Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Trendy or In Step with Times? A Year of Change at the University of Maryland Libraries(2018-12-13) Luckert, Yelena; Zdravkovska, NevenkaAs needs of faculty and students are evolving, the University of Maryland Libraries respond by changing many of the library priorities. The role of subject librarians has been redefined, along with CORE competencies, annual reviews, and training needs for subject librarians. We developed Research Commons, an innovative service model, which offers both traditional and non-traditional library services in partnership with other campus units, to address emerging needs of campus researchers of all disciplines and levels (from undergraduate students to faculty) with their research, from initial concept to final product. We completely revamped our reference services, moving away from a traditional reference desk to a multidimensional mixed-model delivery of information needs, which allows us more flexibility and agility. We changed our instructional practices, centering on curricular development and evidence-based learning, including a robust student learning outcomes assessment program and a peer training program for librarians, Fearless Teaching Institute. In response to campus priorities and student needs we re-configured and improved physical and virtual spaces, including multifunctional flexible classrooms, dedicated areas for social needs, and even a biowall, which now adorns the entrance to our main building. In addition to our traditional services, we are offering non-traditional services, such as makerspaces, equipment loan, and stress relieving activities for students. These changes have benefited our users and our librarians. We have seen a significant increase in library use across the board, as well as increased participation in collaborative work among our librarians and faculty, and deeper embedment with departments. This presentation will concentrate on our achievements and challenges over the past year, and cover some of the changes described above, how they were designed, implemented and worked through difficulties.Item The Changing Terrain of Academic Libraries: Responding to Evolving Needs of Students and Faculty(2018-05-03) Luckert, Yelena; Markowitz, Judy; Zdravkovska, NevenkaAs needs of faculty and students are evolving, the University of Maryland Libraries responds by changing many of the library priorities. We completely revamped our reference services, moving away from a traditional reference desk to a multidimensional mixed-model delivery of information needs, which allows us more flexibility and agility. In response to campus priorities, the STEM branches are being consolidated to provide more robust, experimental and multifaceted services which promote innovation and team learning. We changed our instructional practices, centering on curricular development and evidence-based learning. We developed Research Commons. The role of subject librarians has been redefined, along with CORE competencies, annual reviews, and training needs for subject librarians. These changes have benefited our users and our librarians. We have seen an increased participation in collaborative work among our librarians and campus units, and deeper embedment with departments. This presentation will cover the changes described above.Item Commons Model In Libraries - Challenges & Successes(2017) Soergel, Elizabeth; Banyas, Kelly; Zdravkovska, NevenkaIn the last few years academic libraries in the United States embraced the new Commons model, where each of these commons, such as learning commons, research commons, subject and format commons, etc., has its own specific characteristics and role within the library. However, this new trend mainly has been the result of increased reliance on electronic collections and increased need for collaborative work. Users want continuous access to all resources in a variety of locations, which is not always feasible due to resource and staffing limitations. To adapt to this new model, library spaces have been transformed to accommodate the needs for collaborative work. Additionally, staff skills and duties have also been transforming with librarians and support staff becoming partners in the research process as opposed to being transmitters of information. We will briefly discuss different commons models and give examples of challenges and successful space transformations. We will explore the skillsets of the new workforce needed for this new reality and the new positions in Libraries that are advertised. Like academic libraries, iSchools will have to adapt as well since this is where new members of the workforce are cultivated and educated. At the same time, professional development in the libraries is an important component of bringing current staff up to speed in the changing environment. We will also share our experience with implementing library commons and discuss the different commons that exist at the University of Maryland Libraries, such as the Terrapin Learning Commons, Research Commons and its subsidiaries Research Commons @ EPSL (Engineering and Physical Sciences Library) and Research Commons @ MSPAL (Michelle Smith Performing Arts Library), and Media Commons.Item Commons Model in Libraries - Challenges & Successes(2017-06-19) Soergel, Elizabeth; Banyas, Kelly; Zdravkovska, NevenkaIn the last few years academic libraries in the United States embraced the new Commons model, where each of these commons, such as learning commons, research commons, subject and format commons, etc., has its own specific characteristics and role within the library. However, this new trend mainly has been the result of increased reliance on electronic collections and increased need for collaborative work. Users want continuous access to all resources in a variety of locations, which is not always feasible due to resource and staffing limitations. To adapt to this new model, library spaces have been transformed to accommodate the needs for collaborative work. Additionally, staff skills and duties have also been transforming with librarians and support staff becoming partners in the research process as opposed to being transmitters of information. We will briefly discuss different commons models and give examples of challenges and successful space transformations. We will explore the skillsets of the new workforce needed for this new reality and the new positions in Libraries that are advertised. Like academic libraries, iSchools will have to adapt as well since this is where new members of the workforce are cultivated and educated. At the same time, professional development in the libraries is an important component of bringing current staff up to speed in the changing environment. We will also share our experience with implementing library commons and discuss the different commons that exist at the University of Maryland Libraries, such as the Terrapin Learning Commons, Research Commons and its subsidiaries Research Commons @ EPSL (Engineering and Physical Sciences Library) and Research Commons @ MSPAL (Michelle Smith Performing Arts Library), and Media Commons.Item Study of the Libraries’ Information and Research Services(2011-09-26) Luckert, Yelena; Todd, Cindy; Zdravkovska, Nevenka; Guay, Beth; Hammett, Kevin; Henry, Stephan; Langholt, Joscelyn; Markowitz, Judy; Negro, ToniIn