Library Faculty/Staff Scholarship and Research

Permanent URI for this collectionhttp://hdl.handle.net/1903/11

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    Succession planning from the middle
    (ACRL, 2024) Norton, Brynne; Cotton, Jennifer E. M.
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    Remote Control: Managing ILL during the COVID-19 Pandemic
    (Special Libraries Association Annual Conference, Virtual, 2021-08) Norton, Brynne; Woods, Lorraine
    What do managers do when their operations, traditionally rooted in access to physical collections, are rapidly shifted to a remote environment? The Head of Resource Sharing and Reserves and the Resource Sharing Coordinator from the University of Maryland will discuss how they transitioned interlibrary loan services and staff during the COVID-19 Pandemic. Hear about the challenging successes of managing at a distance in addition to tools you can use in your own work including: communication plans, fostering team morale, rethinking long-established workflows, training seasoned and new employees at a distance, all while defining success in a rapidly changing environment.
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    Learning Outside the ClassroomL STEAM Salon Series at EPSL
    (2017) Banyas, Kelly; Soergel, Elizabeth
    Within the past semester, the Engineering and Physical Sciences Library (EPSL) has hosted a speaker series called STEAM Salon. This informal series, organized by the Research Commons at University Libraries, brings in faculty speakers in STEAM (Science, Technology, Engineering, Art, and Mathematics) disciplines at the University of Maryland (UMD) to present on their current research. Topics are from various areas of research and faculty speakers come from all over campus. Students regularly attend these talks, either independently or as part of their coursework. This poster will explore how these talks engage student learning outside of the classroom and create an informal learning environment.
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    Reference and Instruction Services at Howard Community College
    (2014-12-10) Soergel, Elizabeth
    Libraries support the academic needs of students in a variety of ways. During the Fall of 2014, I participated in a field study at the Howard Community College Library as part of the MLS program in the University of Maryland's iSchool. Information literacy activities at HCC included staffing the library's reference desk and learning commons pilot, meeting with students to assist with research, and providing instruction sessions for classes at the request of the professor. Staff and librarians provide essential services to students, many of whom are new to high education and the academic library. This poster looks at the essential parts of providing information literacy instruction and reference services to community college students.
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    ACS Library and Information Center: Evolving from a collection to a service.
    (American Chemical Society, 2000) Baykoucheva, S
    The role of the ACS Library and Information Center (previously, ACS Library Services) has dramatically changed. In addition to performing all typical library duties, the ACS Library is now offering many new services. These include a New Digital Imaging Center; publishing the ACS newsletter; staff training; serving the public through the Chem. Health & Safety Referral Service; providing a content-rich chem. information on the ACS Web page (http://www.acs.org/infocenter.html); and participating in the speakers service for local ACS sections. The challenges of imposing a new model to a traditional special library - and of making it work - will be discussed.
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    Hands-on Learning for Freshman Engineering Students
    (Issues in Science and Technology Librarianship, 2003) Arnold, Julie; Kackley, Robert; Fortune, Arnold
    Formal library orientation sessions for freshman engineering students have been offered for more than seven years by librarians in the Engineering and Physical Sciences Library (EPSL), University of Maryland. Approximately 800 students per year attend these sessions. The sessions are conducted in the library and are required by all students enrolled in ENES 100 (Introduction to Engineering Design). In the spring of 2001 the orientation sessions were reformatted based on comments contained in short surveys completed by students at the end of each session. The format was changed from completely lecture-based to a more interactive session entitled "EPSL Expedition." In addition, during this same semester, librarians volunteered to rewrite and update the chapter on "Library Research Skills" for the course textbook, Introduction to Engineering Design by James W. Dally. This paper will attempt to answer the following question: Do freshman engineering students learn and retain more information through an "interactive" orientation session than they do from a "lecture" based session?