Kathleen Otto
INFO 651 Academic Librarianship
Assignment 4: Capstone Project
1
Job
Posting
Radford
University,
McConnell
Library,
Radford,
Virginia
Instruction
Librarian
John
P.
McConnell
Library
at
Radford
University
seeks
a
creative,
enthusiastic,
user‐oriented
librarian
to
join
a
team
of
library
faculty
committed
to
providing
first‐rate
public
services
to
our
academic
community.
As
part
of
our
information
literacy
instruction
team,
the
librarian
will
design,
develop
and
teach
student‐centered,
course‐
integrated
information
literacy
workshops.
The
Instruction
Librarian
will
provide
general
and
specialized
reference
and
research
assistance,
which
includes
evening
and
weekend
hours
in
rotation.
It
includes
responsibilities
for
collection
development,
university
service,
and
professional
contributions.
Required
qualifications
•
A
Master's
degree
in
library
science
or
equivalent
from
an
ALA‐
accredited
program.
•
Academic
library
experience.
•
Excellent
oral
and
written
communication
skills.
•
Ability
to
work
both
independently
and
in
a
team
environment.
Preferred
qualifications
•
Experience
in
instruction.
•
Awareness
of
new
and
emerging
information
technologies
(ALA
Joblist).
Challenges
of
the
Position
Radford
University
is
a
small
baccalaureate
college
(Carnegie
Classification)
that
offers
both
undergraduate
and
graduate
programs
with
approximately
9,000
students.
It
is
a
student‐focused
university,
which
strongly
emphasizes
students’
development
in
creative
and
critical
thinking
skills,
as
well
as
the
ability
to
analyze
problems
and
implement
solutions.
Radford
University
also
stresses
the
dynamics
of
change.
2
Therefore,
the
university
is
continually
reviewing
and
evaluating
its
curriculum
and
services
to
improve
all
aspects
of
the
University
so
it
can
meet
society’s
changing
needs
(About
Radford
University,
2011).
John
P.
McConnell
Library
at
Radford
University
closely
follows
the
University’s
vision.
“We
foster
information
literacy
and
promote
library
resources
across
the
curriculum.
We
promote
awareness
and
increase
visibility
of
the
library’s
staff,
services
and
resources
to
students
and
faculty.
The
library
collaborates
with
faculty
to
provide
services
and
collections
that
enrich
our
academic
programs.
McConnell
Library
is
the
destination
for
students
and
faculty
to
pursue
academic
and
extracurricular
interests”
(McConnell
Library‐About,
2006).
Radford
University
and
the
McConnell
Library
are
state‐of‐the‐art
institutions
that
focus
on
student
needs.
As
a
librarian
for
this
institution,
I
would
face
many,
but
necessary
challenges.
The
ability
to
accept
new
ideas
and
procedures
and
adapt
to
them
will
be
necessary
to
become
a
successful
librarian
at
McConnell
Library.
Technology
plays
a
significant
role
in
the
McConnell’s
Library
services.
The
library
integrates
technology
into
their
services
and
promotes
information
technology
literacy
in
collaboration
with
the
campus
technology
departments.
As
a
librarian,
I
would
need
to
be
knowledgeable
of
the
technology
that
the
library
provides
and
adept
in
using
it.
In
addition,
I
would
have
to
be
open
and
willing
to
learn
any
new
technology
the
library
may
offer
in
the
future.
It
would
require
continual
training
to
stay
current
with
new
technological
trends
in
order
to
best
serve
the
patrons.
Learning
and
applying
new
technology
in
a
library
setting
is
a
challenge
I
have
faced.
In
my
current
position
for
the
University
of
Minnesota
Libraries,
I
have
learned
and
continue
to
learn
and
to
apply
new
technology.
I
feel
confident
that
I
could
handle
the
challenges
that
current
and
future
technology
may
bring.
The
role
of
an
Instruction
Librarian
requires
development
of
information
literacy
programs
for
Radford
University
students.
One
challenge
in
creating
information
literacy
programs
is
that
not
all
students
have
the
same
needs.
A
graduate
student’s
information
literacy
needs
are
much
different
that
a
first
year
undergraduate
student.
To
develop
3
successful
information
literacy
programs,
it
would
be
necessary
to
educate
myself
in
the
students’
processes
during
each
stage
of
their
school
career.
