II. Librarianship
II-a. Collection Development and Management
Summary of Current and Previous Collection Development Activities:
- Electronic Resources Librarian at University of Nebraska - Kearney (2009 – present)
- Performed collection development and subject liaison responsibilities to the School of Communication and the Arts at Regent University (2006 – 2008)
- Sole developer, electronic resource management database at the University of Tennessee at Chattanooga (2003-2006)
- Member, Library Electronic Resources Committee at UTC (2003-2005)
- Collection development for non-fiction materials (000s-699s) as Reference Librarian at Hancock County Public Library (2000-2001)
- Sole developer, acquisitions database at HCPL (2000)
Current Collection Development and Management Responsibilities at University of Nebraska-Kearney:
As the Electronic Resources Librarian at University of Nebraska - Kearney (UNK), my chief responsibility is to identify, evaluate, and process new electronic resources for the library's collections. This requires consultation with vendors, collaboration with other library faculty and an awareness of user needs based on my reference, instruction and liaison duties. In addition, I am responsible for troubleshooting technical problems in accessing e-resources, developing policies for acquisitions and cataloging of these resources, and collecting and evaluating usage statistics.
During my first six months at UNK (2009), I created 168 e-resource records in the library's new Electronic Resource Management (ERM) system and managed the launch of the ERM public interface (see Appendix II-a-9 and Appendix II-a-8). Since then, I have added another 75 ERM records and cataloged thousands of e-book records from OCLC, NetLibrary, and other vendors. I have also arranged product trials for numerous e-resources, and recommended several new subscriptions including Gale's Opposing Viewpoints Resource Center, Elsevier's ScienceDirect College Edition (Life/Health Sciences), the LYRASIS SpringerLink e-journal package, and Films On Demand's streaming video service. In 2010, I applied for and received a UNK eCampus grant award for $25,000 toward the purchase of the American Periodical Series Online. To promote awareness among library personnel about new electronic resources and usage tips, I established a blog about "ER News" on Blogger.com (see Appendix II-a-7).
To facilitate the processing of new electronic resources, I created or refined cataloging policy documents for e-books, e-journals and electronic theses (see Appendices II-a-4, II-a-5, and II-a-6 respectively). I also defined the MARC record customizations to use with Serials Solutions MARC record service, purchased by UNK in Spring 2009 (see Appendix II-a-3). Using this service, UNK supplies links to 76,000 free and paid e-journal titles as of June 2011, a 67 percent increase since June 2009.
During 2009-10, I also recommended cancelling a number of print standing order titles, which were duplicated in online format, yielding over $7,600 in savings. During 2010-11, I identified 115 print periodical titles duplicated in online sources with perpetual-access terms; the subsequent cancellations of these print titles resulted in $18,000 in cost savings. Since 2010, I've prepared similar "overlap analysis" reports comparing the library's print periodical holdings to JSTOR's online collections. During 2010-11, these reports were used to identify and withdraw over 18,000 print volumes duplicated online in JSTOR. In addition to managing e-resources and related projects, I've served as a liaison to the academic departments of comunication, history, psychology, political science, social work and sociology.
Previous Activities in Collection Development and Management:
At Regent University, I was primarily responsible for collection development and liaison activities to the School of Communication and the Arts. This role entailed the purchase of print and electronic resources based on reviews, vendor trials, faculty requests, and feedback from other library faculty and users. Because of increasing demand for electronic resources from on-campus users, and because half of Regent’s students were enrolled through distance education, I sought out new electronic resources whenever possible. Between 2006 and 2008, I selected two new streaming video collections: Theatre in Video and several titles in journalism and theater from FMG On Demand. I also added Newsbank’s Access World News and Alexander Street Press’ Twentieth Century North American Drama to that library's database offerings, and switched a print standing order for Contemporary Theatre, Film and Television to one that allowed electronic access through Gale’s Virtual Reference Library. I also assisted my colleagues at Regent by generating Microsoft Access reports to compare their collection areas against lists from Serials Solutions, WorldCat Collection Analysis, and Bowker’s Resources for College Libraries.
