WAAL09: Digitization on Demand: ILL Operations Participating in Institutional Digitization

"Digitization on Demand: ILL Operations Participating in Institutional Digitization"
Angela Milock, Laura Rizzo, Eric Robinson - WiLS (Wisconsin Library Services)

• How it all began... WiLS was already scanning masters theses, special collections, etc. for document delivery - thought they could start saving their scanned documents to make them available to everyone


• Models? Found existing Digitization-on-Demand (DOD) and Print-on-Demand (POD) programs at other institutions - Cornell, Penn State, U Michigan


• Where deposit? UW Digital Collections - http://minds.wisconsin.edu/, Google Books & CIC Hathi Trust > OPAC


• Which items to digitize? Started with: Special collections, Music Library


• Turnaround time? Walked through detailed workflow; appears to be faster for ILL to do it than Digital Content Group (therefore, less expensive)


• Partnerships? Special collections, some institutions with Kirtas/Booksurge/Amazon


• Paying for service? WiLS mainly emulated Michigan: cost passed on to requester, posted per page cost, $30-160; Cornell: Amazon ($20-40, 1-4 days); Penn: $26 paperback; WiLS just tries to cover costs; Surprised to find that people at our own institution willing to pay for digitization of materials they already have physical access to


• Requests? Web form, OCLC


• Usage? Huge differences from institution to institution, based on how easy it is to find out about materials/service; people *are* willing to pay; WiLS filled 6 in first 3 weeks (not even announced yet!) vs Michigan ~20/year (multiple communication steps) vs Penn = 1 total in 2 months vs Cornell = heavy POD usage of selected 6,000 titles (Amazon helps!)


• Copyright? Tricky U.S. vs non-U.S. laws; needed clear guidelines > "Cornell matrix"; wanted to be safe from litigation > very conservative (use Google's policy: pre-1923, author death year + 70 years - "are they dead enough?"); other institutions follow different policies


• Technology? WiLS: b/w 300 dpi, grayscale/color 600 dpi; existing ILL/Special Collections scanners; some institutions send to Kirtas scanners (turn pages automatically; Google's probably look like this too); is the scanner up to the challenge? WiLS had nice new scanner but it would


• New tasks? Barcoding and item records on the fly if needed, whole document and each page separately so works with page-turning model


• Total planning time? WiLS took 7 months from idea to reality


• Why? Access more convenient, seamless, removed digitization selection decisions, cost-effective


• Hey, you! Any UW System school can deposit their materials in http://minds.wisconsin.edu/

Questions

• Did WiLS not scan materials in Special Collections or the Music Library before you intiated this program? Answer: Went from part (article or chapter) to whole (500+ pages, rare, fragile materials).


• Are Cornell & Penn shipping rare books or doing in-house? Answer: Apparently, they *are* shipping at least some rare materials.


• Some requests denied? Answer: Yes, holding library has that power.


• How delivered? Answer: Preferred delivery method of institution; mounted, hosted PDF version if that's the normal manner.


• Payment details? Answer: If university doesn't cover costs, then patron can use Google Shopping Cart (all communication goes through their local institution)


• Don't need institutional affiliation to request materials? Answer: Correct.


• Is your copyright policy posted? Answer: Not yet.


• What about duplication from one library to another? Answer: We may get fewer requests for duplicate items as things become findable online.

WAAL 2008: Reinventing the Library Class Session

Eliot Finkelstein, Carrie Nelson, Trisha Prosise (UW-Madison's College Library)

Background

• "One-shots" - single 50-minute sessions - many, many of us teach these
• Library instruction "module" is integrated by mandate into certain required courses at UW-Madison
• 2006: 4,300 students get online tutorial followed by 50-minute session
• Librarians were repeating content in tutorial and in-person sessions - taking up time
• Got to a point that script was a Frankenstein's monster, after multiple re-writes
• Started with desired outcomes, rather than jumping into the "fun part"
• Literature search - Deb Gilchrist (assessment expert)
• Bloom's taxonomy - set 7 learning outcomes

Demonstration

• 3 volunteers from audience were taught in the old way (told how to complete all the steps, then did it), then 3 volunteers that had been waiting in the hallway were taught in the new way (why this might be important to you, you won't be able to do it correctly the first time, but I'll step in to talk you through it)
• Scenario: How to order food at the "WLA Food Counter" - needed to provide structured, ordered commands from controlled vocabulary
• Second group of "students" felt more prepared, confident; even though one wound up with peanut butter smeared on the table in front of her, with no plate :) - because she knew what not to do next time
• Teachers gave context: on the job
• Allowed learners to try before completely taught method
• One learner modelled, then learners discussed together
• Set at ease: told them "this is going to be complicated," "this isn't easy"

