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Descriptors:
Library Administration; Time Management; Guides; Personnel Management; Poverty; Library Services; Emergency Programs; Accountability; Academic Libraries; Public Libraries; Library Materials; Mentors; Leadership; School Libraries; Librarians; Grants; Program Administration; Volunteers; Information Technology; Electronic Publishing; Web Sites; Reference Services; Computer Software; Generational Differences; Graduate Students; Equal Opportunities (Jobs); Public Relations; Governing Boards; Institutional Cooperation; Local History; Photography; Visual Aids; Access to Information; Privacy; Staff Orientation

Abstract:
There's no shortage of library management books out there--but how many of them actually tackle the little details of day-to-day management, the hard-to-categorize things that slip through the cracks of a larger handbook? "Library Management Tips that Work" does exactly that, addressing dozens of such issues facing library managers, including: (1) How to create a job manual, and keep staff accountable; (2) Keeping your library board in the loop; (3) Using numbers to make your case; (4) Dealing with unreturned library materials; (5) Methods for managing multiple libraries with one FTE librarian; (6) Retaining services despite budget cuts and staff shortages; and (7) Public relations on a shoestring. This book is divided into five parts. Part I, The Manager Role, contains the following: (1) Beating the Clock: Adaptive Time Management in a Fluid Environment (Geoffrey P. Timms); (2) Creating Manuals for Job Duties (Holly Flynn); (3) How to Manage Serving Students of Generational Poverty (Kris Baughman and Rebecca Marcum Parker); (4) How to Protect Your Library from Employment Discrimination Claims (Michael A. Germano); (5) Managing Emergencies: What to Do When Basic or Big Disasters Strike (Sian Brannon and Kimberly Wells); (6) Creating a Staff Accountability System (Terry Ann Lawler); (7) Planning Ahead: Time Management in Defining Goals (Geoffrey P. Timms); (8) Transforming an Off-Campus Library from Empty Space to Award Winner in One Year (Seamus Scanlon); (9) When You're Not (Exactly) the Boss: How to Manage Effectively in a "Coordinator" Role (Kim Becnel); and (10) Communication and Staff Awareness in the Branch Library (Jason Kuhl). Part II, Running a Library, contains the following: (11) ASSURE-ing Your Collection (Roxanne Myers Spencer and Barbara Fiehn); (12) Billy Club: A Model for Dealing with Unreturned Library Materials (Suzann Holland); (13) Collaboration for Library Collection Acquisition (Lorette S. J. Weldon); (14) Community Partnerships: The Key to Providing Programs in a Recession (Ashanti White); (15) CVL Leads: Mentorship and Leadership (Robin Shader); (16) How to Manage a Student-Centric Library Service for Nontraditional Users (Seamus Scanlon); (17) Managing Overnight (Ken Johnson and Susan Jennings); (18) Managing More Than One School Library with One FTE Librarian (Kris Baughman and Rebecca Marcum Parker); (19) Management Tips for Merging Multiple Service Points (Colleen S. Harris); (20) SuperStarz: An Experience in Grant Project Management (Vera Gubnitskaia); (21) Utilizing Retired Individuals as Volunteers (Ashanti White); and (22) Weeding as Affective Response, or "I Just Can't Throw This Out!" (Barbara Fiehn and Roxanne Myers Spencer). Part III, Information Technology, contains the following: (23) Facebook for Student Assistants (Susan Jennings and Ken Johnson); (24) Improving Communication with Blogs (Alice B. Ruleman); (25) Improving Productivity with Google Apps (Suzann Holland); (26) Partnering with Information Technology at the Reference Desk: A Model for Success (Jeffrey A. Franks); (27) Putting Missing Pieces from the Collection Together with SharePoint (Lorette S. J. Weldon); (28) Real-Life Management Using Virtual Tools (Vera Gubnitskaia); (29) Session Control Software for Community Users in an Academic Library (Jeffrey A. Franks); (30) To Friend or Not to Friend: The Facebook Question (Kim Becnel); and (31) Why a Wiki? How Wikis Help Get Work Done (Alice B. Ruleman). Part IV, Staff, contains the following: (32) Millennials, Gen-X, Gen-Y, and Boomers, Oh My! Managing Multiple Generations in the Library (Colleen S. Harris); (33) Hiring and Training Graduate Assistants for the Academic Library (Erin O'Toole); (34) Managing for Emergencies: What to Do before, during, and after Disaster (Sian Brannon and Kimberly Wells); (35) Managing Librarians and Staff with Young Children (Holly Flynn); (36) Mentoring Graduate Assistants in the Academic Library (Erin O'Toole); (37) New Employee Orientation (Bradley Tolppanen and Janice Derr); (38) Discrimination in Employment: An Overview for Library Managers (Michael A. Germano); (39) Obtaining Compliance from Underperforming Employees: Talking It Through (Terry Ann Lawler); (40) Planning for Change: Ensuring Staff Commitment (Jason Kuhl); (41) Shadow and Learn: Knowing Your Staff (Robin Shader); and (42) Staff Shortages (Bradley Tolppanen and Janice Derr). Part V, Public Relations, contains the following: (43) No Surprises: Keeping Your Board in the Loop (Lynn Hawkins); (44) Board Meetings That Work (James B. Casey); (45) Library Partners: Cooperating with Other Nonprofits (John Helling); (46) Portraits in a Small Town: Balancing Access and Privacy with a Local History Photography Collection (John Helling); (47) Using Numbers to Make Your Case (James B. Casey); and (48) Staying in the Game: Public Relations on a Shoestring (Lynn Hawkins). An index is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Learning Resources Centers; Library Services; Foreign Countries; Video Technology; Electronic Publishing; Web Sites; Higher Education; Electronic Libraries; Library Materials; Social Networks; Internet; Sharing Behavior; Access to Information

