The initiation of distance learning at Thomas Jefferson University: the library as integral partner

In 1998 Thomas Jefferson University offered its first entirely online course. Librarians and library staff were integral in the development, support, evaluation, and refinement of this course. While staff members may have taken non-traditional roles in this effort, their roles generally fell within the broad guidelines of assisting University faculty with information and knowledge management. The development and support of distance course offerings will continue to be a focus at Scott Memorial Library.     

Collaboration with the Business Career Services Office: A case study at the University of Illinois at Urbana-Champaign

This article presents a case study of the collaboration between the Business Career Services Office (BCSO) and the Business and Economics Library (BEL) at the University of Illinois at Urbana-Champaign. The collaboration with BCSO helped BEL to become a strategic partner to both the College of Business and to graduate Business students. A survey instrument used for program assessment demonstrated that library instruction helped students to realize the benefits of using library resources for their research and to feel confident in their research skills. This article suggests that instructional collaboration with student services can be a powerful tool to demonstrate the role of academic librarian as pedagogical partner, both to classroom faculty and to other campus constituencies.     

Time-driven activity-based costing for a library acquisition process: A case study in a Belgian University

Library managers are continuously urged to provide better library services at a lower cost. To cope with these cost pressures, library management needs to improve its understanding of the relevant cost drivers. Through a case study, we show how to perform time-driven activity-based costing for a library acquisition process in a Belgian university and provide evidence of the benefits of such an analysis.     

Eliminating traditional reference services in an academic health sciences library: a case study

Question:

How were traditional librarian reference desk services successfully eliminated at one health sciences library?

Setting:

The analysis was done at an academic health sciences library at a major research university.

Method:

A gap analysis was performed, evaluating changes in the first eleven months through analysis of reference transaction and instructional session data.

Main Results:

Substantial increases were seen in the overall number of specialized reference transactions and those conducted by librarians lasting more than thirty minutes. The number of reference transactions overall increased after implementing the new model. Several new small-scale instructional initiatives began, though perhaps not directly related to the new model.

Conclusion:

Traditional reference desk services were eliminated at one academic health sciences library without negative impact on reference and instructional statistics. Eliminating ties to the confines of the physical library due to staffing reference desk hours removed one significant barrier to a more proactive liaison program.     

Usage of electronic journals and their effect on interlibrary loan: A case study at the University of Nevada, Reno

As libraries increase their electronic journal collections, would dependence on interlibrary loan decrease? This paper reports a case study at the University of Nevada, Reno, University Libraries (UNR) focusing on the usage of the Elsevier online journal package and interlibrary loan (ILL) borrowing activities. It analyzes four-years' worth of UNR usage and ILL statistics, gathered between July 1999 and June 2003. It also provides observations and explanations from a perspective beyond statistics, at the level of library services and the campus demographic and research environments.     

Perceptions of the information professions: A study of students in the Master of Information Studies Program at a Canadian University

This paper provides a preliminary report of a 5-year study that looks at graduate students’ perceptions of the information professions, and examines if and how perceptions change as they progress through their program of study, as well as over the years. The survey population is made up of students in the three streams of study (archives, information systems, and library and information science) at the Faculty of Information Studies (FIS) at the University of Toronto. The data, gathered from three iterations of a self-administered questionnaire over one and a half years, includes demographic profiles, as well as students’ views on the social status of various professions, including archivists and records analysts. Also included are students’ views on how much computing knowledge is required, salary expectations, career prospects, expectations for career and personal achievements, and reasons for pursuing the master’s degree. We examine differences between students in different streams of study, and differences between groups of respondents surveyed at different points in time. We hope that our findings will help us improve recruitment of individuals into the information professions.     

An empirical study of the impact of multiple modes of delivery on student learning in a blended course

ABSTRACT

Finding ways to promote students’ online learning performance has always been regarded as a necessity for higher education institutions. In this study, we investigated how certain modes of learning delivery can potentially influence students’ learning. Precisely, the effects of Face-to-Face (F2F), Learning Management System (LMS), and Web-based Learning (WBL) on students’ online learning were examined. A survey questionnaire, distributed to 196 undergraduate students, was used in this study. The use of these modes showed varied effects on the learning outcomes of students. F2F learning mode was found to influence students’ performance in completing online assignments. The result also showed that the use of LMS-based learning mode affects students’ performance in the final exam. These results are believed to provide useful directions for the higher education community to better understand how certain modes of learning delivery can be related to the development of students’ performance in a blended learning environment.     

定标比超:图书馆管理的有效工具——对弗吉尼亚大学图书馆的案例研究

定标比超是指不断寻求最佳做法,并将其经过改造后在自身组织内加以实施以获得优异绩效的过程。在图书馆应用定标比超能够有效地改善图书馆的管理和服务。通过基于美国战略计划学会的定标比超委员会提出的基本流程模型,对弗吉尼亚大学图书馆曾实施的关于“图书归架流程”的定标比超进行案例研究,分析定标比超的实施步骤,指出定标比超引入与借鉴时需要注意的问题,希望能给国内想要进行定标比超的图书馆提供一些经验。     

Reader activity in a multidisciplinary health sciences library: a case study at St George's Library

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The setting for this case study is the Dolph Briscoe, Jr. Library, University of Texas Health Science Center at San Antonio, a health sciences campus with medical, dental, nursing, health professions, and graduate schools. During 2008–2009, major renovations to the library building were completed including office space for a faculty development department, multipurpose classrooms, a 24/7 study area, study rooms, library staff office space, and an information commons. The impetus for changes to the library building was the decreasing need to house collections in an increasingly electronic environment, the need for office space for other departments, and growth of the student body. About 40% of the library building was remodeled or repurposed, with a loss of approximately 25% of the library''s original space. Campus administration proposed changes to the library building, and librarians worked with administration, architects, and construction managers to seek renovation solutions that meshed with the library''s educational mission.     

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Campus partnerships for promoting equity,diversity and inclusion: A case study of the NCBI Model for reducing prejudice and intergroup conflict at Florida State University Libraries

This article will explore collaborations between the University Libraries and the campus community in implementing diversity and inclusion initiatives on campus through participation in the National Coalition Building Institute (NCBI). The article will take an in-depth look at the prejudice reduction and discrimination trainings conducted in the FSU Libraries, and how the trainings contributed to implementing the Libraries' strategic initiative for diversity and inclusion. These partnerships between the Libraries and the campus community exemplify successful collaborations needed to achieve preeminent institutional goals like diversity and inclusion. FSU has been recognized for Higher Education Excellence in Diversity, and is a national Diversity Champion since 2014 (Insight into Diversity: online).