Monica Wong, Northwest Head Librarian / Professor
Lorely Ambriz, Northwest Librarian / Assistant Professor
EPCC Board Meeting
March 23, 2016

• City County line without a public library
• Low income agricultural area & affluent upper valley
• Predominantly Spanish speaking
• Low literacy level
• Next to a high school, an early college high school & a head start

1994
700 sq.ft.
2003
10,800 sq.ft.
2012
15, 800 sq.ft.
Class room size library
Family Literacy Center
Hummingbird Garden

Academic
Book Circulation
Computer Usage
Study Rooms
Library Instruction
(# of sessions)
Library Instruction
(# of students)
2003
3,825
2015
6,226
17,755 73,720
203 5,720
96
2,082
217
4,623
Community
Programs
Attendees
2003
122
4117
2015
417
14002
% Increase
61%
315%
2,718 %
126%
122%
% Increase
142%
140%

• Texas Humanities Book Grants, $1,000 (1999)
• Target Grants, $3,000 for Technology and Family Literacy Project (2008)
• Dollar General $3,000 for Science Fair Project (2009)
• El Paso Community Foundation $1,000 for Sign Language (2009)
• HUD HSIAC grant $600,000 for a Family Literacy Center (2009-2012)
• Texas State Library Special Project Grant, $150,000 (2010-2012)
• The Cornell Lab of Ornithology - Celebrate Urban Birds $500 (2012)
• Young Adult Library Services Association $5,000 (2014)
• El Paso Public Library Partnership $661,000 (2003-2015)

(17 & under)

• Tailored library instruction in collaboration with disciplines;
• Individualized instruction on library resources;
• Address patron questions walk-in, phone or e-mail;
• Assistance with MLA/APA
Styles citation.

We have been, and are continuing to examine opportunities to embed academic library instruction into the curriculum:
• To spend more than one class period to teach them the overall information seeking process and strategies;
• To produce independent learners with transferable information literacy skills through embedded librarianship and faculty collaboration for lifelong learning.
Library Instruction
(# of sessions)
Library Instruction
(# of students)
2003
96
2,082
2015
217
4,623
% Increase
226%
222%

Faculty Perception Study Results:
What is your general perception of EPCC students ’ existing information literacy skills level?

Discerning among different genres of studies and utilizing this information

Academic Services
Embedded Librarianship and Collaboration with Disciplines
Dividing the thesis argument into key terms
CRITICAL APPROACHES DESCRIPTION KEY TERMS
TIME PERIOD / HISTORY /
CONTEXT
FOUNDER(S) OF / MAJOR
CONTRIBUTOR(S) TO THE DEVELOPMENT
OF THE CRITICAL APPORACH
1.
EMPHASIS ON THE
TEXT
1.1. New Criticism • Psychological or historical information about the author, the intentions or feelings about the author or readers
1.2. Structuralism • Linguistic insights
• Principles of language
• Interrelations of signs in the language
• Association of a word and what it said to signify
• Interactions of words and ideas that stand apart from individual human identities or sociopolitical commitments
Formalism
Metaphors
Alliterations
Figurative language
Emotional conquest
Linguistics
Philosophy
Political theory
Paradox
Irony
Ambiguity
Tension
Rythms or rhyme schemes
Meaning
Author/Source
Reader/Reception
1920's-1970's
British American
Cold War
Fascist and communist regimes
Political context
Genres
Myths
Phonetics
Differentiation
Dualisms
Language
1960's-1970's
French
Soviet Union
Prague
Linguistics
Codes
Gestures
Signals
Symbols
Patterns
I. A. Richards, T. S. Eliot , Cleanth Brooks,
David Daiches, William Empson, Murray
Krieger, John Crowe Ransom, Allen Tate, F.
R. Leavis, Robert Penn Warren, W. K.
Wimsatt, R. P. Blackmur, Rene Wellek,
Ausin Warren, and Ivor Winters.
Ferdinand de Saussure , laude Lévi-
Strauss, A. J. Greimas, Jonathan Culler,
Roland Barthes (bart), Roman Jakobson,
Vladimir Propp, and Terence Hawkes.

