Yesterday morning I spent some time with the Faculty Liaison Librarian (Arts, Law and Social Sciences) to discuss the library's Collection Management Policy and stock edit procedures. The session began with an overview of the library's budget and the various considerations involved in selecting and managing stock. This was really a recap of the main points covered in the previous ordering session.
We did, however, also discuss the financial implications of subscribing to journals, electronic databases and standing orders. As the FLL (ALSS) explained, the need for such subscriptions has to be assessed particularly carefully because they tend to be very expensive. As the decision to proceed has to be made before the final budget has been set, this sometimes means that in the first year, new subscriptions are paid for out of the general book budget. Annual price increases of 6% - 8% and VAT on online resources also mean that the ongoing cost of new subscriptions can often only be met through the cancellation of existing ones. These often difficult decisions are therefore made in consultation with the relevant academic staff although the final decision rests with the library.
Given the existing pressures on the library's budget, I took the opportunity to ask the FLL (ALSS) what further impact she thought the Vice Chancellor's current focus on increasing research would have. Like the SL (S&T) she also thought that this was difficult to predict but suggested that, realistically, the library could only support increased research activity if additional funding were made available. She also explained that any partnerships with business and industry are likely to be hampered by our current user licences which permit only current university staff and students to use our digital resources for private study or research for non-commercial purposes. It will therefore be interesting to see what the actual effect will be.
Unfortunately, money is not the only constraint when it comes to collection development. Space is also limited which means that the library must aim to achieve zero growth, i.e. to withdraw as many items as are added each year. A regular review of the library's stock is, however, also necessary to ensure that the overall quality of the collection is maintained and that it remains relevant, current and in good physical condition. To some degree this is a continuous process as the Subject Librarians withdraw old editions as new ones arrive, remove or replace copies that are in poor condition, etc. However, each year the library also undertakes a major stock review to identify items to be withdrawn. Although a target is given for the minimum number of items that should be removed, the aim is to exceed this target to allow space for future growth.
The FLL explained that in the past this procedure has been based on Stanley Slote's method of identifying items for de-selection. Slote used the amount of time items remain on the shelf without being issued, and therefore presumably unused, to identify which should be considered for withdrawal. However, in 2006 the library was refurbished which necessitated a more extensive and pragmatic review. Based on the resulting shelf space available, it was decided that all items which had not been issued since 1 April 2002 would be included. Since then this cut-off date has moved forward each year which means that in 2008 any items that haven't been issued since 1 April 2004 will be included in the list of items to be considered.
This initial list is produced using the library's management system, Aleph. Any items which have appeared on previous lists are also highlighted. From this, further lists are produced in Excel which are tailored to specific academic interests and circulated to the appropriate academic staff. They are then asked to review the lists and indicate items for possible withdrawal or retention. In some cases the list will be reviewed by the library staff first and forwarded with their proposals. This consultation exercise usually takes place during exam time when the academic staff are not busy teaching or marking.
The reviewed lists are then returned to the subject staff who produce a final list of items to be withdrawn. Although some items may have appeared on previous lists or been identified by academic staff for withdrawal, the decision may be made to keep them. This may be because they are particularly large and only likely to be used in the library, or are key works that add breadth and depth to the collection. These final lists are then passed to the Customer Services Team to be split into search lists of items, ordered by the Dewey number, to be removed by the Library Assistants and then withdrawn from the system. This year I have been given a lead role in producing these lists after assisting another Library Assistant in this process last year.
Although at our site the stock review is undertaken during the quiet summer months, at our other main site it is conducted throughout the year focusing on particular areas of the collection. In the past, this did not pose a problem as there was an ALL for each subject area at each site to oversee the process locally. However, the recent library restructure means that this is now the responsibility of just one Faculty Liaison Librarian based at either site. It will therefore be interesting to see what effect this new cross-campus structure will have on this and future stock reviews.
