Rick A Stoddart

Experiments and Experiences in Liaison Activities: Lessons from New Librarians in Integrating Technology, Face-to-Face, and Follow-Up

As is the case in many university libraries, Albertsons Library at Boise State University, has hired many new librarians to replace retiring librarians. These newer librarians, typically with less than 3 years’ academic library experience, are actively engaged in meeting the opportunities and challenges of subject liaison responsibilities using innovative Web-based tools. This article addresses liaison experiences with faculty-directed blogs, personalized faculty research pages, a wiki-based liaison manual, and the use of LibraryThing as a collection development tool. An overview of these efforts confirms that new technologies are only as good as the face-to-face communication and the follow-up that accompany their implementation. Much of the content in this article was presented at the 2007 and 2008 Acquisitions Institute conferences at Timberline Lodge at Mt. Hood, Oregon.

Library Safety Through Design: Using a Checklist Approach at the University of Idaho

ABSTRACT Libraries are responsible for the safety, security, and welfare of their patrons, employees, collections, buildings, and property. Well-designed library spaces enhance the overall security and safety of the library building and its users. One potential tool to assist in assessing library spaces and building design is the Crime Prevention through Environmental Design (CPTED) methodology. This article presents a case study in which a CPTED checklist was used to examine safety and security design features in an academic library environment. In conjunction with other safety measures, including dedicated safety committees, expert-led safety trainings, and ongoing conversations about security in the library, the CPTED checklist can help inform library conversations about building security and contribute to a safer, more secure atmosphere in which students can thrive.

The Possibilities are Assessable: Using an Evidence Based Framework to Identify Assessment Opportunities in Library Technology Departments

Abstract Objective – This study aimed to identify assessment opportunities and stakeholder connections in an emerging technologies department. Such departments are often overlooked by traditional assessment measures because they do not appear to provide direct support for student learning. Methods – The study consisted of a content analysis of departmental records and of weekly activity journals which were completed by staff in the Emerging Technologies and Services department in a U.S. academic library. The findings were supported by interviews with team members to provide richer data. An evidence based framework was used to identify stakeholder interactions where impactful evidence might be gathered to support decision-making and to communicate value. Results – The study identified a lack of available assessable evidence with some types of interaction, outreach activity, and responsibilities of staff being under-reported in departmental documentation. A modified logic model was developed to further identify assessment opportunities and reporting processes. Conclusion – The authors conclude that an evidence based practice research approach offers an engaging and illuminative framework to identify department alignment to strategic initiatives and learning goals. In order to provide a more complete picture of library impact and value, new and robust methods of assessing library technology departments must be developed and employed.