Abstract:
Although still a relatively new technology with less than 10 years of history, YouTube's extensive reach and integration in mainstream society as well as lifelong learning habits of online users cannot be understated. This article examines how the YouTube collection at the University of British Columbia Library's Irving K. Barber Learning Centre has become an exciting extension of the digital collections and services. By briefly examining the history of traditional collection development at academic libraries, the author demonstrates how YouTube fits into the long continuum of library media collections in an open-access platform. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Foreign Countries; Verbal Communication; Reference Services; Librarians; Online Surveys; Academic Libraries; Higher Education; Information Technology; Library Science; Information Science; Partnerships in Education

Abstract:
A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions participated in the online survey. Their responses indicate that a core professional skill, searching, is the most important skill for reference librarians, followed by other generic skills, such as verbal communication and customer service skills. (Contains 4 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Learning Theories; Research Needs; Distance Education; Academic Libraries; Foreign Countries; Virtual Classrooms; Reference Services; Library Development; Library Materials; Library Services; Electronic Libraries; Electronic Publishing; Change Strategies; Educational Strategies; Teaching Methods; Library Instruction; Program Descriptions; Access to Information; Usability; Barriers; Library Role; Librarian Teacher Cooperation

Abstract:
The society relies on institutions of higher education to produce a literate workforce; one that is able to function in a dynamic, technological, information-overload environment. In support of this new thrust, most universities have incorporated the use of new media and ICTs in the teaching learning process resulting in a multi-modal approach (face-to-face, online and distance learning). As such, students are increasingly demanding resources and services that are not limited by time and place. Subsequently, academic libraries extend their services to meet the changing demands of the new cohort of learners. Through the use of electronic books that mirror the features and functions of the printed book and the capacity of the computer, librarians have bridged the gap between the academicians and the world of knowledge to further research and learning. Digital reference service extends the reference desk to the virtual environment to allow the reference librarian to meet the research needs of online users in real-time. These features have removed the barrier of the physical walls of the library and allow the librarian to maintain his/her role as instructors and evaluators of information and resources. This paper seeks to show how libraries have been using these two services to enhance teaching and learning. The paper further shows how students have been benefiting from them through their inclusion in the Mona Library of the University of the West Indies. Some of the learning theories that these services support will be explored along with some of the challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Constructivism (Learning); Andragogy; Educational Theories; Academic Libraries; Librarians; Information Literacy; Library Instruction; Library Materials; Library Research; Library Services; Reference Services; Access to Information; Library Personnel; Library Development; Library Role; Communities of Practice; Database Management Systems; Online Systems

Abstract:
This paper will look at the services presently offered to distance students by libraries within the categories of professional staff, access to resources, reference assistance, and library user instruction. It will then offer the argument that these services could be improved by developing embedded librarians within online academic courses as a part of an online community of learners. This assertion is backed by educational theories discussing social constructivism and andragogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Access to Computers; Access to Information; Foreign Countries; Distance Education; Technology Uses in Education; Information Technology; Educational Technology; Internet