Re-invention

• With old method, engagement was less than we wanted
• Questions and comments from students indicated a disconnect in learning

Constructivist learning

• Susan Cooperstein and Elizabeth Kocevar-Weidinger
• We may think that hands-on computer work after a demonstration is "active", but that's not pedagogists' definition of active learning: activity leading to concepts (not vice versa)
• Students more comfortable with learning among peers
• Real-world problem to solve (from students' point of view)
• Learning from mistakes
• Teacher as coach or facilitator of learning by chunks, rather than Our Leader

Transformative learning

• Kelly McGonigal
• Have to realize that there's something you don't know - motivation
• Safe to fail
• Scaffolding - teaching/learning in chunks

Changes made

• Real world: "If you were an intern in Washington, D.C. this summer, your boss would ask you to do this"
• Failure is built in - showed them a reasonable search, with 0 results - am I in the right database? are my search terms good? - recovered together
• Disorientation: search field for database names, not for research terms - we bring them there, then talk them through it
• Safe failure: Pods of computers - see everyone else having same thing happen
• Balance between support and challenge - chunking, clues, flexibility with finger on the pulse of the room so you can change the plan if gets too challenging

Success!

• Great student engagement
• They're realizing that they do not know how to do something they thought they did
• They want to know how to do this - Problem-solving, Working together
• Lots of activities
• Online worksheet - not talking at them the whole time

Assessment

• Online worksheet kept in a database - research topic, journal database, search terms
• Pulled 600 sheets - created a basic rubric
• 1/4 hadn't chosen best database, 1/5 chose poor search terms
• High percentage of instructors believe that library module improved student learning
• Reviewed comments that indicated need to make changes
• Librarians felt very engaged with new script
• 80% students chose "librarian demonstrations" as the part of module that helped them most - they were really watching us, because they'd already done exercise

Questions/Comments

• What if students don't do tutorial? Required, with embedded quizzes they need to turn in to instructor.
• How would you do an exercise like this with different classes? 2nd script for separate class - chose hardest topic that I thought wouldn't work - went well. Work with instructor on assignment - ask "is it OK if the search fails the 1st time?"
• Do you run out of time? Not any more than in past.
• What do you cut out? Students working on their own topic at the end. We want them to come with a topic, but they might not start research on it during session.
• Outcomes? How to find a book and article, how to get help, and positive attitude about the library.
• Electronic worksheet? Web form - we get them there at beginning of class. Outline of some of class session. Narrative background of scenario. Paste in answers. Talk to the person next to you and find out... Students are okay with multi-tasking on computer. Students get copy of completed worksheet emailed to them (and us).
• Non-traditional students? Mainly traditional undergrads, comfort with technology. In ELL class, did use paper worksheet.
• Increased library use by these students? College Library is widely used by this user group, so getting them in the door isn't the issue. Anecdotally, getting better questions at the information desk. Recently, a student had already been in a database and found an article, but knew she needed better search terms and came to librarian - this is progress! Before, "I have a paper..."
• Academic freedom of faculty? Some students can test out, so not required for all. Abbie Loomis, our campus instruction coordinator, was instrumental in getting library module mandated.
• Used for more advanced classes? Not us yet. Sarah McDaniel, current campus instruction coordinator, has done similar project at other campus.

WAAL 2008: Where are we? Academic librarianship in Wisco

Panelists:

• Kim LaPlante, Northeast Wisconsin Technical College
• Mary Rieder, UW Colleges
• Ed Van Gemert, UW-Madison
• Pat Wilkinson, UW-Oshkosh
• Pete Gilbert, Lawrence University
• Moderator: Gretchen Revie, Lawrence University