Discovering
the
appropriate
“point
of
need”
will
make
interactions
with
students
more
valuable.
Using
this
approach
in
creating
information
literacy
programs
will
most
likely
mean
that
I
would
need
to
create
one‐on‐one
services
or
targeted
workshops
for
particular
groups
of
students
(Rempel,
2010).
It
would
be
vital
to
answer
such
questions
as:
Who
are
the
users?
Where
and
how
do
I
meet
with
the
users?
What
do
the
users
want
and
need?
How
are
the
user
expectations
and
requirements
changing?
This
would
help
me
create
effective
information
literacy
programs
geared
towards
the
needs
of
particular
student
groups.
The
use
of
survey
tools,
data
collection
and
analysis,
focus
groups,
suggestion
forums,
and
online
discussions
could
be
used
to
help
tailor
programs
to
specific
student
groups
(Neal,
2009).
Information
literacy
though
cannot
be
accomplished
by
librarians
alone.
This
brings
the
challenge
of
creating
a
holistic
approach
to
include
information
literacy
education
across
campus
(Jarson,
2010).
It
would
require
collaboration
with
faculty,
administrators,
and
other
student
support
services.
To
integrate
information
literacy
across
campus
I
would
keep
regular
communication
with
those
responsible
for
curriculum
decisions;
communicate
with
classroom
faculty
to
integrate
appropriate
information
literacy
competencies,
concepts,
and
skills
into
library
instruction
sessions,
assignments,
and
course
content;
analyze
the
curriculum
in
my
assigned
subject
areas
to
identify
courses
and
programs
appropriate
for
instruction;
and
keep
aware
of
student
assignments
and
the
role
of
the
library
in
completing
these
assignments
(Standards,
2008).
This
position
also
requires
reference
and
research
assistance
for
library
patrons.
One
challenge
would
be
the
change
in
technology
and
the
increasing
amount
of
electronic
information.
Many
library
resources
today
are
available
through
electronic
databases.
This
makes
it
difficult
to
provide
quality
service,
due
to
the
fact
that
there
is
little
standardization
among
databases
and
their
design
is
constantly
changing.
4
Database
vendors
each
use
different
truncation,
proximity,
and
database
fields
for
their
databases
(Sonntag,
2007).
It
would
be
a
challenge
to
learn
and
use
the
current
databases
McConnell
Library
owns
or
any
new
databases
the
library
may
require.
This,
too,
would
require
ongoing
training
necessary
to
provide
quality
reference
service.
The
McConnell
Library
also
offers
virtual
reference
services,
in
addition
to
traditional
library
reference
services.
It
would
be
a
challenge
to
learn
how
to
use
those
tools
and
provide
reference
assistance
in
a
virtual
environment.
With
time
and
training,
I
would
be
able
to
use
these
tools
and
provide
quality
service.
The
Instruction
Librarian
position
at
McConnell
Library
also
requires
responsibilities
in
collection
development.
To
meet
the
challenge
of
successfully
developing
the
collection
with
the
other
library
staff,
I
would
gain
knowledge
of
the
current
collection
development
policy
at
McConnell
Library.
This
would
help
me
develop
an
understanding
of
the
goals
and
mission
of
the
collection,
the
types
of
formats
collected,
the
parameters
of
the
collection,
and
the
user
community.
Finally,
the
McConnell
Library
also
adheres
to
the
American
Library
Association
Code
of
Ethics.
I
would
have
to
be
aware
these
ethics
when
assisting
library
patrons
and
working
with
fellow
library
employees.
Role
at
McConnell
Library
After
Four
Years
Special
projects
and
activities
completed
After
four
years
as
an
Instruction
Librarian
at
McConnell
Library,
I
have
developed
successful
information
literacy
programs
tailored
towards
the
needs
of
the
different
student
populations.
The
programs
are
presented
in
diverse
ways,
such
as
written,
oral,
visual,
online,
or
through
presentation
software.
The
presentation
method
I
use
is
dependent
on
the
class
needs.
I
have
also
modified
my
teaching
methods
to
address
the
different
learning
styles,
language
abilities,
developmental
skills,
age
groups,
and
other
diverse
needs
of
the
students.