Abstract:
Amidst the different challenges facing higher education, and particularly distance education (DE) and open distance learning (ODL), access to information and communication technology (ICT) and students' abilities to use ICTs are highly contested issues in the South African higher education landscape. While there are various opinions about the scope and definition of the digital divide, increasing empirical evidence questions the uncritical use of the notion of the digital divide in South African and international higher education discourses. In the context of the University of South Africa (Unisa) as a mega ODL institution, students' access to technology and their functional competence are some of the critical issues to consider as Unisa prepares our graduates for an increasingly digital and networked world. This paper discusses a descriptive study that investigated students' access to technology and their capabilities in using technology, within the broader discourse of the "digital divide." Results support literature that challenges a simplistic understanding of the notion of the "digital divide" and reveal that the nature of access is varied. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Persistence; Academic Support Services; Access to Computers; Access to Education; Access to Information; Accounting; Acoustics; Administration; Adolescents; Alignment (Education); Appropriate Technology; Art Teachers; Artificial Intelligence; At Risk Students; Attention; Autism; Automation; Barriers; Behavior Change; Biology; Books; Brain; Business Administration Education; Business; Calculus; Career Exploration; Career Readiness; Case Studies; Causal Models; Cerebral Palsy; Change Agents; Classification; Classroom Communication; Classroom Environment; Client Server Architecture; Cognitive Processes; Cognitive Science; Cognitive Structures; Cognitive Style; Collaborative Writing; College Faculty; College Freshmen; College Instruction; College Readiness; College Students; Color; Communication (Thought Transfer); Communication Skills; Communications; Communities of Practice; Community Development; Comparative Analysis; Competition; Computer Assisted Instruction; Computer Assisted Testing; Computer Games; Computer Interfaces; Computer Literacy; Computer Mediated Communication; Computer Networks; Computer Science Education; Computer Science; Computer Security; Computer Simulation; Computer Software; Computers; Concept Mapping; Constructivism (Learning); Content Analysis; Context Effect; Conventional Instruction; Cooperation; Cooperative Learning; Corporate Education; Correlation; Cost Effectiveness; Creativity; Criteria; Critical Thinking; Cues; Curriculum Design; Curriculum; Data Analysis; Data Collection; Data Processing; Data; Database Management Systems; Decision Making; Delivery Systems; Design; Development; Difficulty Level; Disabilities; Discovery Learning; Distance Education; Educational Research; Down Syndrome; Dropouts; Ecology; Editing; Educational Assessment; Educational Attainment; Educational Environment; Educational Finance; Educational Games; Educational Media; Educational Objectives; Educational Practices; Educational Psychology; Educational Quality; Educational Resources; Educational Technology; Electronic Learning; Electronic Publishing; Electronics; Elementary Education; Elementary Secondary Education; Emotional Response; Energy; Engineering; English (Second Language); Entrepreneurship; Environmental Education; Epistemology; Equipment; Evaluation Methods; Evaluative Thinking; Evidence; Exhibits; Expertise; Eye Movements; Faculty Development; Feedback (Response); Foreign Countries; Foreign Policy; Forestry; Formative Evaluation; General Education; Geographic Location; Global Approach; Goal Orientation; Graduate Students; Grammar; Grounded Theory; Group Dynamics; Group Experience; Group Membership; Handheld Devices; Heterogeneous Grouping; High School Students; High Schools; High Stakes Tests; Higher Education; Holistic Approach; Hypermedia; Identification; Imagination; Immigration; Indexing; Indigenous Populations; Influence of Technology; Informal Education; Information Dissemination; Information Literacy; Information Management; Information Retrieval; Information Science; Information Seeking; Information Skills; Information Storage; Information Technology; Inquiry; Instruction; Instructional Design; Instructional Effectiveness; Integrated Learning Systems; Interaction; Interdisciplinary Approach; Internet; Interpersonal Communication; Interpersonal Relationship; Interrater Reliability; Intervention; Introductory Courses; Italian; Item Banks; Kindergarten; Knowledge Level; Laboratories; Laboratory Equipment; Language Role; Learner Engagement; Learning Activities; Learning Experience; Learning Motivation; Learning Processes; Learning Theories; Learning; Lexicography; Lifelong Learning; Likert Scales; Literacy; Logical Thinking; Man Machine Systems; Mathematical Logic; Mathematical Models; Mathematics; Metacognition; Metadata; Middle School Students; Mixed Methods Research; Models; Motivation; Multimedia Materials; Museums; National Programs; Native Speakers; Natural Language Processing; Nonprint Media; Norwegian; Novices; Official Languages; Online Courses; Online Searching; Open Source Technology; Opportunities; Outcomes of Education; Ownership; Pattern Recognition; Peer Evaluation; Peer Relationship; Performance Based Assessment; Personal Autonomy; Personality Traits; Physical Environment; Pilot Projects; Planning; Play; Prediction; Predictor Variables; Preservice Teacher Education; Preservice Teachers; Prior Learning; Privacy; Probability; Problem Based Learning; Problem Solving; Production Techniques; Programming; Public Agencies; Public Policy; Questioning Techniques; Reading Improvement; Reference Materials; Reflection; Relevance (Education); Religious Education; Research Methodology; Role Playing; Scaffolding (Teaching Technique); Schemata (Cognition); Scholarship; School Policy; Science Activities; Science Process Skills; Scientific Methodology; Scores; Search Engines; Second Language Instruction; Second Language Learning; Secondary Education; Secondary School Science; Secondary School Students; Selection; Self Control; Self Evaluation (Individuals); Semantics; Semi Structured Interviews; Semitic Languages; Sharing Behavior; Simulated Environment; Social Behavior; Social Networks; Social Studies; Social Support Groups; Social Systems; Special Needs Students; Stakeholders; Standards; Story Telling; Strategic Planning; Student Attitudes; Student Behavior; Student Centered Curriculum; Student Characteristics; Student Empowerment; Student Evaluation; Student Improvement; Student Motivation; Student Surveys; Students; Study Habits; Summative Evaluation; Summer Schools; Sustainability; Synthesis; Systems Analysis; Taxonomy; Teacher Influence; Teacher Student Relationship; Teaching Methods; Teaching Skills; Teamwork; Technical Education; Technical Occupations; Technological Advancement; Technology Integration; Technology Uses in Education; Telecommunications; Test Reliability; Tests; Textbooks; Theory Practice Relationship; Thinking Skills; Time Management; Time; Tutoring; Tutors; Underachievement; Undergraduate Students; Users (Information); Video Technology; Virtual Classrooms; Visual Aids; Visual Environment; Visual Literacy; Visualization; Vocabulary Development; Water Quality; Web 2.0 Technologies; Web Sites; Weighted Scores; Workshops; World Views; Writing Improvement

