Last Revised 12/10/10
INSTRUCTIONAL PROGRAM REVIEW
Library and Learning Resources
Digital Library & Learning Resource Center
(DLLRC)
Riverside City College
Riverside Community College District
Office of Institutional Effectiveness
Web Resources:
http://www.rcc.edu/administration/academicaffairs/effectiveness/review.cfm
Need Help? Contact Jim Thomas or Kristina Kauffman
Last Revised: March 1, 2010
Library Program Review
Fall 10
Table of Contents
A. Mission and Relationship to the College
3
B. History
4
C. Data and Environmental Scan
6
D. Programs and Curriculum
13
E. Student Outcomes Assessment
14
F. Collaboration with Other Units
15
G. Outreach
16
H. Long Term Major Resource Planning
17
I.
18
Summary
J. Recommendations to the Program Review Committee
19
Appendix
21
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Library Program Review
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2007-2010 Program Review for Library and Learning
Resources
Authors: Hayley Ashby, Linda Braiman, Henry Bravo, Steve Brewster, Shannon
Hammock, Jacqueline Lesch, and Paul Moores.
Contributors: Celia Brockenbrough and Debbi Renfrow.
A. Mission and Relationship to the College(s)
What is the mission of your unit? Comment on the areas of the mission, vision, and strategic
plan of the college(s) and district that are most closely related to the mission of your unit.
Please see website for the mission statements.
Our discipline aligns with the district’s mission by supporting undergraduate curriculum,
and by providing information resources and learning services that foster lifelong
information competency skills, while participating in continuous dialogue of program
assessment and strategic planning to attain the resources necessary to respond to the unique
needs of our users.
In order to address the goals of its respective college, each library has its own mission
statement.
The purpose of the Digital Library and Learning Resource Center (DLLRC) is to support
the strategic goals of Riverside City College through enhancing “Student Access and
Support,” and “Culture of Innovation.” As library faculty, our professional standards
compel us to advance the principles of information competency so that our patrons may
learn to locate, evaluate, and use information efficiently and effectively.
Overall, the DLLRC strives to:
•
Acquire a wide variety of information to support pre-college,
undergraduate, and career/technical curriculum;
•
Provide comprehensive library services to promote student engagement and
success; and
•
Support faculty and classroom activities with instructional media
technology.
Our college values espouse philosophies practiced daily by the library faculty since our
profession is inherently service-oriented. Meeting the college strategic goals and vision,
even on an incremental basis, presents a serious challenge since implementation requires
funding for resources, staff development, and maintenance of equipment and facilities.
Additional support is needed to expand services to the Rubidoux Annex and to the Stokoe
Innovative Learning Center. While the strategic planning process brings welcome
transparency to budget allocation, the process currently does not provide for permanent
budget augmentation for ongoing operating expenses such as annual database renewals,
maintenance contract renewals, and software licensing.
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B. History
1. History (update) since last review:
a. What have been the major developments, activities, changes, and/or projects in
the unit since the last review?
2. What were the goals and recommendations in the unit’s last program review (if any)
and how has the unit responded to those goals and recommendations?
a. For example, what strategies have been used to accomplish the goals and
recommendations?
b. Have these strategies proved successful? If so, please describe.
In our previous program review document the overall goal was to preserve the
centralization of library operations across the district. A change in the district’s direction as
evidenced by the hiring of separate college deans for Moreno Valley and Norco libraries
established a new goal for the future.
In the fall of 2007, the dean who oversaw district operations at all three libraries and
instructional media centers, retired. Recruitment for a replacement was marked with a
change in title and purview from Executive Dean, Technology and Learning Resources to
Dean, Technology and Learning Resources for oversight of the Riverside campus only.
This was in alignment with previous recruitments at Moreno Valley and Norco for
assistant library deans with the overall RCCD goal of decentralizing operations and
services in anticipation of the separation into colleges. The Dean, Technology and
Learning Resources began work at the DLLRC on February 14, 2008.
For the first time since moving to the DLLRC, the discipline began to participate in the
faculty department chair process, with the Network and Multimedia Librarian serving as
our chair.
In an effort to make the library more welcoming to patrons, Dr. Fradkin initiated new
reforms, including permission for students to consume food in a designated area of the
library, the sponsorship of joint public programming to highlight the achievements of RCC
faculty, and rotating installations of professional art work. With the discipline’s approval,
space on the fourth floor was allocated for the Glenn Hunt Center for Teaching Excellence
so that faculty campus-wide would have a home-away-from-home where they could also
avail themselves to various professional development workshops and support for online
instruction.
Virtual preparations for the separation into colleges began with the library’s website. In
January 2007, patrons were offered a choice of websites based on the campus location.
Each website featured a “scoped” collection reflecting the book and media holdings for
that specific location, as well as links to information unique to that facility. Databases
subscriptions were the same on all three websites since the vendors contractually
considered us one college with satellite sites. In early 2009, access for two new database
subscriptions (Humanities International Full Text and ARTstor) was exclusive to the
Riverside campus because funding for these was made possible from the Riverside campus
strategic planning process and the awarding committee stipulated that they would only pay
for access for the Riverside campus.
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In fall 2007, in response to concerns from the campus community, the library joined the
“one card” system so that the student identification card could also serve as a library card.