spring 2011 Public Services Division Mangers charged the Information and Research Services Team (IRST) to analyze and make recommendations for service improvement for all areas of Information and Research Services. IRST conducted surveys, interviews, literature review and an environmental scan of University of Maryland Libraries and other institutions in order to assess and evaluate the current information services situation and collect information for the following recommendation. In the ‘Considerations’ and ‘Recommendations’ sections, IRST identified the following areas that need to be modified: staffing, technology and physical spaces. The appendices section of this report contains the charge and a summary of findings.Item Transformation of Academic Branch Libraries(2013-04-07) Zdravkovska, NevenkaItem Mobilizing Staff with Mobile Technologies(2011-12) Zdravkovska, Nevenka; Saponaro, Maggie; Wray, TannerItem Mobilizing Staff With Mobile Technologies(2011-06-14) Zdravkovska, Nevenka; Saponaro, Maggie; Wray, Tanner; Munster, IreneThe University of Maryland Libraries identified a need to expand library employee knowledge regarding mobile technologies. Such devices are popular with patrons, yet library staff had little experience with mobile devices or mobilized content. Partnering with the campus Office of Information Technology, the Libraries developed and implemented a Mobile Technologies Pilot in summer 2010. A coordinating group was established to create and oversee the pilot. The Group identified participants, chose Apps to be preloaded on the devices, developed a list of weekly activities, created a LibGuide (http://libguides.shadygrove.umd.edu/mobilepilot) to manage all of the information related to the pilot, established a blog and email reflector to facilitate communication, and coordinated a series of 5 meetings for participants to learn as a group and to share observations. Three learning outcomes were established: (1) Pilot program participants will be able to use applications on iPod Touch; (2) Pilot program participants will identify parts of the public web site that need to be 'mobilized;' and (3) Pilot program participants will identify service points/library services that would benefit from having access to mobile devices and recommend whether iPod Touches would be useful as those devices. Participants completed an online survey at the conclusion of the pilot, and were polled in a 'farewell meeting' to determine if the learning outcomes were met and to make recommendations as a result of the pilot. This poster describes the process undertaken to create the highly successful pilot including program successes, shortcomings and future directions for action.Item Ten Methods of Improving Quality Service to University of Maryland Graduate Students via “Assertive” Marketing(2009-02-13) Kackley, Bob; Zdravkovska, Nevenka; Cech, MaureenIn 2000 a faculty member of the Chemical and Biomolecular Engineering Department (ENCH) at the University of Maryland (UM), made an unusual request to the Engineering and Physical Sciences Library (EPSL) librarians. She requested a bibliographic instruction session for her students in ENCH 609, the department’s introductory graduate seminar. As surprised as we were, figuring erroneously that graduate students already knew our UM Library resources quite well, the truth has become clear that they obviously do not. Over the past eight years, we have made an assertive, at times even aggressive effort, to introduce the need for vital bibliographic instruction sessions to the fourteen departments EPSL serves, most often at orientations held at the beginning of fall semester. What is covered during these sessions varies, of course, by department, subject area, enrollment, time allotted, and location, among other things. The general breakdown of a typical session caters to the needs of engineering and the physical sciences, with special considerations given to mathematics and computer science. The unique part of this paper traces not only the progress of obtaining the success rate of 13 of 14 departments during the past two years, but also several of the marketing strategies utilized. For most librarians for whom marketing is a distasteful endeavor (we refer to it as the “M” word), we offer as a bonus, a “Top Ten” list to help to alleviate some of the associated stress that can be involved in selling the library. The list ranges from major points like dealing with rejection to minor ones, like having a little fun using a professor’s name for Web of Science’s Cited Reference Search. There is no doubt that for information services we are in an era dominated by Web 2.0 and its enhancements. Still, we have found that both our subject faculty and our graduate students the preferred method of instruction is the in-person interaction, be it in a group or one-on-one. Finally, what we believe has been so instrumental to this success story, coordinating this uniform approach in providing quality service to UM’s new graduate student population, is the more than willing attitude of the excellent EPSL librarians and EPSL graduate assistant.Item Gemstone: Quality in Learning for a Collaborative Academic/Library Instruction Program(2009-06-04) Young, Annie; Kackley, Bob; Zdravkovska, Nevenka; Cech, MaureenThis poster focuses on University of Maryland librarians’ participation in an innovative, collaborative program where instruction extends beyond a typical library session, providing students with a quality learning experience over the course of four years. The program, called Gemstone, is an interdisciplinary honors research program and involves collaboration between librarians, faculty, program staff, and undergraduate students. During the first year of the program, the students attend classes that help them prepare for their research. After forming research teams, they spend the next three years designing and conducting a research project that focuses on the intersection of science and technology with society. This experience facilitates the development of research, teamwork, communication, and leadership skills, and culminates in the students’ defense of their thesis, orally and in writing, to a panel of experts. Librarians are involved in the first year of the program through a class called GEMS 100. The librarians teach a session of the class where they introduce research tools and lead the students in critical thinking exercises to turn their potential topic ideas into research questions. During the remainder of the program, the librarians partner with a particular team. That partnership includes helping the students with research strategies on an informal basis, reviewing and critiquing proposals and presentations, and attending the Junior Colloquia and final Team Thesis Conference. The librarians and faculty mentors assigned to each group also meet several times a year to compare notes about improving the quality of assistance for the students' research efforts. By having librarians work closely with them throughout the research process, students further benefit from the advice, feedback, and expertise in research skills that the librarians provide. Thus, the librarians have the opportunity to provide quality, hands-on service over an extended period of time leading to an enriched learning experience.