While
presenting
the
programs,
I
have
created
a
constructive
environment
by
encouraging
students
to
ask
and
answer
5
questions
(Standards,
2009)
Ultimately,
these
information
literacy
programs
aided
students
to:
•
define
the
research
topic
•
determine
information
requirements
•
locate
and
retrieve
relevant
information
•
use
the
technological
tools
for
accessing
information
•
evaluate
information
•
understand
the
ethical,
legal
and
socio‐political
issues
surrounding
information
and
information
technology
(Information
Competence,
2008).
In
my
four
years
at
McConnell
Library,
I
have
continually
promoted
information
literacy
opportunities
and
services
to
new
and
current
faculty,
departments
and
programs,
and
elsewhere
on
campus.
Through
this,
I
have
established
working
relationships
with
academic
departments,
programs,
and
faculty.
This
has
helped
me
incorporate
information
literacy
into
the
curriculum
(Standards,
2009).
I
have
created
course
integrated
information
literacy
programs
that
are
customized
for
each
course.
The
objectives
of
the
information
literacy
programs
are
based
on
the
subject
matter,
goals
of
the
course,
as
well
as
the
needs
of
the
students
in
the
class.
I
work
with
faculty
to
define
the
expectations
and
learning
outcomes
of
the
information
literacy
program.
This
has
helped
me
to
determine
the
appropriate
information
literacy
proficiencies
and
what
resources
to
include
in
the
program.
I
also
have
worked
with
faculty
to
sequence
their
lesson
plan
with
the
information
literacy
program,
meaning
that
faculty
give
assignments
in
which
library
resources
will
be
needed.
To
give
students
the
best
learning
experience,
I
have
incorporated
hands
on
exercises
in
searching
databases
relevant
to
the
student’s
course.
During
these
programs,
I
also
have
encouraged
faculty
to
participate
in
discussion,
link
library
instruction
content
to
course
content,
and
help
answer
student
questions
(Standards,
2009).
I
have
also
worked
with
faculty
to
create
out‐of‐class
work
in
the
library.
This
gets
students
actively
using
the
library
and
its
resources.
6
To
evaluate
these
information
literacy
programs,
I
have
designed
effective
assessments
of
student
learning
and
use
the
information
I
collect
to
help
develop
and
adapt
my
teaching.
I
often
analyze
my
method
and
seek
out
new
knowledge
of
teaching
methods
and
learning
theories
to
improve
my
teaching
skills
(Standards,
2009).
Initiatives
undertaken
To
enhance
my
role
as
a
reference
librarian
for
McConnell
Library,
I
have
initiated
the
idea
of
the
“roving
librarian”
for
all
who
work
at
the
reference
desk.
As
opposed
to
just
sitting
at
the
reference
desk
waiting
for
patrons
to
approach
us,
periodically
myself
and
the
other
librarians
walk
through
the
library
where
students
are
conducting
research.
I
have
found
that
students
are
more
ready
to
ask
questions
if
they
see
the
librarian
is
available
and
in
close
proximity
to
where
they
are
conducting
research
(Sinclair,
2009).
Also,
during
my
time
at
McConnell
Library,
I
have
explored
and
incorporated
the
idea
of
transliteracy
in
the
appropriate
information
literacy
programs.
Transliteracy
has
become
an
interesting
topic
that
is
now
affecting
libraries.
It
is
concerned
with
social
meaning
of
literacy.
It
analyzes
the
relationship
between
people
and
technology,
specifically
social
networking.
This
concept
mainly
focuses
on
the
social
use
of
technology.
Transliteracy
is
an
important
issue
that
libraries
should
address,
which
is
why
I
have
taken
the
initiative
to
incorporate
it
in
information
literacy
programs
by
addressing
the
use
of
social
technologies
(Ipri,
2010).
Other
accomplishments
achieved
In
addition
to
these
initiatives,
I
have
improved
my
reference
skills
in
assisting
patrons
at
the
desk
and
virtually.
In
the
past
four
years,
I
have
become
comfortable
with
the
virtual
reference
services
offered
and
have
completed
several
successful
reference
transactions.
I
have
also
made
myself
available
for
one‐on‐one
consultations
and
individual
appointments
to
assistant
undergraduates,
graduate
students,
and
faculty
in
their
research.
Not
all
students
and
faculty
use
reference
services
or
attend
information
literacy
programs
due
to
time
conflicts.
To
help
address
this,
I
have
developed
online
tutorials
7
and
guides
to
library
research.
