work with
coordinators of
learning
communities.
Appy for additional
database funding.
Work with faculty to
increase use of online
tutorials. Assess usage
of all online help
services.
8. Maintain or
increase enrollments
Continue to host
college events, more
books displays,
community displayed
work, themed book
months. Work with
architects on remodel
for enhance library
environment.
7c. Adequacy of
Library resources
Embed Librarianship
project new courses.
Continue drop in
workshops
19f. Expand learning
community offerings
Complete design
for an expanded
electronic
classroom,
renovated
circulation desk
with alarm
systems
Use new
collection
development
policy as a guide
to renew
collections.
Request funding
outside of Bond
Work with the
architects. Conduct
site visits of newly
renovated twenty-first
century libraries.
7c. Adequacy of
Library resources
Use bond fund for
Book purchases and
request funding for
other materials from
the Budget Committee
7c. Adequacy of
Library resources
34
8.
9.
10.
Provide more work
stations for
students
Increase reliability
of the online
catalog
Increase usage of
online services
11.
Offer at least 2
sections of library
skills courses
12.
Get stable funding
for current and new
electronic resources
for AV, reference
and databases
Request funds
from the Budget
Committee
Work with Vendor
and LPC on issues
Consistently
maintain statistics
on usage. In our
program review,
more statistics are
being developed
and used.
Begin teaching a
new approved 2
unit course.
Maintain/Increase
our suite of
electronic
databases and
related resources
for our students.
Unfortunately,
the state
database fund
was eliminated.
Even with more
funding from the
college, the
library is in the
process of cutting
databases.
35
Funding was denied.
Request funding again.
7c. Adequacy of
Library resources
Meet quarterly with
LPC and go to Sirsi
Conference
Meet monthly to
review statistics
7c. Adequacy of
Library resources
Class scheduled
Embedded
Librarianship
project with political
science course,
culminating
symposium product,
book club, Big Read,
drop in workshops.
Enrollment, student
success, information
competency, online
students, basic skills
Funding reduced by
25%. Meet with the
disciplines to increase
awareness that budget
cuts could lead to
elimination of
thousands of titles
(including backfiles)
available for students'
research to complete
course assignments,
request funds from
Budget Committee.
Info. Lit. and
Technology Librarian
continues to discuss
with vendors,
Consortium Director
and CCL-EAR
Committee for
fairer/better pricing
and improvements in
7c. Adequacy of
Library resources
products.
Appendix B: Comparison with Other Community Colleges
In terms of assessing our collections, our programs, and our methods in information literacy
instruction, the Library took a look at Ohlone College Library’s Program Review and self-study in
their last Accreditation (both occurring in 2007). Ohlone College was picked as they have a
similar size in FTE as us, and as they are just south of us, they do compete with us in attracting
students. We also took a look at four colleges of similar FTE size in the Bay Area with regards to
their electronic resources, and see how we compared to them. Below are two tables and some
analysis.
I. Comparison of Chabot and Ohlone
As Ohlone is a similar sized institution and just south of us (thus, they can be competitive for
attracting students), we decided to compare both institutions. Both of us have almost identical
hours (Ohlone closes earlier on weekdays at 7:45 but are open later on Fridays to 4:45. Ohlone
opens fifteen minutes earlier M-F at 7:45 a.m.), and have similar size print collections. Ohlone
has us beat with number of study rooms, number of print periodicals, number of online
periodicals and electronic books, number of databases and more searching capabilities for
students to find online material (federated search engine), and more guarantees that
information competency is being met at their institution. Chabot has more seating capacity for
students, more computers, and more audio visual materials. Chabot also has more user friendly
online handouts for students with the introduction of the Libguides service starting last fall.
Suggestions of improvement for Chabot include getting access to more online sources and to
have more outreach opportunities to faculty, especially in better guaranteeing information
competency is being met (as part of the critical thinking required courses). There appears to be
a correlation with support of online sources and effective outreaching with the Allied Health
faculty at Ohlone. Ohlone subscribes to five health-related databases, including the expensive
Ovid Nursing Journals product and CINAHL Plus with Full Text. Chabot subscribes to CINAHL Plus
with full text, but based on cost per article estimates it is by far the most expensive product.