Furthermore, in 2009 the library volunteered to serve as an alternate location for issuing
student identification.
In fall 2008, in response to patron comments about the inconvenience of the library’s
staffed centralized print center, the library eliminated the copy-card system, switched to
cash-operated, self-service printers and moved the majority of the printers to the Computer
Commons.
Library Archives moved from boxes stored in the Instructional Media Center (IMC) to a
more visible space on the 2nd floor to accommodate processing of selected art works and
letters of former RCC student, Mine Okubo. The collection became the holding of the
DLLRC as a result of an unsolicited grant pursued by district administration.
The next dramatic, but largely symbolic change to our operation was the dedication of the
building in honor of former RCC president and chancellor, Dr. Salvatore G. Rotella on
February 26, 2009. The library faculty, staff, and administration, and the college
community at large continue to refer to the library as the “Digital Library” or the
“DLLRC.”
Devastating news came to the DLLRC in the summer of 2009 when the state of California
eliminated Telecommunication and Technology Infrastructure Program (TTIP) funding for
its community college libraries. The library no longer receives an annual $35,000
allotment to support online database subscriptions.
The repercussions from this loss in funding are three-fold:
1. The cancellation of databases directly affects student access, particularly for
those students in distance education programs and enrolled in classes at off-site
locations, such as Rubidoux and Stokoe;
2. The library cannot return to paper products since they would be prohibitively
expensive (note the DLLRC is entering year three without a book budget);
3. The college will have difficulty meeting the accreditation standards, specifically
Standard II.C., which corresponds to Library and Learning Support Services, if
services for off-campus students are not provided through online databases.
Despite a resolution sponsored by Riverside City College’s Academic Senate, and a
letter/petition from the English and Speech Communications department, neither district
nor college administration has provided a long-term solution for the loss of TTIP funding.
Compounding matters, at the start of fiscal year 2010-2011 when the campuses were
legally recognized as colleges, database vendors no longer allowed the three libraries to
share subscription costs, required separate contracts for each of the colleges, and
effectively tripled the costs for online access.
But the DLLRC still had a few more unforeseen setbacks that would have a significantly
adverse affect on operations for fall 2010. As a result of Norco and Moreno Valley
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Library Program Review
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achieving independent college status, the District directed reallocation of Riverside library
resources to Moreno Valley and Norco college libraries. Funds in the amount of $76,000
from the Riverside Library budget used to fund evening and Winter/Summer Intersession
reference desk coverage were transferred to the Norco Library. This resulted in drastic cuts
to the Riverside Library’s operating hours for the upcoming 2010-2011 academic year, as
well as severe cuts to the Riverside Library’s instruction program.
The District mandated compliance with California Education Code Section 88003, which
requires that non-seasonal, part-time hourly positions be converted to permanent part-time
status. Due to the increased cost of permanent part-time positions as compared to part-time
hourly positions, the IMC lost ten positions and the library lost six positions, resulting in a
61% loss of front-line service staff.
The impacts to instruction and services provided by the Riverside Library and IMC as a
result of the aforementioned reductions included:
 Cuts to the library’s operating hours equivalent to 11.5 hours a week during the Fall
and Spring semesters;
 Cuts to the library’s operating hours equivalent to 16 hours a week during the
Winter and Summer intersessions;
 No Saturday hours, including no extended hours prior to finals week;
 The cancellation of three of five sections of the library’s one-unit LIB-1:
Information Competency course, resulting in a 60% section cut;
 Reduced support for issuing college cards and checking out library materials,
course reserves, study rooms, and laptops;
 Reduced support for students in need of computer assistance with WebAdvisor,
Open Campus, Microsoft Office, student email, and wireless registration;
 Uncertain funding for library databases.
In addition to the permanent loss of TTIP, and the district’s permanent re-distribution of
DLLRC resources, the state ceased its support for categorical funding, which at RCCD has
traditionally served as the library’s sole source of funding for books and other resources.
Ever positive, the library faculty at the Riverside City College embark on a new
Comprehensive Program Review document faced with the challenge of supporting student
learning and the achievement of students’ educational goals with fewer human and
financial resources.
C. Data Analysis and Environmental Scan
1. The unit was provided with a substantial amount of data from Institutional Research.
Review the data, discuss it with your colleagues, and identify major changes or trends
you expect to be of particular relevance to your discipline in the next four years. Not
everything provided will be useful to every unit. Please use only data you believe to be
of relevance to your discipline, which should at a minimum include:
o WSCH/FTES
o Student Success (including retention and persistence as applicable)
o The number of degrees and certificates, if applicable
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Discuss (verbally) with your unit enrollment trends which might include data on
gender, ethnicity, night vs. day, traditional vs. non-traditional age, etc. Think BIG
picture trends, not small details.
a. Write about enrollment trends that the unit believes are important to the unit’s
planning and resource needs. Why might these trends be occurring? NOTE: If
enrollment trends suggest stability, state that and go to question 2 in this
section.
b. Considering these trends how well is the unit doing in meeting the needs of the
various learner populations in the District? And, what might the unit need to do
to address these trends?
2. In addition to the enrollment trends, which you have described above, what is the
unit’s overall assessment of its performance? Clearly state the performance/quality
indicators unit uses to judges this (you may wish to reference the District or College
Strategic Plan). In framing your answer reflect on the strengths, weaknesses,
improvements, and accomplishments of the unit.