Role of library in higher education today

• Kim:
• WI Tech Coll system served 400,000 students last year
• NWTC 43,000+ students, 6,000 FTE
• Education: what you want, how you want it, where you want it
• #1 teaching IL skills - find, evaluate, use - librarian is most important resource in the library
• #2 gather materials - not so much in-house, but provide access; currency (ex: nursing or computer tech within past few years); get copyright permission to put online; video streaming online; cover many counties so has to be widely available
• #3 fostering innovation; disseminate to admin and faculty re: trends, directions to take, grants
• Mary:
• Similar to Tech Coll, with multiple campuses/libraries (13) across state; 50 library staff (~3/library, not all FT)
• Lots to do, little staff time to do it
• Large and growing online student population (1,100 now)
• Undergrad support vs. faculty research
• Started online document delivery, use SCLS and UB forfor ILL
• Non-traditional students doing research from work - needed proxy server
• Online library support has been done from one campus, but will need to hire more
• Templates for course Library Course Pages - citation guides, databases, catalog, ILL, websites - faculty can customize if want
• Coursecasting - podcasting audio of lectures, campus activities (ex: poetry readings), access can be restricted to students
• IL - wide range of students; life-long skills
• Copyright education for instructors
• Pete:
• Googled phrase "role of library in higher education" - found article from 1982, Australian perspective
• Dependent upon educational objectives of institution
• WAICU - 19 private schools - Marquette to Nashoda Seminary - most 1000-2000 students - overall 57,000 students; 1/4 4-year students in state - more diversity and non-traditional students (25+ years old)
• Independent schools: Personal connections, innovate with faculty, mission-driven, about teaching and learning primarily for undergrads, individualized learning, undergrads doing research with faculty
• Pat:
• Utilitarian definition of academic librarian
• Means by which HE gets certain amount of scholarly information to students and faculty
• 11 comprehensive colleges within UW System (2,500 to 10,000 students)
• Academic libraries no longer have a near monopoly - once operated in information-scarce environment; now information-rich
• Grappling with having to demonstrate our effectiveness now that libraries didn't need to 30 years ago
• Admins contact me and ask about # of books in library to put in reports - that doesn't tell anyone anything
• Ed:
• We'll hear more about similarities than dissimilarities today
• We have an incredible wealth of educational opportunities in this state - marvel at how and why that came about
• Over 45 libraries on the UW-Madison campus [well...]
• UW-Madison started 2 years after statehood, library collections go back further than that
• Sister states benefit from multiple research universities
• Wisconsin Idea - Charles Van Hise 1904 - boundaries of university extend beyond boundaries of the state
• My grandfather's time: extension staff, lumbering - natural resources, Now: information technology
• Support for big science, and digital arts and humanities
• Important for quality of life in Wisconsin
• People think "grad students and faculty research" but it's also undergrad education
• Less about internal focus, than external - how library serves needs of campus, city, state
• Article in Chronicle from Monday - UW-Madison difficulty retaining faculty and staff, scary article

Changes made in past 3-5 years to accomplish mission in HE? Considering?