Since the Allied Health division at Ohlone has agreed to have their students meet information
competency, there is financial support for their expensive Nursing databases.
While Ohlone has provided instructional tutorials using the Camtasia software, including
posting ones on YouTube, Chabot has more interactive tutorials and a full tutorial that discusses
all aspects of library research in the Searchpath Tutorial (the latter of which could be used as an
“online textbook”). While there is no discussion in how Ohlone College is using their tutorials to
meet their online students, Chabot has provided materials. The challenge is more in getting
instructors of online courses (especially Critical Thinking required courses) to use them.
36
Hours
Seating capacity
Study Rooms
Computers
Book Volumes
Book Budget
Periodicals (print)
Periodicals (online)
Databases/online
subscriptions
Electronic Resources
Budget (not counting
the Catalog)
Audio Materials
Video/DVD Materials
E-Books (cover to cover)
Finding Materials across
databases/catalog
Web Site up-to-date
with
technology/standards?
Chat Reference
Online Research Guides
Online Request Forms
for Instructors?
Chabot
56 (no weekend)
368
3
94
61,671
$100,000
128
7,000
23
Ohlone*
57 (no weekend)
259
8
26
61,000
$25,000
220
15,562
35
$46,580.00
$93,400.20
11,040
5,840
Around 500 (all by
subscription—no perpetual
access ownership)
360 Link (article link service)
5,000
2,500
10,858 (as of Fall 2007)
No (but website is currently
being revised under
guidance of leave
replacement librarian)
Yes.
Libguides, in the past: PDF
documents, research guides
for all disciplines, MLA
citation format, interactive
tutorials (Captivate,
Searchpath—indepth
tutorial), Online Reference
Shelf, Google custom search
engine
Yes (Library Orientations,
Reserves)
37
360 Full version (has
federated search engine
to search across
databases, library catalog,
and library selected
websites)
Yes
Yes.
PDF documents, HTML
documents, Camtasia
tutorials, YouTube
tutorials. Limited by
disciplines (some WWW
public links for each), MLA
and APA citation formats
(most current, too),
federated search engine
No, for regular
orientations but
instructors or students can
Library Blog?
Sponsor Flex Activities
for faculty?
Yes.
Yes (“Wine and Weed”
parties. Faculty volunteer
flex time if available)
Information
Competency
Requirement?
Not exactly. Components of
ACRL information
competency standards are
written into the Critical
Thinking required course for
students pursuing AA
degrees (but not AS)
Students pass critical
thinking required course,
but not all instructors use
Library research or have
students visit the Library, or
use the Searchpath tutorial
and the Library website as
instructional tools for online
courses.
Some outreach through the
Big Read, Puente, and
Daraja.
How Info. Competency
guaranteed?
Librarians visit students
outside the Library?
Drop-in Workshops?
Yes
request drop-in
workshops by online form
(outside of class)
No.
Yes (“Weed-a-thons”)
AND workshops during
“regular” flex days
Yes.
Students pass info.
Competency requirement
by a Library Skills course,
by taking a workbook
portion of the English 102
course, or through
assignments given in
Allied Health courses.
In 2007, Ohlone Library
was running a “Library
Without the Walls”
program where librarians
would visit classes or do
other outreach of
students outside the
Library.
Yes.
*with the exception of the library hours, databases number, databases budget and web site,
the numbers or data convey their Spring 2007 Program Review and/or Fall 2007
accreditation document.
II. Comparison of Four Colleges’ Electronic Resources Collection
In 2009, the Budget Meltdown in California affected community colleges in rather an
unprecedented, damaging way. One of the casualties was the elimination of TTIP funding which
38
provided a little over $36,000 dollars per college to fund electronic databases. On top of this,
the funding for Instructional Equipment and Library Replacement materials was also eliminated
by the state. While documentation of how all 110 colleges have had to contend with this issue
is still unknown, each Library has had to drop databases. All we know at this point is a message
from the California Community Libraries’ Consortium Director that there was a drop in 20% in
Fall 2009 subscriptions compared to the previous year for all 110 community colleges. At
Chabot, we dropped our first periodical database, one of which we knew got used and was
unique for crucial subject areas such as History, French History, Anthropology, Philosophy,
Religious Studies, and also was a crucial additional resource for Literary Criticism. The drop of
this resource affects English 4, certain English 7 courses, French 2B, and Spanish 2B, Critical
Thinking courses (A.2) that A.A. students need to get their degree.