1. Enrollment Trends*
a. The following table details the enrollment trends for Fall 2007 through Spring
2010 for both formats of LIB-1, including face-to-face, web-enhanced and
online.
Semester/Year
Fall 06
Spring 07
Fall 07
Spring 08
Fall 08
Spring 09
Fall 09
Spring 10
Number of Sections
6
6
6
6
6
5
5
4
Enrollment at Census
114
124
186
167
183
162
174
143
* Due to the fact that several of the sections taught each semester during this time period were
offered in conjunction with the Gateway to College Program, the FTES, WSCH, and efficiency
data does not accurately reflect all of the students enrolled in these sections (Gateway students
are high school students and the college does not collect apportionment for them). Therefore,
these figures did not factor into the discipline’s discussion.
Based on the data provided in the table above, the library faculty identified the
following trends:

The number of sections offered has been steadily declining. Starting in
Fall 2006, the Riverside Library offered two online sections of LIB-1
and four face-to-face, web-enhanced sections. The four face-to-face,
web-enhanced sections were coordinated with the Gateway to College
Program to maximize the enrollment of the Gateway students. In Spring
2009, the library decided to increase the efficiency of these classes by
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
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offering three sections instead of four. Gateway to College was
contacted in order to provide input in regards to schedule development.
For Spring 2010, the college administration requested that one section
of LIB-1 be cut for budgetary reasons. Budget reductions, specifically
the recent reallocation of $76,000 from the Riverside Library to the
Norco Library continues to have a significant impact on the number of
LIB-1 sections offered. Without funding to hire associate library faculty
to assist in instruction, the cuts to LIB-1 will continue to be severe
despite demand for the course.
Efficiency has increased dramatically as demonstrated by the fact that in
Spring 2010 there was an average of 36 students enrolled in each
section as compared to 19 students per section in Fall 2006.
LIB-1success and retention rates for 2006-2010 are represented in the following
chart:
While there has been some fluctuation over time, the success rate has increased
over the past four years and has leveled off in 2009/2010. Library faculty
suspect that this has occurred partially as a result of the increased coordination
between the faculty who teach LIB-1, as well as the refinement of student
learning outcomes assessment instruments resulting in greater consistency in
grading. At 87.14% for Spring 2010, the success rate of LIB-1 is well above the
Riverside College success rate of 62.81%.1The retention rate of LIB-1 is closely
tied to the retention rate of the Gateway to College program, whose students are
enrolled in at least 50% of the course sections. The online LIB-1 sections tend
to have lower retention than the face-to-face classes, which is typical of courses
taught in the online format in general.
1
Riverside Community College District. Riverside City College Fact Book 2010. Riverside: Riverside
Community College District, 2010. Print.
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Library Program Review
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While the library does not generate FTES for reference instruction or
orientations/workshops requested by faculty for their courses, these activities
constitute a significant portion of the library’s instructional program. The
following table provides a summary of non-credit library instruction (refer to
Appendix A for a detailed list of orientations/workshops broken down by
discipline):
Year
2006/2007
2007/2008
2008/2009
2009/2010
Information
competency
instruction
213
227
193
138
Workshops
Reference
Instruction
0
62
50
37
5,200
4,491
7,384
8,662
The information competency instruction and workshops provided by the library
are only offered in conjunction with courses taught at the college. In 2009/2010
there was a significant decrease in the number of library instructional sessions
that were offered as a result of section cuts that took place across the
college/district as a whole. Furthermore, anecdotal evidence suggests that the
renovation of the Quad classrooms to include presentation technology and
internet-accessible workstations has resulted in some faculty providing their
own basic library instruction in the classroom. The library plans to conduct a
survey of faculty to formally assess the extent to which faculty are presenting
information competency instruction in the classroom. The results of the survey
will be used to improve the content, schedule, and mode of delivery of library
instruction for faculty across the disciplines.
Instruction at the reference desk provided by library faculty during the library’s
hours of operation has increased by 67% over the last four years. Despite the
college’s deep section cuts and the library’s discontinuation of Saturday hours
beginning in Fall 2009, the demand for research assistance and library
instruction continues to increase.
b. In discussing how well the library is meeting the needs of learner populations
the library considered both college demographic and enrollment data and the
major findings from the Project Information Literacy Progress Report.” 2
College demographics and enrollment trends that the library faculty identified
as significant to the unit’s planning and resource needs are:

81% of RCC students are under the age of 35;
2
Head, Alison J., and Michael B. Eisenberg. Project Information Literacy Progress Report: Truth Be Told:
How College Students Evaluate and Use Information in the Digital Age. Project Information Literacy.
Information School, U of Washington, 1 Nov. 2010. Web. 10 Nov. 2010.
<http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf>.