Once the stock edit is complete, a statistical report is produced using Aleph to analyse the overall impact on stock levels. This includes a breakdown of the number of items reviewed and the number of items actually withdrawn within each collection subdivided by the main Dewey classes. This report is then presented to the Collections Working Group.
The FLL (ALSS) ended the session by explaining the role of the Collections Working Group. It is chaired by the University Librarian and is attended by the Assistant Director of Library Services (Central Services) ( formerly the Electronic Services & Systems Team)), a FLL or SL representing each of the faculties, the Bibliographic Services Manager (formerly Acquisitions), along with representatives from the Customer Services Management Team and our two smaller Health libraries. The Collections Working Group is responsible for reviewing the Collection Management Policy at regular intervals as well as monitoring the performance of our main suppliers. It also considers special deals and packages that are on offer from other suppliers and through JISC to ensure that our resources continue to represent good value for money. The group is also responsible for promoting our resources to our users by choosing the Database of the Month, for example, and advertising it via the library website.
This session was requested, in conjunction with the slots on cataloguing and ordering, as I wanted to see the life cycle of a book from acquisition through to deselection. Although there was some overlap between the three sessions, together they gave me a clearer understanding and deeper appreciation of the varied and often difficult decision-making processes which underlie our Collection Management Policy.
Showing posts with label academic_liaison. Show all posts
Showing posts with label academic_liaison. Show all posts
Friday, 2 May 2008
Tuesday, 25 March 2008
Extended Shadowing Programme: Interim Review Meeting
This afternoon I met with the ALL (A&L) who has been co-ordinating my shadowing programme to discuss progress to date and whether my original aims and objectives are being met.
My main reason for participating in the programme is to gain a deeper insight into the role of the professional librarian before fully commiting to a Masters course in September. At our preliminary meeting we identified the following core activities to be included in the schedule as a means of fulfilling this goal:
Observation of the Enquiry Desk
So far I have observed four different librarians at the desk and have compared their different styles and ways of working. Although most of the enquiries have been fairly routine, I have still been able to collect a number of useful tips for working at the Enquiry Desk. As described in earlier posts, there were even a couple of ocassions where I was able to put some of these into practice to directly assist one or two of our readers. These sessions have therefore increased my confidence in dealing with routine enquiries at the Reception Desk and have equipped me with some valuable examples of best practice for use in my future career.
Assisting a User Education Session
Although I have assisted with several user education sessions in the past, I wanted to learn more about what goes into planning and delivering this type of training. I was therefore able to focus on the various factors that need to be considered such as: the type of students involved and the level of detail required (undergraduate or postgraduate? 1st, 2nd or 3rd year?); their previous experience (are they likely to have used the library before?, what resources might they already be familiar with?); the timing of the session (are they completely new students already overwhelmed with information?, have they already completed assignments and are more aware of the help they might need?).
It was also interesting to observe how the smaller group size and venue elicited a more relaxed atmosphere and a less formal style of delivery. This made it easier for me to get involved and help those students who needed further one-to-one support.
Visit from Graduate Trainees
When I first considered applying to Library School, I was worried not having followed a graduate traineeship might put me at a disadvantage to those who have. Talking to the trainees, however, I was soon reassured that I have had an equivalent, if not a richer experience working as a Library Assistant.
Comparing our roles it was apparent that most of our daily tasks, such as shelving and reception duties, are much the same. Although some of the trainees have been given additional para-professional tasks such as basic cataloguing and classification, my involvement in the Inter-library Loans Team and special projects, such as the stock edit, have given me a similar insight into professional tasks. Also, although the trainees participate in a programme of group training sessions and visits to other libraries, the Library's own Learning Hour programme and summer visits to other libraries have given me similar opportunities to learn more about libraries and librarianship in general.
I was equally reassured to learn that, although they were mostly recent graduates, many of the trainees shared my apprehensions about returning to study and my worries about finding a professinal post in the future. Through talking to other people with similar aspirations and concerns I was therefore able to re-evaluate the value of my experience and to rationalise some of my fears and insecurities about returning to study as a mature student.