At a time when the Library is being forced to have to drop databases, needs for databases as
resources is clearly on an uprise. As stated in the COOL Committee's 2009 program review:
"We began the first program review of online learning in Fall 2006. At that time, we offered 51
sections of 37 online and hybrid online courses. As we conclude our program review cycle,
we’re planning to offer 158 sections of 110 courses in Fall 2009." With more students taking
courses online, there is a clear need for MORE not LESS Online resources.
The following counts are available for the Spring 2010 schedule as originally planned at that
time:
Number of Online, Hybrid and Remote Center Courses for Spring, 2010
Online Only: 103
Hybrid (Online courses with required meetings): 37
Remote Centers (Chabot-San Leandro Center, high schools, etc.): 19
Total number of Online/Remote sections of courses: 159
The number has been cut back a bit compared to the original Fall, 2009 plan due to budget cuts
for sections. However, the evidence is clear that the number of online and remote courses
continues to expand, and the Library needs to provide more resources.
So we did a comparison between us and three other colleges of similar size (4,000-4,500 FTE):
Ohlone, West Valley, and Solano colleges. We especially wanted to see how we compared with
the number of databases, the number of periodicals, and how much we are spending for our
online collection. Data for the subscriptions institutions have with CCL was obtained by our
consortium director. Costs were taken from the current pricing of all databases (as of March,
39
2010) from the confidential pages from the consortium website. Based on these comparisons,
Chabot ranks fourth out of databases budget, third in online periodicals (however West Valley
purchases access to over two thousand of books titles each year through Net Library, so in
actuality we rank fourth with respect to getting electronic titles). Considering the growth of
online courses (discussed below), Chabot College is hardly competitive when it comes to
availability of premium electronic resources to remote students. It is clear during our budget
crisis and lack of any state funding for this area that the College District needs to not only fund
this necessary area but fund us more so that we can truly compete with other colleges in this
area (table on next page)
College
FTE
(Fall
2008)
# of
Databases/
electronic
products*
Chabot
4177
23
# of Online
Periodicals
(doesn’t
include
ebooks) **,
***
7,000
Ohlone
4416
35****
15,562
4303
35****
4,808
81*****
18,686
West
Valley
Solano
4065
Ebooks
Collection?***
*** (unable to
get numbers)
Article
Linker
Service?
Federated Any
Search
additional
Engine?
tools (i.e.
Noodlebib,
etc.?)
1 by
subscription
(Pop Culture
Universe)—
NetLibrary (8
collections),
ABC-CLIO (1
collection)
NetLibrary
(unknown
number of
collections)
NetLibrary
(unknown
number of
collections),
Gale Virtual
Reference
Library,
ProQuest Safari
Y
N
Y (Libguides, $46,580.00
Chat Ref.)
Y
Y
N
N
N
Y
N
Y (3
$52,943.23
Learning
Express
products)
Y (Learning $133,815.25**
Express)
****
*Number of databases includes any “freebies” thrown in. For example, at Chabot, we are
currently getting a free year subscription with Biography Resource Center for renewing our
Literature Resource Subscription last year. Academic Search Elite comes with the following
additional databases (at present): GreenFile, Military and Government Collection, MAS Ultra
40
Cost of
databases
$93,400.20
School Edition, Library, Information Science and Technology Abstracts, Funk and Wagnalls New
World Encyclopedia, EBSCO Animals, Student Research Center, and Primary Search.
**Any college that subscribes to LexisNexis has around 4,000 titles less than what is stated by
Serials Solutions. Therefore, for colleges that subscribe to LexisNexis (all but West Valley), I
subtracted 4,000—that number is not in hard figures.