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

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16% of RCC students are “evening only;”
8% of RCC students are “online only.” 3
Students born after 1977 are considered “digital natives,” in that they have
grown up with digital technology such as computers, the Internet, and mobile
devices since birth. Roughly 81% of the students that are enrolled at RCC are
digital natives, and have certain expectations when it comes to technology and
information. Digital natives are used to receiving information immediately,
frequently multi-task and parallel-process, and prefer random access. 4 The
digital natives that make up the majority of library users expect the “Digital
Library” to possess up-to-date computer equipment, fast network speed, and
access to a wealth of online resources. In meeting the needs of the college’s
learner population the DLLRC needs to make certain that computer
hardware/software is updated according to the schedule outlined in the college’s
Technology Plan. Moreover, it is incumbent on the library to plan for continued
and expanded access to electronic resources in the form of online subscription
databases containing book, periodical, and reference material.
Providing online library resources and instruction for students is especially
crucial for the 24% of students who either take online only or evening only
courses. Both online and evening students rely heavily on the library’s digital
collections, and information/guides posted to the library website – online
students may never step foot on campus, while evening students have fewer
opportunities to use the library’s physical resources due the reduction in
evening hours.
Two of the major findings of the Project Information Literacy Progress Report
that are of particular relevance to the library are:


For over three-fourths (84%) of the students surveyed, the most difficult
step of the course-related research process was getting started. Defining a
topic (66%), narrowing it down (62%), and filtering through irrelevant
results (61%) frequently hampered students in the sample, too. Follow-up
interviews suggest students lacked the research acumen for framing an
inquiry in the digital age where information abounds and intellectual
discovery was paradoxically overwhelming for them.
Despite their reputation of being avid computer users who are fluent with
new technologies, few students in our sample had used a growing number
of Web 2.0 applications within the past six months for collaborating on
course research assignments and/or managing research tasks.
3
Riverside Community College District. Riverside City College Fact Book 2010. Riverside: Riverside
Community College District, 2010. Print.
4
Prensky, Marc. "Digital Natives, Digital Immigrants." On the Horizon 9.5 (2001): 1-6. Web. 10 Nov. 2010.
<http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf>.
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The results of this study highlight the fact that while many of the college’s
learners may be technologically savvy, they are not necessarily information
competent. Using the framework of information competency, the library’s
various methods of instruction (i.e., LIB-1, orientations/workshops, and
reference) focus on the research process and Web 2.0 services as part of its core
curriculum. In order to address the college’s goals of student access and
success, the Riverside library needs to provide more instructional opportunities
in the form of extended library hours to allow for greater access to library
faculty, additional sections of LIB-1, and information competency
instruction/workshops in additional/enhanced formats.
2. The overall assessment of library’s performance is as follows:
STRENGTHS
Assessment
Attribute
Student success in the LIB-1 course
The amount of collaboration between
library faculty, especially in reference
to curriculum issues
Outreach and collaboration with
disciplines, departments, and units on
campus
WEAKNESSES
Participation in college governance
and representation on college
councils, committees, and advisory
groups
Number of sections of LIB-1 offered
(refer to section B. History for a
discussion of budget cuts/reallocation)
Limited evening and weekend
operating hours (refer to section B.
History for a discussion of budget
cuts/reallocation)
Design of the library website
(currently undergoing revision)
Library instruction offerings in the ILA800 format (under development)
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Performance Indicators
Success rate of LIB-1 sections as
provided by information services
and institutional research
Regular discussions of
instructional issues as
documented in library
department meeting minutes
Learning community
partnerships with Basic Skills and
Gateway to College, number of
library instruction
sessions/workshops provided by
discipline (refer to Appendix B)
List of college councils,
committees, and advisory groups
on which department
representatives serve (refer to
Appendix B)
Section statistics provided by
information services and
institutional research
Number of hours cut per week
per semester
Ease of navigation, amount of
Web 2.0 application integration,
visual aesthetics
Course enrollment data for ILA800 as provided by information
services and institutional
research
Library Program Review
Fall 10
Budget for library materials to support
instruction across the college
disciplines
Efficiency of the LIB-1 course
ACCOMPLISHMENTS
IMPROVEMENTS
Refinement of LIB-1 assessment tools
and methods of measuring SLO gains
Change from a centralized, staffed
copy-card printing solution to a
distributed, self-service, pay-for-print
system
Adoption/issuing of the college card for
use as the library card
Replacement of over 200 computers in
the library’s Computer Commons
Electronic notification via email of
overdue library materials
Creation of three separate library web
sites and scoping of the library
collections by material type and
location
Separation of the library’s subscription
database collections
Increased participation in college
governance and representation on
college councils, committees, and
advisory groups
The election of a library department
chair
Providing access to Math and Nursing
computer-aided instruction in the
library
Creation of a quiet study room on the
third floor of the library
Providing assistance to library users on
the third floor through a staffed
Information Kiosk
Purchase of a wireless pager system to
12
Percentage decrease in funds
available for the purchase of
books, periodicals, and media
over time
Average number of students
enrolled in each LIB-1 section
Development of common final
exams, rubrics, and pre-/posttests; discussions of assessment
results at department meetings
Cost savings on staffing;
feedback from library users and
technical staff
Reduced lines for obtaining
college cards; cost savings on
supplies for separate library
cards
Number of computers in the
library that are at or over their
“end of life”
Return of library material in
response to email notifications
Existence of three library web
sites maintained/updated locally;
library catalog searches can be
limited by college/material type
Separate database collections
listed on each college library
website; users authenticated
based on college affiliation
Percentage increase in
participation and representation
among library and IMC faculty,
staff, and management
Regular department meetings;
increased awareness of
instructional issues college-wide
Number of students using Math
and Nursing CAIs
Number of students using the
quiet study room
Number of questions received at
the kiosk
Fewer inquires at the Circulation
Library Program Review
Fall 10
notify students when library study
rooms are available
Hosting/coordination of public events
programming
Coordination with the Art department
to provide art displays in the library
Displays of books, thematic materials,
faculty “Read” posters, and studentgenerated content in the library
Providing coach-monitored study hall
for college athletics teams
Desk as to whether a study room
is available
The number of people who
attend presentations
Feedback from library users
Feedback from library users
Number of study hall visits by
athletics teams
D. Programs and Curriculum (please keep your response to two pages maximum –
the evidence to back this section will be in CurricUNET)
One of the very important tasks within the program review process is to complete a
thorough review of all Course Outlines of Record (CORs), and Program Level SLOs.