Embedded Librarianship and Collaboration with Disciplines
Annotated Bibliography Evaluation Rubric
Use of Evaluative Criteria:
Currency
Use of Evaluative Criteria:
Relevance
Credibility of Source
Use of Evaluative Criteria:
Authority
Performance Level 0 Performance Level 1
Not Evidence
(does not use criteria) (uses criteria, but at face value)
Competent
(uses criteria critically)
Student does not identify the date the source was published/created.
Student identifies the date the source was published/created but does not use this information to determine if the source is appropriate for their research project.
Student identifies the date the source was published/created and uses this information to determine if the source is appropriate for their research project.
Student does not state how the source is useful for their research project.
Student does not discuss the correctness and reliability of the information in the source.
Student states that the source is useful for their project, but does not provide an explanation of why the source is relevant, such as it contains background information, leads to other sources, provides specific type
Student states that the source is useful for their project and develops the relationship between the source and the research topic, using specific examples from the source and placing them within the context of the of evidence or answers the student's research question. student's project.
Student discusses the source's correctness and reliability, but the student takes the information presented at face-value, and does not consider the evidence of information presented and how that information can be verified elsewhere.
Student discusses the source's correctness and reliability, including a discussion of the quality of information presented in the source. The student considers the evidence or arguments present in the source and how that information can be verified.
Student does not identify the author, publisher, or organization that created the source.
Student identifies the author, publisher or organization that created the source but does not use this information to determine if the source is appropriate for their research project.
Student identifies author, publisher, or organization that created the source and uses this information to determine if the source is appropriate for their research project. The students connects the author of the source to the student's topic.
Use of Evaluation Criteria:
Purpose (author's purpose for creating the source)
The student does not consider the author's purpose or motive for creating the source.
The student discusses the author's purpose or motives for creating the source, but does not evaluate how his purpose affects the information in the source.
The student discusses the author's purpose or motives for creating the source, identifies potential bias or conflict of interest, and justifies why the source is still credible for the student's research project.
Adapted from: Rinto, E. E. (2013). Developing and Applying an Information Literacy Rubric to Student Annotated Bibliographies. Evidence Based Library and Information Practice; Vol 8, No 3 (2013).

Embedded Librarianship and Collaboration with Disciplines
Combining rhetorical proofs with 21 st century communication
Proofs Pathos
Emotional
Connection
(How the audience's feelings are engaged)
Ethos
Credibility
(How the audience perceives the credibility of the writer)
Logos
Logical Argument
(How the audience perceives the text as reasonable)
Means of
Persuading
Themes
Visuals
Figurative
Language
Stories
Humor
Delivery
Technique
Trustworthiness
Similarity
Authority
Reputation
Sincerity
Standard English
Facts
Research
Shared Wisdom
Diagrams/Charts
/Examples
Definitions http://www.edutopia.org/blog/ethos-logos-pathos-21st-century-todd-finley

Academic Services
Social Media to consume information and generate new knowledge
INFORMATION LITERACY & KNOWLEDGE results from the ability to:
CAPTURE
USE
& SHARE
VERIFY
COMPREHEND
& ASSESS
INFORMATION
CLASSIFY
ACCESS ORGANIZE
“We now just remember bits and pieces of an article that we read, but we can remember who tweeted it or which email account it was sent to, and then access it again when we need it.”
Andy Burkhardt - “Outsourcing Our Memories To Google,” Information Tyrannosaur

Academic Services
Social Media to consume information and generate new knowledge
If an important social, political, or cultural event happens, where is the first place that you learn about it? Rank from 1 to 4. 1 being the most likely place you will hear about it first.

Academic Services
Social Media to consume information and generate new knowledge https://twitter.com/EPN/status/6855263040
58294272

Sharing the embedded librarian model
Presentations/training for EPCC faculty and staff
• 2016 NW Campus Division Meeting
• 2016 District Wide English Discipline Meeting
• 2016 RG Campus Faculty/Librarians
• 2015-2016 Faculty Development week
• 2015 Professional Development Day
YsletaISD Dual Credit Instructors
Outreach training for faculty, teachers, and librarians
• 2015 YsletaISD Teachers
Networking Technology & Content
Conference
• 2015 UTEP’s Sun Conference
• 2015 Border Regional Library
Association Conference

Courses
• EDUC 1300
• ENGL 1301
• ENGL 1302
• ENGL 4
• ENGL 2323
• BIOL 1406
Providing library instruction to Dual Credit Courses on campus and off campus to Coronado HS,
Canutillo HS and NECHS. 93 sessions offered, serving 1,913 students within the last 4 years.