**** Number of databases seem significantly higher due to the institution purchasing a
package. EBSCOhost’s California Premier Package, for example, includes a lot of databases, but
some of them really are indexing areas to the Academic Search Premier database (with only a
few additional titles and some other titles having deeper backfiles)
*****Solano gets its databases from two consortia and gets two packages—one from ProQuest
(through CCL) and one from EBSCO (through their public library consortium)
The numbers for Solano College is cumulative of both their subscriptions to CCL and to the
public library system consortium they also subscribe. The cost for Solano as its total cost is as if
the Library also subscribes to its other databases at CCL costs. I suspect those are less. So the
total cost at Solano is likely between $100,000 to $150,000.
****** Ebooks collection is defined here as a product or database platform that contains 100%
content from the original publication. “Resource Centers” and such are NOT included here as
more often than not, the full text content is from SELECTIONS of books.
Other interesting factors: Ohlone has a weak literary criticism databases presence, but has a
very strong nursing databases presence. Ohlone is one of the very few colleges statewide that
subscribes to a federated search product.
*******Solano already spends $28,000 more than we do on databases BEFORE getting more
resources through an arrangement it has with the Public Library system up there (the total it
buys from CCL is $74,509.00)
West Valley subscribes to products that are SELECTIONS from products and thus, its number of
periodicals with respect to its total content is smaller than it appears. They also have likely
subscribed to most (if not all) Net Library ebooks collections which would make the number of
ebook titles be in the thousands.
41
Appendix C: Collection Development Policy
1. Objective of the Library Collection
a. Support curriculum of Chabot's course offerings
b. Support student retention by providing easily accessible information
c. Support achievement of an AA or AS degree
d. Support job placement and transfer to four-year institutions
e. Reflect the diversity of the student body
f. Provide diverse and balanced perspectives
g. Support development of critical thinking skills
h. Promote life-long learning among the entire Chabot Community
2. Collection Analysis
a. Current Levels of the Collection
i. A thorough collection analysis is planned for AY 2010-2011 to determine
the strengths and weaknesses in current collection development levels.
Most subject areas are represented in the collection at levels II and III.
b. Definition of Collection Levels
i. Collection Level II is defined as, “A collection that is adequate to support
general interest and initial study […] It includes judicious selection from
currently published titles supported by selected, retrospective significant
titles, a broad selection of works of more important writers; a selection of
major journals; and current editions of the more significant reference
tools and bibliographies pertaining to the subject” (Skokie 33).
ii. Collection Level III is defined as, “A collection that is adequate to support
study past high school or practitioner levels, or sustained independent
study; which is adequate to maintain knowledge of a subject required for
student or occupational needs of less than research intensity; or a
popular collection of materials which has a large and diverse number of
titles representing many aspects of the subject and some titles that will
be kept for historical values. “ (Skokie 33-34).
3. Collection Goals
a. Future Collection Levels
i. After the collection assessment has taken place and gaps in the collection
are identified, collection development monies will be allocated to raise
42
supported curriculum subjects areas to Collection Level III. Subject areas
in allied disciplines will be at Level II.
4. Selection Criteria
a. Curriculum Support
i. Curriculum Outlines: One librarian, typically the Collection Development
Librarian, will serve on the Curriculum Committee to stay abreast on the
latest additions to the Chabot Course offerings. Approved Course
Outlines submitted by instructors provide guidance on which materials
would best support the information needs of Chabot students.
ii. Division Liaison Work: Each librarian serves as a liaison to a division
where they can get feedback and request about how the library is serving
the needs of their area.
iii. Faculty Suggestions: The online suggestion form is a way for the Chabot
Community to provide guidance on which materials best support the
curriculum. Faculty members are also invited to a biennial event where
they are encouraged to review the collection in their subject area and
weed materials that are no longer relevant.
iv. Library Orientations: Librarians will make purchases based on specific
course needs at the point of library orientations.
v. Reference Transactions/Course Assignments: Librarians are constantly
assessing the collection when providing reference assistance. When
materials needed by students are not available at Chabot or Las Positas,
librarians will purchase materials that support student assignments.
b. Evaluation of New Materials
i. Positive reviews from credible review sources (i.e., Choice)
ii. Bibliographies for specific subject areas
iii. Availability of materials at Las Positas
iv. Appropriate reading levels for general, undergraduate and vocational
audiences with an emphasis on basic skills students
v. Currency of the materials
vi. Cost of the item, relative to the funds available and import of that subject
area
vii. Material adds to a diverse and balanced collection
5. Types of Materials Collected
43
a. Books
i. Hardbound books should be purchased when available.