The process you use to start the review of all your CORs should commence with a
top down analysis/review of the following:
(*the verbal conversation within your discipline should be detailed, but if you need to
answer any of these questions in writing please do so in an annotated list and keep the
comments brief)
1. What programs/courses do you currently offer and why? (This may be selfexplanatory, if you choose to elaborate please use an annotated list). Be sure to
update the program level SLOs in CurricUNET.
2. Review and summarize recent additions, deletions, or revisions. (if significant
changes are made please use an annotated list of the changes)
3. Check on the adequacy of offerings related to transfer articulation, vocational
certificates and the relationship of your offerings to our college’s mission statement
(comment on this only if you make changes).
4. A critical element of this review is the content review required for each
prerequisite, co-requisite, advisory and limitation on enrollment (LOE). The
content review’s purpose is to ascertain that the prerequisite, co-requisite, advisory
and LOE are still supported by the discipline, your department and that they are in
compliance with Title 5 Section 55201.
(Contact your curriculum committee representative for assistance if needed)
a. Perform entry skill validation if applicable (Note that you have done this
and comment further only if you make changes)
b. Perform validity of entrance skills testing, if applicable (Note that you have
done this and comment further only if you make changes)
When you have updated all CORs notify your respective curriculum committees that your
current CORs have been reviewed and are up to date. All changes to curriculum are now
submitted through CurricUNET.
1. What we currently offer and why:
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Library Program Review
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Library 1: Information Competency. A 1-unit course offered since Fall 2004, in
various configurations, including both face-to-face and online; and since Fall 2005,
as an 8-week (short-term) course.
LIBRARY 1: In line with the Riverside City College Mission Statement and the
Riverside Community College District’s General Education Student Learning
Outcomes, Library 1 is designed to foster information skills, especially those
resulting from knowledge, ability, behaviors, and values related to locating,
evaluating, and using information effectively and doing so in ways that also foster
critical thinking and communication skills.
2. Recent additions, deletions, revisions:
The library requested inclusion in the course outline of record for ILA-800:
Supervised Tutoring course that was approved through the curriculum process, and
is exploring ways to offer library instruction in this new format. The developments
in the library ILA-800 offerings will be discussed in more detail in the next round
of Instructional Comprehensive Program Review.
3. Adequacy of offerings related to transfer articulation, vocational certificates, and
the relationship to the college mission statement:
N/A
4. Content review required for each prerequisite, co-requisite, advisory, and limitation
on enrollment (LOE):
The discipline met on September 17, 2010. Per the comprehensive program review
process, the librarians discussed the course outline for Library 1. Title 5 issues were
the first elements addressed. Based on course completion statistics and an oral
content review from the librarians who teach LIB 1, it was unanimously decided (8
to 0) to continue offering LIB 1 without a pre-requisite, co-requisite or advisory.
Prior to the meeting, four librarians had agreed on suggested revisions to the
methods of instruction and evaluation, and on updated course materials. Examples
for required reading, writing, and other outside-of-class assignments were also
submitted. The Library 1 course Course Outline of Record has been revised in
CurricUNET and is awaiting final approval.
E. Student Learning Outcomes Assessment
At this time the discipline does not participate in any district-wide assessment
activities; assessment for the Riverside Library takes place at the college-level and is
reported in the annual Unit Plan in coordination with the Riverside Assessment
Committee.
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F. Collaboration with Other Units including Instructional, Student Services or
Administrative Units (Internal)
Discuss any collaborative efforts you have undertaken with other units; offer an
assessment of success and challenges; and evaluate any potential changes in
collaborative efforts.
Library/Learning Resources faculty cooperate with various college departments,
disciplines, and committees on projects and long-term strategic goals. Library faculty
participation raises awareness of information competency as a 21st century core
competency, and emphasizes the role of librarians as educators, mentors, and partners
in student erudition. Library faculty and staff collaborate across college units to ensure
access to information and computing resources, and study space. Library/Learning
Resources has worked closely with Sherry Stone to update the Library Emergency
Plan.
The previous comprehensive program review indicated the main emphasis of
collaboration occurred with instructors who bring their students to the library for a
research orientation and library overview. While this is remains the dominant form of
instructional collaboration with 919 orientation/workshop sessions conducted by
librarians between FY 2006/7 – FY 2009/10, the demand for additional collaboration
has increased dramatically in the past 3 years. Library faculty are heavily involved in
Curriculum, Assessment, Academic Senate, School of Nursing Learning Resources
Council, various Strategic Planning subcommittees, and Faculty Development.