From 2002-2006, I served as the Head of Library Information Technology at the University of Tennessee at Chattanooga (UTC). In this position, I had little direct input regarding the acquisitions of print manuscripts or serial subscriptions. I did, however, contribute to the collection management efforts of other library personnel by generating reports and statistics from our library’s online catalog system. These reports were used for retrospective purchasing, program accreditation, and shifting or weeding of the print collection. I was also significantly involved with UTC’s Library Electronic Resources Committee (LERC), which was charged with evaluating and recommending new databases and electronic reference tools for purchase, such as Classical Music Database, ArtSTOR, and Historical Abstracts. As a member of LERC, I designed a set of online evaluation forms by which students and faculty could grade and comment on trial databases our committee was evaluating for purchase. During my tenure on LERC, I also provided input toward the committee’s first Collection Development Policy for Electronic Resources.
While at UTC, I also designed an Access database for the purpose of tracking information about all electronic resources. This database was later adapted to drive the library’s “Electronic Databases” website, accessible to all library users, categorized by subject discipline, and ranked by librarians for relevance within each subject category. I later modified this website to automatically display any new databases added within the previous 90 days and to supply an RSS listing of these new databases to interested subscribers. (see Appendix II-a-2)
Prior to working at UTC, I was employed at the Hancock County Public Library (HCPL) in Greenfield, Indiana as a reference librarian and network administrator. In this role, I was responsible for the selection and purchase of non-fiction books within the Dewey classification range of 000-699, including the social sciences, religion and philosophy, medicine, and the natural sciences. I consulted sources such as Library Journal, Publishers’ Weekly, and Booklist for reviews of new books, and took care to make sure that our library had at least one copy of every non-fiction item appearing on the New York Times and Publishers’ Weekly bestseller lists. While at HCPL, I also conducted a comprehensive comparison of our catalog holdings against the Public Library Catalog and made retrospective purchases where appropriate.
The online catalog system used at HCPL did not include an acquisitions
module, so I developed an Access database for recording and tracking the
receipt of book purchases. This database could also be used to generate reports
of books purchased specifically from certain review sources, and to produce a
list of books ordered but not received for follow-up. This database was later
adopted and utilized by the Children’s Department of the library. (see
Appendix
II-a-1)
II-b. Teaching Activities
Summary of Current and Previous Teaching Activities:
- Assisted with library instruction to classes in my liaison areas at University of Nebraska - Kearney (2009 – present)
- Administered Regent University Library’s Information Research and
Resources course (Summer 2007 – 2008)
- Conducted library instruction and subject liaison responsibilities to the
School of Communication and the Arts at Regent University (Fall 2006
– present)
- Led staff training sessions as the Head of Library Information Technology
at the University of Tennessee at Chattanooga (2002-2006)
- Designed and taught specialized instruction sessions on INSPIRE databases
and resources for homeschoolers at Hancock County Public Library (2001)
- Re-designed and expanded classes on Internet use and searching for
general public at HCPL (2000-2001)
Current Teaching Responsibilities at University of Nebraska-Kearney:
Since 2009-2010, I have taught 28 library instruction classes, reaching 582 students in the subject areas of comunication, history, psychology, social work and sociology. In Spring 2011, I served as an “embedded librarian” to a Social Work online course, and taught a live instructional webinar using Wimba. I also utilized LibGuides to create 13 online research guides (at guides.library.unk.edu) for my liaison areas of history, psychology, social work and sociology, as well as topical guides on “Current Events and Issues” and the APA, ASA, Chicago and MLA citation styles. These research guides had 2,702 page views from January through June 2011 (see Appendix II-b-16). Since 2009, I've also authored web-based research guides on the use of RSS feeds and circumventing SSL certificate errors (see Appendices II-b-17 and II-b18).
During 2010-2011, I developed a “Library Research Tutorial” in Blackboard targeted to new undergraduate students and designed to teach basic information literacy skills and raise awareness of the library's resources and services. Guest access to this tutorial is available at bit.ly/kQZ3NN.