Academic Liaison - Attending the Arts, Letters and Social Sciences Faculty Board Meeting and Course Validations
After shadowing the ALL (A&L) in the summer (see my Summer Shadowing Report), I was keen to learn more about what the role involves in practice. It was therefore suggested that I observe a Faculty Board Meeting which would also allow me to see the course validation process in action.
As mentioned in my earlier post, I was particularly interested in the comments made by the student representatives as these helped to explain some of the negative, even aggressive behaviour we frequently encounter in the library. The students aired their frustrations with issues such as IT network outages, changes to student e-mail and teething problems resulting from the restructure of the Student Information Centres. This seemed to suggest that tensions don't necessarily originate from within the library itself but from an accumulation of perceived failiures with our university's systems and procedures generally. These perceptions also seem to stem from the increasingly high expectations which are bred by increasingly expensive tuition fees.
The discussions surrounding these issues also suggested that frustrations can occur when students have not fully understood what is expected of them. This is a common problem especially when it comes to library fines. Often our readers feel aggrieved when we explain that the fines stand because it is their responsibility to check their library accounts regularly and renew their loans online. As one of the academic staff suggested, perhaps this highlights a need for our university as a whole to do more to make our informal expectations of students more explicit.
The other aspect of the meeting which drew my attention was the consideration of proposed new academic pathways as part of the course validation process. As discussed in my earlier post, I was surprised that some academic staff proposing these new courses feel able to judge the extent of their impact on the library's resources without actually consulting the ALLs. I think this highlights a need to raise the profile of the library and the value of the services that we provide which unfortunately seems to be generally true of all libraries.
Remaining schedule
The second half of my shadowing programme will cover the other areas that were identified as being core to the profressional librarian's role. These include sessions on cataloguing, ordering and collection development as well as more sessions observing the Enquiry Desk. I also plan to accompany the ALL (A&L) to the cross-site Staff Learning and Development Group meeting but as this requires additional time to travel to another site, it may not be possible if any other Library Assistants are absent on that day. If this is the case then the time will be given to additional sessions observing the Enquiry Desk and possibly observing a one-to-one appointment between a Subject Librarian and a student.
Another factor which may disrupt the planned schedule is the current restructure of library staff which initially comes into effect on 1 April. This means that most of the ALLs will become Faculty Liaison Librarians (FLLs) with cross-site responsibility for their respective subject areas. The ALL (A&L) is likely to become the Staff Learning and Development Manager which means that, like the FLLs, she will no longer be staffing the Enquiry Desk. As my final shadowing session was planned to be with the ALL (A&L) this is therefore likely to have to be changed.
Conclusions
So far the shadowing programme has certainly met and, in some respects exceeded, my expectations. I had anticipated that my involvement in the various activities would be purely as an observer but was delighted to be given the opportunity to get actively involved where appropriate. This hands-on experience combined with the enthusiasm and encouragement of those people I have shadowed has certainly boosted my confidence and helped to confirm that librarianship is the career for me.
My main reason for participating in the programme is to gain a deeper insight into the role of the professional librarian before fully commiting to a Masters course in September. At our preliminary meeting we identified the following core activities to be included in the schedule as a means of fulfilling this goal:
Observation of the Enquiry Desk
So far I have observed four different librarians at the desk and have compared their different styles and ways of working. Although most of the enquiries have been fairly routine, I have still been able to collect a number of useful tips for working at the Enquiry Desk. As described in earlier posts, there were even a couple of ocassions where I was able to put some of these into practice to directly assist one or two of our readers. These sessions have therefore increased my confidence in dealing with routine enquiries at the Reception Desk and have equipped me with some valuable examples of best practice for use in my future career.
