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WELCOME

WELCOME . SHANDONG UNIVERSITY OF SCIENCE AND TECHNOLOGY. COLLECTION ISSUES. Hyper-inflationary journal costs Print vs. digital (varies by discipline) Licensing vs. owning Identifying key academic programs Future of Consortia and resource sharing Document delivery

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WELCOME

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  1. WELCOME SHANDONG UNIVERSITY OF SCIENCE AND TECHNOLOGY

  2. COLLECTION ISSUES • Hyper-inflationary journal costs • Print vs. digital (varies by discipline) • Licensing vs. owning • Identifying key academic programs • Future of Consortia and resource sharing • Document delivery • Preservation and aging collections

  3. Budgeting from the University Librarian’s Perspective • Developing a balanced budget in a no- or low-growth budget environment with hyper-inflationary journal costs • Ongoing analyses of service statistics like ILL, and reserves; online usage statistics; and changes in technology and staffing • Library priorities for budgeting should support University priorities: University Librarian works with Provost • Targeting most cost-effective ways of maintaining necessary services: cross-training staff; using vendors; sharing resources; emphasizing access not ownership for high-priced titles

  4. FACILITY AND SERVICE ISSUES • Library architecture and evolving use of library facilities (Clark’s AcademicCommons) • Demand for digital and print resources • 24/7 Services and spaces • Centralize or de-centralized? • Remote service and online instruction • Recruitment and professional development on new librarians

  5. SUPPORTING EDUCATIONAL OUTCOMES FOR STUDENTS & TEACHING • Developmental approach both in academic coursework and in Library • Educational outcomes can vary from discipline to discipline • Main goal: to provide foundation of information-seeking skills to support students’ academic work at Clark and afterwards, for life-long learning in professions.

  6. INFORMATION/RESEARCH SKILLS AND OUTCOMES • NEASC Standard for Information Literacy • Clark’s Library User Education programs • Identifying Tiers of Information Skills • Assessing Student Information Skills

  7. NEASC Standard #7 Information and Technological Literacy 7.9  The institution demonstrates that students use information resources and technology as an integral part of their education, attaining levels of proficiency appropriate to their degree and subject or professional field of study.7.10  The institution ensures that throughout their program of study students acquire increasingly sophisticated skills in evaluating the quality of information sources appropriate to their field of study and the level of the degree program.  (See also 4.7)

  8. Clark Library User Education • First-Year class instruction and “personal librarians” • IDND 101 class orientations • Course- and subject-oriented classes at mid- and upper-levels • CLIPS: personalized, in-depth reference consultations • Reference desk (walk-in consultations)

  9. Developing Information Skills at Clark • Collaborating with faculty within departments in teaching • Connecting to the University’s LEEP developmental emphasis • Creating subject-oriented “outcomes tiers” with Library Committee

  10. LIBRARY SKILLS ASSESSMENT • Determined by faculty assessment of substantive, culminating student projects for essential learning outcomes • Work in progress: optional computer tutorial for library skills • Considering Project SAILS participation: standardized testing for student information skills https://www.projectsails.org/national

  11. CONCLUSION • Identifying Library priorities in conjunction with University goals • Ongoing analyses of services and resources across all variables • CHANGE, CHANGE, CHANGE: Keeping up-to-date on latest library technology and publishing trends • Focusing on targeting most cost-effective way to deliver services and content • Outreach to students and collaboration with faculty as means to develop students’ information skills and appropriate assessment

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