• Seed funding by the ITAC, Bob Starke, Project Director.
• Web page designed by faculty Joe Old maintained by NW PT Librarian
Rachel Murphree.
• A collaboration of faculty, librarians, library staff and work-study students.
• It contains over 4,000 files and pictures and numerous other Web resource links.
• 25 years of issues of EPCC student research on local history can be accessed globally though Google.
• NW Librarians Rachel Murphree and Helen Bell provide tailored library instruction for ENGL 1302 Local History courses.

1991 1992 1993 1994 1995 1997 1998 1999
1999 2000 2001 2003 2004 2005 2006 2007

• Over 40 text books, encyclopedias and scholarly press Handbook of
Texas Online.
• Hispanic American Historical
Review online, Duke University.
• Texas State Historical Association
Online.

Congressman Beto O’Rourke has been citing
Borderlands articles in multiple occasions in his
Social Media platforms, particularly Facebook.
This is a post from March 15, 2016.

Borderlands page view statistics were reaching over 590,000 views in
2007 and dropped down as low as 7 in 2014 views because of server changes

Partnership was formed with El Paso Public Libraries in 2003.
School partners:
• Canutillo ISD
• El Paso ISD
• Gadsden ISD
• Ysleta ISD
• Region XIX Head Start
• Region XIX Migrant Education
Community partners:
• Girl Scouts
• YWCA
U.S. Federal programs:
• Southwest Key Programs
• USAID Georgetown University
SEED program
• National Library of Medicine

naming the library after Mrs. Welch and Mrs. Bush in 2005
The mother grew up in Canutillo. She and her daughter former
First Lady Laura Bush are readers and library supporters.
First Lady visits the Library

A one-week celebration whit participation of over
600 pre-K through third grade students from three school districts (EPISD, CISD, GadsdenISD) Gonzalo and Sofia Garcia Elementary, Davenport
Elementary, Canutillo Elementary, Bill Childress
Elementary and Sunland Park Elementary School.

• EPCC Spring Arts Festival funding
• 800 elementary students from EPISD,
Gadsden ISD celebrated Dr. Seuss’ birthday with reading, technology, drumming and a college tour.

Develop Toddler Tech
Curriculum with Dr. Cristina Gonzalez
• Requests from Canutillo Migrant Education (2006)
• Developed EPCC Toddler Tech Program
• Obtained $153,000 grants
• Serves Head Start, Migrant Education, elementary school students and community children and parents
Curriculum using Smart Tables & iPads and reading activities for:
• Story & E-book reading
• Problem solving activities

• Dr. Gonzales brings students to participate in our summer and spring Toddler Tech programs
• Teachers from Central America
SEED program and EPCC students were trained to use technology and volunteered to read to children.

Early Childhood Education students volunteer for reading.
Library Staff Christian Waldmannstetter and librarians Helen Bell and
Estella Gleason design and deliver bilingual instructions

• Toddler Tech Video 2011

96 Classes offered - two weeks in June 2015
323 Registered in multiple classes
5,552 Attendees
Web Page Design Kung Fu Fan Dance
Family Reading CISD Soccer Field

Summer Books and Beyond
College Going Culture and Reading Literacy
• 332 children registered for two-week Summer Program
• 230 received reading certificates
• Library staff developed registration process programs and assist and teach reading, science, technology, sports and arts programs.
• Worked with staff from Cashier Services, Center for Students with
Disabilities, IT, Media Center, Physical Plant and Police.
2015 Library Summer Program surveyed 117 parents
• 37% of parents are not aware of EPCC Northwest Campus
• 89% feel comfortable in a college environment after the Summer Program
• 64% are planning their children’s college education

Canutillo, Anthony,
Vinton, Westway
Central
Clint
East
Michigan
New Mexico
Northeast
West
Westside/Upper Valley
Westside/Upper
Valley 26%
West 41%
Canutillo, Anthony,
Vinton, Westway
12%
Central 2%
Clint 1%
East 8%
New Mexico 9%
Other States 1%
Northeast 1%