Assisting a User Education Session
Although I have assisted with several user education sessions in the past, I wanted to learn more about what goes into planning and delivering this type of training. I was therefore able to focus on the various factors that need to be considered such as: the type of students involved and the level of detail required (undergraduate or postgraduate? 1st, 2nd or 3rd year?); their previous experience (are they likely to have used the library before?, what resources might they already be familiar with?); the timing of the session (are they completely new students already overwhelmed with information?, have they already completed assignments and are more aware of the help they might need?).
It was also interesting to observe how the smaller group size and venue elicited a more relaxed atmosphere and a less formal style of delivery. This made it easier for me to get involved and help those students who needed further one-to-one support.
Visit from Graduate Trainees
When I first considered applying to Library School, I was worried not having followed a graduate traineeship might put me at a disadvantage to those who have. Talking to the trainees, however, I was soon reassured that I have had an equivalent, if not a richer experience working as a Library Assistant.
Comparing our roles it was apparent that most of our daily tasks, such as shelving and reception duties, are much the same. Although some of the trainees have been given additional para-professional tasks such as basic cataloguing and classification, my involvement in the Inter-library Loans Team and special projects, such as the stock edit, have given me a similar insight into professional tasks. Also, although the trainees participate in a programme of group training sessions and visits to other libraries, the Library's own Learning Hour programme and summer visits to other libraries have given me similar opportunities to learn more about libraries and librarianship in general.
I was equally reassured to learn that, although they were mostly recent graduates, many of the trainees shared my apprehensions about returning to study and my worries about finding a professinal post in the future. Through talking to other people with similar aspirations and concerns I was therefore able to re-evaluate the value of my experience and to rationalise some of my fears and insecurities about returning to study as a mature student.
Academic Liaison - Attending the Arts, Letters and Social Sciences Faculty Board Meeting and Course Validations
After shadowing the ALL (A&L) in the summer (see my Summer Shadowing Report), I was keen to learn more about what the role involves in practice. It was therefore suggested that I observe a Faculty Board Meeting which would also allow me to see the course validation process in action.
As mentioned in my earlier post, I was particularly interested in the comments made by the student representatives as these helped to explain some of the negative, even aggressive behaviour we frequently encounter in the library. The students aired their frustrations with issues such as IT network outages, changes to student e-mail and teething problems resulting from the restructure of the Student Information Centres. This seemed to suggest that tensions don't necessarily originate from within the library itself but from an accumulation of perceived failiures with our university's systems and procedures generally. These perceptions also seem to stem from the increasingly high expectations which are bred by increasingly expensive tuition fees.
The discussions surrounding these issues also suggested that frustrations can occur when students have not fully understood what is expected of them. This is a common problem especially when it comes to library fines. Often our readers feel aggrieved when we explain that the fines stand because it is their responsibility to check their library accounts regularly and renew their loans online. As one of the academic staff suggested, perhaps this highlights a need for our university as a whole to do more to make our informal expectations of students more explicit.
The other aspect of the meeting which drew my attention was the consideration of proposed new academic pathways as part of the course validation process. As discussed in my earlier post, I was surprised that some academic staff proposing these new courses feel able to judge the extent of their impact on the library's resources without actually consulting the ALLs. I think this highlights a need to raise the profile of the library and the value of the services that we provide which unfortunately seems to be generally true of all libraries.
Remaining schedule
The second half of my shadowing programme will cover the other areas that were identified as being core to the profressional librarian's role. These include sessions on cataloguing, ordering and collection development as well as more sessions observing the Enquiry Desk. I also plan to accompany the ALL (A&L) to the cross-site Staff Learning and Development Group meeting but as this requires additional time to travel to another site, it may not be possible if any other Library Assistants are absent on that day. If this is the case then the time will be given to additional sessions observing the Enquiry Desk and possibly observing a one-to-one appointment between a Subject Librarian and a student.