This
allows
students
and
faculty
to
learn
on
their
own
time
and
at
their
own
pace.
I
have
taken
my
duties
in
assisting
in
collection
development
seriously
at
McConnell
Library.
During
the
past
four
years,
I
have
also
become
familiar
with
the
collection
development
policy
and
have
gained
understanding
of
the
needs
of
the
user
community.
I
have
also
gained
an
understanding
of
what
formats
to
purchase
for
each
subject
to
purchase,
such
as
electronic,
print,
or
other
media.
I
have
successfully
collaborated
with
the
other
librarians
to
help
build
the
collection.
Objectives
for
the
next
year
My
overall
objective
for
the
next
year
is
to
continue
to
take
on
the
role
of
the
“blended
librarian”
combining
both
new
and
traditional
library
skills.
To
accomplish
this,
I
will
stay
knowledgeable
in
traditional
librarian
skills,
as
well
as
new
services
and
technology
for
libraries.
I
will
also
evaluate
traditional
librarian
skills
to
determine
if
way
exists
to
enhance
those
skills
with
new
information
technology
developments
or
developments
in
instructional
design
to
meet
student,
faculty,
and
staff
needs.
I
will
also
continue
to
seek
out
and
learn
new
technologies
and
successfully
apply
them
into
library
services
and
information
literacy
programs
(Sinclair,
2009).
In
the
coming
year,
I
plan
to
evaluate
the
effectiveness
of
the
information
literacy
programs.
I
will
assess
the
student
needs
to
keep
programs
relevant
to
those
needs.
I
will
continue
to
build
new
collaborations
with
students,
faculty,
and
staff
both
in
and
outside
of
the
classroom.
This
includes
physical
locations
such
as
library
instruction
labs,
classrooms,
coffee
shops,
or
virtual
environments,
such
as
online
discussion
forums.
In
doing
this
I
hope
to
match
students
and
faculty
with
the
information
tools
they
need
(Sinclair,
2009).
The
idea
of
combing
reference
desk
services
with
information
technology
and
moving
it
closer
to
where
students
are,
such
as
the
learning
commons
area,
is
a
great
idea
to
centralize
library
services
and
bring
them
closer
to
students.
Therefore
in
the
next
year,
I
plan
to
partner
with
information
technology
staff
to
create
a
one
stop
technology
and
reference
desk
located
near
the
learning
commons.
My
goal
is
to
create
8
a
centralized,
blended
service
point
that
can
assist
students
with
a
variety
of
technology
issues,
research
questions,
and
even
provide
spare
of
the
moment
hands‐on
learning
opportunities
(Sinclair,
2009).
9
Bibliography
About
Radford
University.
(2011).
Retrieved
February
27th,
2011,
from
Radford
University
Website,
http://www.radford.edu/content/radfordcore/home/about.html
ALA
Joblist‐
Instruction
Librarian.
Retrieved,
February
26th,
2011,
from
http://joblist.ala.org/modules/jobseeker/Instruction‐Librarian/16696.cfm
The
Carnegie
Classification
of
Institutions.
(n.d.).
The
Carnegie
Foundation
for
the
Advancement
of
Teaching.
Information
Competence
Graduation
Requirement.
(2008).
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February
28th,
2011,
from
California
State
University,
Sacramento
Website,
http://library.csus.edu/content2.asp?pageID=363.
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Tony,
“Introducing
Transliteracy:
What
Does
It
Mean
to
Academic
Libraries?”
C&RL
News
(November
2010).
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Jennifer,
“Information
Literacy
and
Higher
Education:
A
Toolkit
for
Curricular
Education,”
C&RL
News
(November
2010).
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Library‐
About.
(2006).
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February
27th,
2011,
from
McConnell
Library
Website,
http://library.radford.edu/about/vision.html
Neal,
James
G.
(2009).
What
Do
Users
Want?
What
Do
Users
Need?
W(h)ither
the
Academic
Research
Library?
Journal
of
Library
Administration
49.
Rempel,
Hannah
Gascho.
(November
2010)
A
longitudinal
assessment
of
graduate
research
behavior
and
the
impact
of
attending
a
library
literary
review
workshop.
College
&
Research
Libraries
71(6).
Sinclair,
Bryan.
(October
2009)
The
Blended
Librarian
in
the
Learning
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