Abstract:
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Stakeholders; Library Services; Semi Structured Interviews; Librarians; Books; Electronic Publishing; Higher Education; Universities; Case Studies; Vendors; Library Facilities; Library Materials; Space Utilization; Library Personnel; College Libraries; Electronic Libraries; Educational Technology; Technology Uses in Education

Abstract:
This article reports research into the perceptions and predictions of academic librarians regarding the future role and development of e-books, and e-book collections and services. A number of recent studies reported in the literature review indicate increasing interest in e-books. Semi-structured interviews were conducted with 32 academic librarians, in seven case study libraries. Most interviewees anticipated a significant growth in the size and role of e-book collections in academic libraries over the next five years. The actions and policies of each of the key stakeholder groups, e-book vendors (publishers and aggregators), academic libraries and users are viewed as pivotal to the future use of e-books in universities. The growing importance of e-books will have a number of consequences for academic libraries, in terms of the technologies that they make available to users, the use of library space, user education and staff workload. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conferences (Gatherings); Athletics; Multilingualism; Interpersonal Relationship; Research Libraries; Academic Libraries; Library Services; Conference Papers; Student Employment; Library Science; Multicultural Education; Library Materials; Library Development; Library Role; Reference Services; Technology Uses in Education; Electronic Libraries; Online Vendors; Cost Effectiveness; Archives; Library Automation; Library Networks; Social Networks; School Demography; Partnerships in Education; Copyrights; Library Instruction; Library Policy; Web Sites; Librarian Teacher Cooperation; Cooking Instruction; Computer Mediated Communication