Previous Teaching Activities:
In my former position at Regent University, I coordinated an outreach
effort to provide library instruction at the student center, using a free
pizza lunch as an extra "hook" to attract student attendance. The first
such effort in January 2008 attracted 24 participants, and a second class in
September 2008 attracted 11 participants, in spite of a tropical storm passing
over Virginia Beach that same day. In September and November 2008, I
taught classes on the use of RefWorks and Zotero for managing citations (see
Appendices II-b-12 and II-b-15).
In 2007, I was named the lead developer and instructor for the Library’s Information Research and Resources (IRR) course. This is a self-paced online course, delivered through Regent University’s Blackboard learning management system. The course was non-credit, graded pass/fail, and was required of all incoming Regent graduate students. Because of this requirement, the course was offered every semester (three times per year) and had an average annual enrollment of 1,000 students. The completion/passing rates for the IRR course in Fall 2007 and Spring 2008 were 91.3% and 89.4% respectively. In course evaluations during those two semesters, students reporting they were "very satisfied" or "satisfied" with the IRR course range ranged from 80-87%. Students reporting they were "unsatisfied" or "very unsatisfied" ranged from 1-2% (see Appendix II-b-11). The syllabus for the IRR course is available online (and in Appendix II-b-10) along with a limited preview of the course at http://irr.notlong.com.
As the liaison to the School of Communication and the Arts at Regent, I
served as the primary point of contact for library instruction for students in
that discipline. I attended the new student orientations for the School of
Communication and the Arts, and developed a brochure to help introduce these
students to the library's vast resources (see Appendix II-b-9). I
also provided course-specific library instruction sessions to students taking
core courses within the Theater and Cinema/Television programs. During those
sessions, I demonstrated key library databases, highlighted other websites I've bookmarked in
Del.icio.us (see Appendix II-b-8), and promoted
print reference tools available at the library (see Appendix
II-b-7). In 2008, my library instruction classes for
Cinema/TV 505 and Theatre 700 were videotaped and streamed to a distance
education section (see Appendices II-b-13 and II-b-14
respectively).
As the Head of Library Information Technology at the University of Tennessee at Chattanooga (UTC), my instruction role was somewhat different. All of my classes were designed to “train the trainers” by teaching new technologies to library faculty and staff, but I also designed several webpage tutorials to aid both library staff and users. The following class handouts and webpage tutorials are included in the appendices of this e-portfolio:
- “Using Microsoft Remote Desktop,” a class handout to library
staff (see Appendix
II-b-6)
- “OneNet Demonstration,” a class handout to library staff (see Appendix II-b-5)
As a reference librarian at the Hancock County Public Library (HCPL), I broadened the scope of the library’s instruction programs and developed tutorials on “Using the Internet” and “Searching the Internet” for the general public. Later, I developed more specialized classes on the use of INSPIRE, a virtual library resource to Indiana residents, and a class for homeschooling students and parents. The following class handouts and instructor notes are included in the appendices of this e-portfolio:
- “Library Internet Resources and Homeschooling Websites” (see
Appendix
II-b-4)
- “Introduction to INSPIRE – Indiana’s Virtual
Library” (see Appendix
II-b-3)
- “Searching the World Wide Web” (see Appendix
II-b-2)
- “Welcome to the World Wide Web” (see Appendix II-b-1)
II-c. Information Services
Summary of Current and Previous Information Service Activities:
- Provide reference assistance to library users at University of Nebraska - Kearney (2009 – present)
- Published a number of articles for library and university publications about new electronic resources (2009 – present)
- Provided reference desk and research assistance at Regent University
(2006 – 2008)
- Chaired the Web Team of Regent University Library; coordinated the
redesign of the library website (2007 – 2008)
- Redesigned main website, databases interface, and online catalog at
University of Tennessee at Chattanooga Library (2002 – 2006)
- Created other informational guides for library staff and users at UTC
(2002 – 2006)
- Generated bibliographic title lists and collection reports for new user
services and accreditation purposes (2002 – 2006)
- Performed reference desk duties at the Hancock County Public Library (1999-2001)
Current Responsibilities for Information Services at UNK:
Since March 2009, I have participated in the library's reference desk rotation averaging six hours per week, assisting walk-in users and monitoring questions received online via QuestionPoint. During 2009-2011, I answered 146 questions during office consulations in-person, by telephone, or by email.