Library/Learning Resources has coordinated with Counseling, Communities for
Academic Progress (CAP), Gateway to College, Athletics, English, Art, Music,
Nursing, Math, CIS, and Outreach to provide additional computing resources for
registration, testing, online research, and instruction. Library/Learning Resources also
began hosting sports’ teams for coach-monitored study hall in Fall 2009.
In order to more directly address the “Information Skills” General Education Student
Learning Outcome, the library faculty plan to re-visit discussions with the CIS faculty
on ways to integrate information competency instruction with basic computer literacy
instruction. Additionally, the library will explore alternatives to collaborate with Open
Campus to provide additional library support for online courses and ensure library
resources and instruction are more available for distance education students. Library
faculty liaisons will continue to promote student access to course material through the
library’s reserve holdings.
Library participation with college units is vital to understanding the information needs
of diverse populations at Riverside City College, and is integral to collection
development, information competency curriculum design, and resource
planning/allocation.
Refer to the Appendix B for a complete list of outreach partnerships.
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G. Outreach Activities (External)
Discuss any activities or projects you have undertaken with other educational
institutions, the community, or business/industry. Do you plan to begin any new
outreach activities? If so, please describe.





CCL-EAR – Beginning May 2008: Linda Braiman, Associate Librarian/Periodicals &
Databases, was invited to participate in the Council of Chief Librarians of the
California Community Colleges Electronic Access and Resources Committee (CCLEAR). In this capacity Linda participates, as CCL’s Desert Region representative, in
determining ways in which the information and teaching/learning resources of
California’s community college libraries can be maximized through cooperative
ventures for acquiring and utilizing electronic resources, databases, information, and
other teaching/learning systems and services.
Public Events Program – Fall 2008: The Riverside Library co-sponsored with the
World Affairs Council of Inland Southern California and the RCC Political Science
Department a presentation by noted international affairs reporter/author, Ms. Helena
Cobban. The presentation was based on her book, Re-Engage! America and The World
After Bush, which, along with her other books, is part of the Riverside Library
collection.
Information Competency Workshop Series – Beginning Spring 2009: Riverside library
faculty are consulting with Glendale Community College librarians regarding their
highly regarded information competency workshop series toward developing the
library’s ILA-800 tutorial workshop series.
Teleconferences – Spring 2008: The RCC Library hosted these two national
teleconferences, produced by the College of Dupage (Glen Ellen, IL) as part of their
Library Learning Network series: “Tools of Engagement: Attracting and Engaging
Library Users” (May 9, 2008) and “Reversing The Ratchet: Basic Technology
Adoption Strategies for Library Workers” (on November 7, 2008). Librarians from the
following area libraries were invited for viewing, participation, and discussion: CSUSan Bernardino Library, California Baptist University Library, Carter High School
Library (Rialto Unified School District), La Sierra University Library, Mt. San Jacinto
College Library, Riverside [City] Public Library, Riverside County Law Library, San
Bernardino Valley College, University of California-Riverside Library, Victor Valley
College.
California State Library, Miné Okubo Collection –Spring 2008 and 2009: The
Riverside Library received grants from the California Civil Liberties Public Education
Program (CCLPEP) administered by the California State Library, which involved the
creation of an inventory for the Miné Okubo Collection along with digital images of
her artwork. This project was widely publicized and made accessible to the public
through a website the Library created. Prominent Okubo scholars, Elena Tajima-Creef
(Wellesley College), Greg Robinson (University of Montreal), and Christine Hong (UC
Santa Cruz) were invited to see the Collection and have contributed to the growing
awareness of its significance. The District hopes to have a detailed inventory complete
by June 2012, the 100th anniversary of Okubo’s birth, and plans to host a symposium to
celebrate this event, which will be open to the public and include scholars from around
the country.
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Balboa Art Conservation Center (BACC), Miné Okubo Collection – Spring 2010: In
conjunction with the CCLPEP grants, the Riverside Library began working with the
Balboa Art Conservation Center (BACC), which was hired by the District in February
2010 to appraise the condition of the Okubo Collection and devise a plan for managing
and preserving the materials. In January 2010, the District also hired the architectural
firm, LPA, Inc., to redesign of the Citrus Belt Savings & Loan Art Gallery to house the
Okubo Collection, and the Library worked with the architects to create a suitable
environment for it.
Social Networking/Location-based Services Websites – Spring 2010: The library has
established accounts on Facebook (Riverside City College Library), Twitter
(@rcclibrary), Foursquare (Riverside City College Digital Library), and Gowalla
(Riverside City College Digital Library). Information such as library maps, operating
hours, services, public events, displays, and new books is posted on Facebook and
Twitter. By using Foursquare and Gowalla library users are able to “check in” using
these location-based services to advertise their physical whereabouts thereby raising
the profile of the library.
Future outreach activities include:




Confer with the instruction/reference librarians of CSU, San Bernardino and UCR,
with which Library 1 course articulates, about latest policies, pedagogies, and
prospects related to information competency instruction as mediated in various ways,
for example:
o Formal courses, such as LIB-1;
o Formal workshop series similar to the ILA-800 series;
o One-on-one and small-group tutorial reference guidance/assistance sessions;
o On-demand, faculty requested, general and subject- /course-specific library
instructional sessions.