Abstract:
Twenty-three scholarly papers and twelve abstracts comprise the content of the eleventh annual Brick and Click Libraries Symposium, held at Northwest Missouri State University in Maryville, Missouri. The peer-reviewed proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. The 2011 paper and abstract titles include: (1) Redefining Relevancy in the Electronic Age: The Library as a Real Place (Alberta Davis Comer); (2) E-science and Libraries (for Non Science Librarians) (Eric Snajdr); (3) The Ins and Outs of a Multicultural Library Orientation Session (Tony Garrett); (4) Student Assistants 2.0: Utilizing Your Student Assistant's Capabilities (Carla M. Gruen and Anne M. Wooden); (5) Bridging the Gaps: Teaching Transliteracy (Lane Wilkinson); (6) Proactive Approach to Embedded Services (Charissa Loftis and Valerie Knight); (7) Weed the Stack, Feed the Collection and Harvest the Space (Deborah Provenzano); (8) Making an Impact: The Who, What, Where, Why, and How of Creating a Genre Based Popular Collection in an Academic Library (Kathy Hart, Sara Duff, Lisa Jennings, and Neil Robinson); (9) Info on the Go: Using QR Codes to Enhance the Research Experience (Melissa Mallon); (10) Tweet-a-Librarian: How to Use Twitter for Free Text Messaging Reference (Sonnet Ireland and Faith Simmons); (11) Use It or Lose It: Are One-Time Purchases of Electronic Resources an Effective Use of Limited Funds? (Lea Currie and Kathy Graves); (12) "Full Exposure" of Hidden Collections: Drake University First-Year Students Create a Living Archive (Claudia Thornton Frazer and Susan Breakenridge Fink); (13) From Static HTML to Interactive Drupal: Redesigning a Library Intranet that Enables Collaboration and Social Interaction (Elaine Chen); (14) Demographic Trends of College Students Today and Tomorrow: How Do We Entice Them to Use the Academic Library? (Marie Bloechle and Sian Brannon); (15) A Winning Strategy: University Library and Athletic Department Partnership (Rosalind Alexander); (16) Multilingual Zotero: Its Promises and Limits (Fu Zhuo); (17) A Fine Balance: Tangible or Electronic? (Gretchen Gould); (18) The Advantages of Importing Usage Statistics to Millennium ERM with SUSHI (Li Ma); (19) A Look from Both Sides Now (Melissa Muth); (20) Campus Copyright Support from a University Library (Chris LeBeau and Cindy Thompson); (21) Jack be Nimble...Quick', and Communicative: Flexible Staffing Positions for Changing Technical Services Workflows (Angela Rathmel); (22) Putting the Customer First: Developing and Implementing a Customer Service Plan (Kathy Howell and Lori Mardis); (23) Catch the "Campus Express!" (Brad Reel); (24) Wiki-fy Your Student Worker Program (David Kupas); (25) Smartphone Trends on the UCM Campus: Is it just the Net Generation? (Alice Ruleman); (26) Social Media Wrangling: A Comparison of Feed Tools (Kristen Mastel); (27) Putting QR Codes to the Test (Jason Coleman and Leo Lo); (28) Speaking to the Masses: The Evolution of Library Instruction for SPCM 101, Fundamentals of Speech (Elizabeth Fox and Nancy Marshall); (29) Don't Panic!: Revising Your Collection Development Policy and Putting it into Action (Abbey Rimel, and Andy Small; (30) 2 for the Price of 1: Combining Access Services and Reference Desks (Diane Hunter and Mary E. Anderson); (31) Do I Have the Best Library Website on the Planet or What? (Rene Erlandson and Rachel Erb); (32) Implementing LibAnswers at Multiple Service Points (Elizabeth A. Stephan, Gabe Gossett, and Rebecca Marrall); (33) College Readiness Dialogs: Librarian Collaborations from High School to College (Laurie Hathman, Ken Stewart, Jill Becker, and Danielle Theiss); (34) Fu Can Cook: Using Chinese Cooking Techniques to Teach Library Instruction (Fu Zhuo); and (35) Is There Really an App for That? (Robert Hallis). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines. For the 2010 proceedings, see ED513812.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Reference Services; Information Science Education; Librarians; Library Schools; Library Services; Electronic Libraries; Computer Literacy; Internship Programs; Volunteers; Computer Mediated Communication

Abstract:
The ability to navigate the vast ocean of available information and perform reference services in digital environments is an essential component of the job for most of today's reference librarians, especially those working in academic libraries. Reference librarians face a challenge: they must be highly skilled at searching for, locating, and interpreting information in a constantly changing landscape of online databases, catalogs, and free Web technologies while also possessing the skills to be competent instructors and being personable enough to interact face-to-face. Library schools contribute to some foundational skills that a librarian builds, but digital competency is built through longer term on-the-job or internship training. That is why to be competent at their jobs, today's librarians must seek out opportunities to foster and build upon the skills learned in their library programs. One way to build these skills early in a librarian's career is to intern or volunteer at a reference desk. New York University, which partners with Long Island University's Palmer School of Library and Information Science, takes the experience of the physical reference desk and brings it into the digital realm with guided mentoring in their virtual "chat" reference program. In this article, the author discusses her experience with the program and the ways in which it improved her competency as a reference and instruction librarian. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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