Within the library, I have also been involved with a Technology Working Group and the Web Committee, with the end goal of improving access to library resources and services through online technologies. As a member of the Web Committee, I established UNK LibraryNet on Ning.com as a testbed and private social network for collaboration by other committee members (see Appendix II-c-11). In the spring of 2009, I customized and tested a LibX toolbar edition for UNK, similar to one created for Regent University (see below). In early 2010, I assisted with the configuration and implementation of RSS feeds listing new library materials, by creating 36 unique queries based on fund codes and Library of Congress classifications (see Appendices II-c-12 and II-c-13).
As a member of the library's Publications Committee, I have also contributed dozens of articles about new electronic resources for the university's E-News and the library's In Brief Online and In Brief publications (see Appendix III-a-12).
Previous Information Service Activities:
At Regent University, I participated in the reference desk rotation
to provide assistance to walk-in and online library users. As part
of the Reference Team, I was responsible for introducing an instant messaging
service to library staff and users in 2006, and for configuring a LibX browser toolbar with
search functions specific to Regent University Library. In addition, I
participated in outreach activities to promote awareness of library resources
and services, such as Regent's annual Student Services Fair and by developing a
library page on
Facebook.com. As the liaison to the School of Communication and the Arts, I
assisted individual students and faculty members with in-depth research
assistance and material requests.
While at Regent, I was selected to chair the Library’s Web Team and
coordinate the redesign of the library website in consultation with library
personnel, student focus groups, and representatives of the University’s
Marketing and IT Departments. This redesign was completed in December 2008 (see
Appendix II-c-10).
As a member of the Library's Newsletter Team, I recommended and configured a
WordPress blog for promoting library news and events, available at http://librarylink.regent.edu (see
Appendix II-c-9).
At the University of Tennessee at Chattanooga (UTC), one of my primary responsibilities as Head of Library Information Technology was the development and maintenance of the library’s website, the gateway to the library’s catalog and electronic resources. During the summer of 2002, I was charged with redesigning the entire library website (see Appendix II-c-8). The new site made use of include pages, common visual elements, and navigational breadcrumbs to improve the usability of the website.
In the summer of 2004, I extended this redesign to improve the interface of the Electronic Databases pages. Under the new interface, databases could be categorized by academic departments and ranked by relevance within each category, as opposed to a basic alphabetical listing. (see Appendix II-c-7)
Prior to leaving UTC in 2006, I completed a redesign of the library’s online catalog to offer a more visually appealing interface to users, as well as options to search within specific collections, and a login form accessible from any screen (see Appendix II-c-6).
During my tenure at UTC, I also designed a number of handouts and webpages on a variety of technology-related topics. The following examples are included in the appendices of this dossier:
- “Using RSS Feeds,” a webpage tutorial for library users (see
Appendix
II-c-5)
- “Microscanner Use Instructions,” a print instruction guide
for library users
(see Appendix II-c-4)
- “Linking to Full-Text Articles in Blackboard,” a webpage
tutorial for UTC faculty (see Appendix
II-c-3)
As the Head of Library Information Technology at UTC, I performed a number of other “information service” activities to support library users and personnel:
- Extracted a list of theses and dissertations from UTC’s online
catalog for inclusion in OCLC WorldCat database
- Extracted and de-duplicated a list of serial titles from UTC’s
online catalog for inclusion in Serials Solutions’ database, creating
a comprehensive listing of print and electronic journal titles
- Generated statistical data from the online catalog for accreditation reviews and annual reports to the Association of College and Research Libraries (ACRL)
In addition to these activities, I participated in other library outreach events at UTC such as a career fair (see Appendix II-c-2) and a showcase of new library online services (see Appendix II-c-1).
As a reference librarian at the Hancock County Public Library, I routinely
worked 12-14 hours per week at the reference desk providing assistance to
library users in-person, by telephone, and by e-mail. I also volunteered for
outreach activities, assisting the children's and young adults' librarians, and
assisted in drafting technical specifications for an RFP for a new
bookmobile.