Another factor which may disrupt the planned schedule is the current restructure of library staff which initially comes into effect on 1 April. This means that most of the ALLs will become Faculty Liaison Librarians (FLLs) with cross-site responsibility for their respective subject areas. The ALL (A&L) is likely to become the Staff Learning and Development Manager which means that, like the FLLs, she will no longer be staffing the Enquiry Desk. As my final shadowing session was planned to be with the ALL (A&L) this is therefore likely to have to be changed.
Conclusions
So far the shadowing programme has certainly met and, in some respects exceeded, my expectations. I had anticipated that my involvement in the various activities would be purely as an observer but was delighted to be given the opportunity to get actively involved where appropriate. This hands-on experience combined with the enthusiasm and encouragement of those people I have shadowed has certainly boosted my confidence and helped to confirm that librarianship is the career for me.
Thursday, 6 March 2008
Extended Shadowing Programe: Session Five - Observation of the Arts, Law and Social Sciences Faculty Board meeting
Yesterday afternoon I accompanied the ALL (Arts & Letters) to the Arts, Law and Social Sciences (ALSS) Faculty Board meeting which she attends as the University Librarian's representative. I asked to observe this meeting as I wanted to learn more about the Academic Liaison Librarians' roles and their interactions with the academic staff and our university at large.
The Faculty Board is chaired by the Dean and is attended by the Associate Deans, Heads of Department, Programme Leaders, student representatives, representatives from the Students' Union, representatives from the Partner Colleges and Joint Venture Companies associated with the Faculty and other key members of Faculty staff. Representatives from central support units including Communications & IT Services, Registry, Student Affairs, Academic and Quality Systems Office, the Students Union and the Library are also invited to attend as observers along with the Faculty Administration Manager. Although the observers can contribute to the meeting they can't table papers for discussion.
The primary purpose of the Faculty Board is:
"On behalf of Senate to formulate strategic plans for curriculum development within the Faculty, including consideration of proposals for the development and location of new and existing pathways within the Faculty's remit. Faculty Boards are also responsible for overseeing the implementation of the University's policies and procedures for assuring academic standards throughout the Faculty."
The Board also tries to resolve any problems arising from the Faculty's courses that can not be resolved by individual programme committees, e.g. a lack of studio space and equipment for the arts students. If the Faculty Board can not reach agreement on a particular issue, then it is passed to the Senate (which is chaired by the Vice Chancellor) for a final decision. A recent example concerned staff who are employed by our Partner Colleges to teach our university courses but can't access the same digital resources as the students. This is because the user licences only permit access to current university registered staff and students. As it is a problem that can not be resolved internally, it was referred to the Senate who consulted JISC (Joint Information Systems Committee) for advice. Many UK universities are experiencing the same problem and so JISC are currently in negotiations with individual publishers to try and resolve the issue. It is, however, quite rare for any issues to be escalated beyond the Faculty Board.
The Faculty Board is chaired by the Dean and is attended by the Associate Deans, Heads of Department, Programme Leaders, student representatives, representatives from the Students' Union, representatives from the Partner Colleges and Joint Venture Companies associated with the Faculty and other key members of Faculty staff. Representatives from central support units including Communications & IT Services, Registry, Student Affairs, Academic and Quality Systems Office, the Students Union and the Library are also invited to attend as observers along with the Faculty Administration Manager. Although the observers can contribute to the meeting they can't table papers for discussion.
The primary purpose of the Faculty Board is:
"On behalf of Senate to formulate strategic plans for curriculum development within the Faculty, including consideration of proposals for the development and location of new and existing pathways within the Faculty's remit. Faculty Boards are also responsible for overseeing the implementation of the University's policies and procedures for assuring academic standards throughout the Faculty."