Confer with the instruction/reference librarians of other Riverside and San Bernardino
County libraries, both academic and public, regarding learning outcomes, objectives,
policies and pedagogies related to reference service as a fundamental teaching/learning
modality in libraries.
Develop a program to promote and raise awareness of information competency for
local high school students.
Serve as an internship site for library school students.
H. Long Term Major Resource Planning
Normal resource requests are addressed in the annual program review process.
However, occasionally a resource need is so substantial that it may impact district-wide
planning (examples include: capital expenditures such as construction of a building, or
starting a completely new program that requires space, people and equipment).
If applicable, describe significant long term resource needs that need to be addressed
by the entire district in the next four years. If appropriate, indicate how these resource
needs are related to the district’s strategic plan. The McIntyre Report and Educational
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Master Plans for each campus may provide reference information to support your
response.
Please feel free to write N/A as your response to this section if there are no substantial
needs at this time.
Riverside

Provide funding for separate and enhanced integrated library systems (ILS). As the
three college libraries transition from a centralized system towards greater
autonomy, the disadvantages of sharing an ILS housed on a single server supported
by staff at the Riverside College are becoming increasingly evident.
I. Summary
1. Briefly summarize in list form the goals and objectives the unit has for the next four years?
2. Describe support from the college or district that is needed to help the unit achieve its goals
and objectives?
The goals for the Riverside Library for the next four years include:









Secure on-going operational funding for library books, media, periodicals, and
subscription databases in support of student learning and success and to ensure that
accreditation standards established in Standard II.C are met.
Hire an additional full-time librarian in order to restore sections of LIB-1 that were
cut due to the district reallocation of the Riverside Library funds, and to fully
develop ILA-800 library instruction.
Secure/restore funding for associate library faculty to provide evening and weekend
reference coverage, thereby allowing the Riverside Library to restore and extend its
hours of operation.
Hire additional IMC permanent part-time positions to meet the demand for
instructional support in the classroom.
Investigate alternative integrated library systems (ILS), and, if appropriate, acquire
and migrate to a separate and enhanced ILS. As the three college libraries
transition from a centralized system towards greater autonomy, the Riverside
Library needs an ILS that supports the mission, goals, and vision of the college.
Currently any changes made to the ILS affect all three libraries, because the
libraries share one system.
Resolve issues related to Riverside Library/IMC faculty and staff positions that
support multi-college library/IMC functions.
Continue to pursue information competency as a general education degree
requirement.
Develop new and refine existing assessment methods for evaluating service area
outcomes in the library and IMC.
Redesign the Riverside Library website, and integrate Web 2.0 services.
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

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Provide additional library support for online courses, so that library resources and
instruction are more available for distance education students.
Integrate and assess the use of mobile technologies for library instruction.
Provide access to media production software/hardware for students in the library in
order to fulfill the planning agenda established in the RCC 2007 Accreditation
Comprehensive Self-Study Report.
Create a permanent home for the Riverside City College Archives, and hire a parttime Archivist to oversee the collection.
In order to achieve these goals the Riverside Library would need from the college:



Permanent on-going funding added to the library’s budget to support library
materials.
Funding to support positions associated with the library’s goals.
Adherence to the Long Range Educational Master Plan as it pertains to the
DLLRC facility and the LIB-1 course. 5 The Educational Master Plan establishes
the space allocation requirements per Title V Standards and identifies the library
and Instructional Media Center as two of the five key categories monitored by the
State Chancellor’s Office that will require additional space by 2024. The program
of instruction profile for the library projects the number of sections of LIB-1 to be
offered in the future (refer to Appendix C). In order to successfully plan for the
future the library and IMC need assurance that the space currently used for library
instruction and in support of instruction college-wide will not be reallocated or
repurposed.
J. Recommendations to the Program Review Committee:
As the colleges become more independent, it is increasingly difficult to compose one
unified comprehensive program review that covers the entire district discipline. While the
college libraries share the core curriculum of LIB-1, each college library has its own
unique facility and resources, and must respond to its own college’s goals and strategic
initiatives. The library has approached program review as a district-wide discipline effort
and responded as a unified voice when possible, but when appropriate has responded as
separate college disciplines. In the future it would be helpful if the district-wide discipline
was asked to prepare a review of those things it shared, such as curriculum, but then
permitted to submit separate college discipline program reviews.
As units undergo comprehensive instructional program review they should be provided
with a CD or list of links to strategic inputs such as the Educational Master Plan, the
Facility Master Plan, Technology Plan, Midrange Financial Plan, Campus Climate
Surveys, Student Equity Plan, ARCC Data, Matriculation Plan, Basic Skills Action Plan,
and Environment Scan, so that they can more readily refer to these documents as they are
performing their self-assessment. Instructions on how to use this information would also be
beneficial.
5
Steinberg Architects, and Maas Companies, Inc. Riverside City College Long Range Educational Master
Plan. Riverside: Riverside Community College District, 2008. Print.