• Kim:
• IL - more guides, online tours, virtual ref, more lab staff, hired coordinator for 3 campuses, customized guides for 3 programs, video streaming
• for students who are used to doing their own Myspace and Facebook pages
• Increasing tools at regional centers so anywhere in district students can get what they need
• Cataloging learning objects alongside books, journals, etc.
• Using Delicious account to bring students to recommended sites
• Library blog with RSS feed
• In Facebook - not alot of fans, but we are there - incorporate resources within so if seen, they can use
• Innovation - joined a lot of committees, not just to market library, but to help out as researcher about new technology, trends; More integrated with curriculum dev process
• College-wide online discussion with reading lists, instructors discuss articles posted by librarians
• Want to increase team teaching of librarians and faculty
• Want to make our interfaces more user-friendly; nextgen wants easy, nontrad want intuitive; Voyager 7 this year
• Instructor development role - want to help train re: libraries, work with existing faculty, being added to search teams, so can market library before they're hired because so busy when they start
• Mary:
• Tried some of those things
• Wisco virtual ref consortium - dropped out - staff small, hard to cover shifts - started to get questions about resources we didn't have
• Tried chat and IM ref, our students tend to like email because you can get to it on own time
• New strategic plan - assessment is big - survey a few years ago re: user feedback on Voyager catalog, and lots of changes were made, more streamlined; more campus surveys; 1st LibQual only 118 respondents (not as many as hoped) - will put into report for Library Council
• Budget cuts - created our own licensed resource purchasing cooperative; more collaborative purchase decisions
• Some students want to talk, others to be quiet - customizing spaces
• Online social networking hasn't really gone big with us
• Some of our libraries have LibraryThing and Google Books lists
• May become a baccalaureate granting institution, and will need to support this
• Want to tell faculty what we have, so they can tell students what we have
• Want to digitize non-copyrighted materials
• Want to look at internal and external funding sources
• Pete:
• Wayne Wiegand was my advisor in grad school - key phrase was "the library in the life of the user, as opposed to the user in the life of the library" - to achieve ubiquity, we try to customize our resources/services for users
• Signs and business cards: "Ask us"
• We're also spending a lot of time asking them - formal through SurveyMonkey, and informal through flipchart in library with question: "What one change would you like to see in the physical building?" that users write on
• We ask ourselves "So what?" - what if we just stopped doing this? what would happen? because we have to stop something if we start something new.
• IL causes increased reference statistics - make appointments for reference conferences, allows us to prepare more than drop-in desk questions
• Going to where the students are, virtually - Moodle course management system on campus (free version of D2L, Blackboard) - created a library module to search catalog, will add federated searching, will be doing Delicious and RSS; working with faculty to use PURLs to link to articles
• Librarians and art faculty talking about digital image provision to studio students - work on things as people ask for them
• Senior experience - every department has to have a culminating experience; opportunity to integrate library across curriculum
• Building new campus center - "living room" - library is like that right now; what will new role of library be? Remote services? Domino effect on other buildings - incorporate learning commons into library?
• Pat:
• Sharper, more public focus on faculty research
• TOC service
• Desktop document delivery - Promised to faculty that we'd get anything they wanted as fast as we could - $10,000/year - BadgerCat helpful as discovery tool, some UW funding
• Less cumbersome for students - added MS Office suite, wireless, laptop checkout, allow people to do things from homepage
• Tried minor physical improvements - quiet study, group study, new archives area (work with classes doing research)
• More fun, fewer rules, no fines for overdues, murder mystery/IL, coffee/cookies during finals, custom-printed mousepads
• Not only tried to handle cuts well, but have tried to improve services - got through to admin, they were happier with us
• Not buried under IT in identity
• Stress one-system, one-library - role of UW-Madison as flagship very important, elsewhere that doesn't happen
• Reducing footprint of materials, to make room for information commons
• Conscious transition to digital resources
• Integrate with CMS
• Increased funding, strengthening cooperative collection development
• Ed:
• Started 1971 as student assistant in library
• Recent strategic planning exercise - not so important what directions and outcomes were - process on large campus (300 FTE) was interesting and informative - wouldn't hesitate to do again
• Strategic partnerships - with faculty, students, other system institutions on digital collections, highlight work by faculty, with Google - transformative work for libraries
• We can do big things, and we can change the world, that's part of our role - will continue to be
• Library space is a physical asset; over 1 million square feet at UW-Madison; reduction of print, want to repurpose, also landgrab on campus; how partner with faculty, centers, etc. or it will be taken from us
• Have lost 5 million dollars in journal collections from budget cuts; ILL/document delivery has done a great job
• Lorcan Dempsey - critical of libraries not "in the flow"
• NIH requirement of uploading publications to PubMed Central - libraries have taken central role, partnered with research admin
• Culture of Sharing workshop last weekend - 50 students, starting Students for Free Culture org on campus - told it was the 1st such symposium in U.S.
• Building collections based on buildings and people not appropriate; need to support multidisciplinarity
• Librarians designed learning outcomes for learning objects - instructors bring images, skeletons, etc. - how help them place into CMS, provide ubiquity

What skills and abilities help librarians thrive?

• Kim:
• Instruction skills with enthusiasm - they just have to share!
• Someone with imagination who has ideas they want to try
• Mary:
• Need IT skills because we're not that well supported, do our own web design
• Multi-tasking - reference in person, circulation, email reference, committee work
• Marketing resources, services, what we can do for faculty/admin/community
• Networking with community - Campus Reads, library boards, helps at budget time
• Ed:
• Social intelligence - build into position descriptions - work as team, partnerships with limited resources and time regardless of subject expertise
• Pat:
• Ability to work in ambiguous situations, take a risk, take initiative; 30 years ago, libraries were run top-down
• Business communication skills - we like academia, and we need to focus our communication on what people need to know, not what we want to show them
• Pete:
• Creativity - thinking energy - I have 9 pages of brainstorming from staff about better serving campus
• Responsivity - reference "house calls"
• Connectivity - knowing people by name, who's doing what

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