The Board also tries to resolve any problems arising from the Faculty's courses that can not be resolved by individual programme committees, e.g. a lack of studio space and equipment for the arts students. If the Faculty Board can not reach agreement on a particular issue, then it is passed to the Senate (which is chaired by the Vice Chancellor) for a final decision. A recent example concerned staff who are employed by our Partner Colleges to teach our university courses but can't access the same digital resources as the students. This is because the user licences only permit access to current university registered staff and students. As it is a problem that can not be resolved internally, it was referred to the Senate who consulted JISC (Joint Information Systems Committee) for advice. Many UK universities are experiencing the same problem and so JISC are currently in negotiations with individual publishers to try and resolve the issue. It is, however, quite rare for any issues to be escalated beyond the Faculty Board.
There was a very full agenda for the meeting including items such as the University Calendar 2008/9, Faculty Student Profile Statistics, National/Regional Initiatives and the Quality Enhancement Audit of the quality of Student Handbooks. For me, some of the most interesting discussions arose out of the issues raised by the Students' Union and the student representatives.
One of their main concerns relates to a recent reorganisation of the Student Information Centres which has led to changes in the process for submitting assignments. This has resulted in some initial disruption in students getting back their work after marking. For instance, one of the student representatives reported having received an incorrect fail mark because a marked essay had been lost and was having problems in getting the mark corrected. One of the academic staff present explained that there was a formal procedure for dealing with this and was surprised that the student was experiencing such difficulties. As with any large institution, there are always going to be some problems in effectively communicating the official policies and procedures to a large student body. It is certainly a problem we encounter daily in the library. I don't think this is necessarily because we are not doing enough to inform our students. Although we communicate the necessary information via our website, induction tours, welcome leaflets and notices in the library, we regularly come across readers who, even in the second or third year, still do not understand how the library operates. I have long suspected that the underlying problem is that often many students have never been in an environment were they have been expected to be proactive in finding out what is expected of them and in fulfilling their responsibilities.
Indeed, this very point was raised in a discussion surrounding the six week break at Christmas. One of the student representatives reported that some first years feel the break is too long and that it disrupts their study routine and momentum. Some were also unsure of the purpose of the break. As members of the teaching staff suggested, the vacation should ideally be used to reflect on what has already been learnt and to prepare for the second semester. There was also a reminder that details of modules and reading lists can be found in the course handbooks or can be obtained from the individual module leaders. Although I was astonished this was not already obvious to the students and that they were having to be spoon fed in this way, I was also not entirely surprised. I think that being proactive is a skill that needs to be learnt and, as one of the tutor's at the meeting suggested, perhaps more needs to be done to make our informal expectations more explicit at the being of each academic year.
Another issue which drew my particular attention came out of the consideration of proposals for new pathways to commence in September. As mentioned in my report of the Summer Shadowing Programme, I had already learnt of some of the unfortunate consequences of not consulting library staff when proposals for new courses are drawn up. I was therefore not surprised to see that under the heading of "Anticipated impact on resources for both the Faculty and Support Services" almost all of the proposals suggested "only a slight impact on Support Services in terms of use of Library resources". Although this might be true for each individual course, there seemed to be no appreciation that all of these "slight impact[s]" add up to a huge impact when several new courses are approved on top of the existing number of pathways available. I suspect that this lack of consideration is not unique to this institution and reflects a general need for all libraries to be more proactive in raising their profile and marketing the value of the services that they offer.
I found it very enlightening attending this meeting as I was able to better appreciate the direct impact that decisions made elsewhere within our university can have on our students and the service that we provide in the library. I had previously been surprised and quite demoralised at times when some of our readers have reacted hostilely, even aggressively, when I've tried to resolve routine issues regarding their library accounts or unforeseen problems with our services, e.g. temporary computer network failures. However, hearing some of the students voice their frustrations, I could clearly see how a culmination of issues across our university could easily lead to this build up of tension and a perception that all of our university's services are inadequate. I think this is exacerbated by the fact that students are now paying increasingly high course fees which may also account for the expectation that they should be spoon fed information rather than actively staying informed. In a way, it was reassuring to know that these are not issues isolated to the library, however, at the same time I think it poses serious questions about how our university deals with the increased expectations and changes in attitude that come with paying course fees.
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