b. Reference Materials
c. Course Reserves
i. The instructor provides course reserves with instructions on the
appropriate loan periods.
d. Textbooks
i. The library does not purchase textbooks. Instructors may utilize the
course reserves system to circulate textbooks.
e. Popular Fiction
i. To serve the general reading interests of the Chabot College community,
some of the collection budget will be dedicated to works of popular
fiction.
f. Duplicates
i. Duplicates will be purchased based on the demand for the book (based
on circulation statistics) and cost of the item.
g. Audio/Visual
i. Audio/Visual Materials are an important part of the Chabot College
Library collection. Many titles directly support courses and faculty
requests are generally fulfilled, budget allowing. All materials must be
closed captioned in compliance with Section 508. DVDs are preferred
over VHS when possible.
h. Print Periodicals
i. Print periodicals are currently still being purchased on a limited basis due
to budget constraints. Currently, the print collection fills gaps in our
electronic periodicals collection, as some titles are not available digitally.
Electronic periodicals are preferred for their ease of access for students.
i. Electronic Periodicals
i. Electronic periodicals make up the bulk of web based materials in the
collection. The Technology Librarian negotiates acquisitions of electronic
databases and journal titles on an on going basis.
j. Electronic books
i. At the time, the Library does not really have an electronic books
collection. With the growth of online courses and classes now being
taught at remote centers, the Library should have at least a collection of
reference electronic books available for students. E-Books need to be
accessible in a way that there is no confusion in printing or downloading
44
portions, that they are ADA compliant, and that there is simultaneous
access to materials.
k. Web Based Materials
i. Librarians also evaluate a selection of publically available websites and
include them in the collection.
ii. Criteria for inclusion of the sites are as follows:
1. Reliable content (authors or affiliated institutions are credible and
authoritative in the subject area)
2. Site is updated regularly
3. No additional software is required to view the site (Java Script and
Flash are acceptable)
4. Site is professional in its appearance and is well written
6. Weeding Policy
a. The print periodical collection is weeded annually due to space considerations.
Librarians weed monographs in print biennially. The criteria for discarding
materials should be based on guidelines similar to that of the criteria for
evaluation of new materials but also include:
i. Relevance to current program
ii. Physical condition of the book
iii. Currency in current popular/scholarly discourse
iv. Historical relevance (as a primary document)
b. Discarded materials will be sent to Better World Books where 5% of the value of
discarded materials will be donated to a non-profit of the library’s choice and the
library will be given a store credit of 15% of the value of the books to make new
purchases.
7. Gifts
a. The library welcomes gifts. The Collection Development Librarian will evaluate
the gifts and add them to the collection if the materials meet the guidelines for
new materials.
45
Appendix D: Collection Analysis
I. Circulation Statistics
During the fiscal year of 2008-09, approximately 1,430 patrons used the library per day
according to the building gate count. The SirsiDynix circulation reports reflect the following
statistics:
Approximately 9,315 books from the Stacks were checked out
Approximately 5,148 AV items were checked out
Approximately 11,000 Reserves items, including books and AV materials, were checked
out
46
47
II. Age of the Collection
Age of Monograph Collection
2/1/2010
Number of Records
Imprints
Pre-1950
Monographs
6,478,
Percentage
8%
1950-1959
1960-1969
4,535
16,244
6%
21%
1970-1979
20,669
27%
1980-1989
1990-1999
11,918
8,793
15%
11%
2000Total
9,600
78,237
12%
100%
48
49
50
51
Year
Pieces
1979 or Older
8,347
1980-1999
8,284
2000 or Later
2,601
Total Materials
19,232
52
Number of Items Purchased by Year
Print Volumes (Books,
serial backfiles
government documents,
etc.)
Microform – Units
Audiovisual Materials –
Units
Subscriptions –Titles
including e-journals
20042005
804
20052006
1,676
20062007
1,920
20072008
1,568
20082009
1,399
107
534
133
747
0
409
0
369
0
0
226
157
53
156
126
130