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Furthermore, it would be helpful to strengthen the link between the Comprehensive
Instructional Program Review and the Annual Instructional Program Review/Unit Plan by
including in the instructions and/or training that the Comprehensive Instructional Program
Review provides the road map for any resource requests that may be submitted in the
Annual Instructional Program Review/Unit Plan.
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APPENDIX A
Preliminary Orientation Data
Fall 2006 – Summer 2010
Riverside City College Rotella Digital Library/Learning Resource Center
Comprehensive Program Review
F 06
ADJ
ANT
ART
BIO
BUS
CHE
COS
DAN
EAR
ECO
ENG
ESL
FILM
GUI
HUM
Model UN
NUR
PAL
PHP
REA
SOC
SPE
Total:
W 07
4
13
1
SP 07
SU 07
4
12
3
1
Total
8
28
1
1
2
4
39
5
50
1
9
1
103
2
11
1
11
1
24
5
3
8
2
4
2
2
4
6
10
1
13
1
25
90
10
99
14
213
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F 07
ADJ
ANT
ART
BIO
BUS
CHE
COS
DAN
EAR
ECO
ENG
ESL
FILM
GUI
HUM
Model UN
NUR
PAL
PHP
REA
SOC
SPE
Total:
Workshop/NUR
W 08
SP 08
5
13
SU 08
3
13
8
26
2
2
2
2
2
65
1
7
1
7
1
Total
1
1
42
2
7
1
3
121
4
15
2
23
2
5
2
7
2
3
2
4
3
8
1
10
2
21
111
10
95
11
227
27
6
18
11
62
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F 08
ADJ
ANT
ART
BIO
BUS
CHE
COS
DAN
EAR
ECO
ENG
ESL
FILM
GUI
HUM
Model UN
NUR
PAL
PHP
REA
SOC
SPE
W 09 SP 09 SU 09
7
2
1
4
1
1
2
1
2
8
Total
9
1
5
1
4
1
8
1
1
108
1
1
42
7
51
10
2
7
19
1
3
2
2
3
1
8
3
4
5
1
13
8
5
1
2
1
1
5
2
6
Total:
84
13
87
9
193
Workshop/NUR
15
7
18
10
50
23
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F 09
ADJ
ANT
ART
BIO
BUS
CHE
COS
DAN
EAR
ECO
ENG
ESL
FILM
GUI
HUM
Model UN
NUR
PAL
PHP
REA
SOC
SPE
W 10
SP 10
3
40
5
1
2
5
2
2
5
92
1
13
6
6
2
2
1
Total
1
42
1
7
SU 10
2
8
2
4
1
2
4
2
3
Total:
66
7
60
5
138
Workshop/NUR
Workshop/C.A.R.E.
11
1
9
9
7
36
24
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APPENDIX B
2007 – 2010 Library/Learning Resources Collaboration
Ask Me Booth – provide staffing for Fall/Spring “Ask Me” booths providing direction
assistance to students
Center for Communication Excellence/Speech – Librarian on duty
Committee Participation/Institutional Service
 Academic & Career/ Technical Programs Instructional Support Council –
 Academic Planning Council (APC)
 Academic Senate
 Administrative Support Unit Plan Review Committee
 Behavioral Intervention Resource Team
 Board of Trustees - Teaching & Learning Committee, Facilities Committee;
Planning and Operations Committee
 Budget Prioritization Committee.
 CCL-EAR
 Chancellor Advisory Technology Committee
 Community Emergency Response Team
 Community of Scholars
 CTA Library Representative
 Curriculum Committee
 District Emergency Preparedness Committee
 Faculty Development Committee
 Honors Council
 Library and Learning Resources sub-Committee of SPC
 RCC Assessment Committee
 Resource Development and Administrative Services
 School of Nursing Learning Resources Council
 Strategic Planning Council,
 Strategic Planning Executive Council (SPEC)
 Student Access/Support Leadership Council
 Student Success Committee
 Technology Advisory Council (previously called Technology Subcommittee)
 Technology Resource sub-Committee of SPC
 Unit Plan Review Committee
 Youth Education Motivation Program
Communities for Academic Progress (CAP) – Collaborate with CAP faculty on library
needs for learning communities
Displays/Art in the Library: Coordinate with Art Department to display artwork in the
library and promote diversity by displaying international flags in the library
DSPS – provide a computer in the library with DSPS programs; provide library support for
Interpreters to meet with students
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Emergency Planning and Preparedness – Update library safety and evacuation
procedures
Faculty Development: Coordinate with faculty development to provide information
competency FLEX seminars, library orientation/overview to new/part-time faculty; cosponsored faculty lecture series and book club
Gateway- Provide LIB-1 and library orientations designed to engage at-risk student
population and research orientations
Homeroom – Librarian on duty
Nursing- provide workshops, tours, and lab computers for Nursing students
Outreach: Coordinate with Outreach to provide WebAdvisor assistance for students;
provided a library location for the Placement Test Pilot Project; coordinated with Outreach
and Admissions and Records to issue student IDs in the library
Physical Education/Athletics- Coach-Monitored Study Hall for Basketball and Softball
Supplemental Computing Access – Counseling; Music; CAP orientations; Art; Outreach,
Chemistry
Tours- provided library tours to incoming high school students; the football team; and
nursing orientations
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APPENDIX C
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30