Updating Your Collection… While Updating Your Staff

A while ago, I wrote about starting a major collection review in my library after the staff members in charge of acquisitions departed. Our review has revealed a lot of (sometimes amusingly, sometimes alarmingly) outdated materials. One highlight was a book on the potential of a hot new website… MySpace.

As satisfying as it is to dig into a big project, I don’t want to find myself in this situation again ten years from now, or leave a similar mess for my predecessor. Our library needs a more structured collection development plan, including a plan for weeding. This is complicated by our reliance on part-time positions – I am the only full-time librarian with collection development responsibilities, supported by a group of PT librarians that has seen significant turnover since I started this position. A liaison model where everyone claims an area of expertise isn’t sustainable in this situation – what happens when a PT librarian departs?

I put out a call on ALA Connect to see if anyone else had solutions to this conundrum. Here are a few suggestions I received:

A librarian from a larger community college than mine has been able to use a liaison model, with specific librarians claiming multiple areas. They also receive purchase suggestions from thier book jobber GOBI based on their library’s profile. However, they don’t have a set schedule for weeding or selection, and both can fall to the wayside when the library gets busy.

A different tactic shared with me was a weeding cycle where all the librarians worked on the same call number section (in this case using LoC classification), with the cycle lasting a total of eight years. Sections where publication date is critical, such as medical information, have a shorter four year cycle. Focusing on one section at a time means the plan is not impacted by staff turnover.

A third library had also found themselves with a collection where weeding had been neglected due to the college’s small size and limited staff time. Their approach was to develop a weeding schedule that aligned with their disciplines’ five year review cycle. That way, faculty would be thinking about their program’s needs at the same time, and the librarians could build collection updating into the review feedback process.

There are some good ideas here, and I’d love to hear more. How do you approach collection development and maintenance at your college?

Wildcard Wednesdays

Passively Engaging Students

We all have our strengths, and I’ll be the first to admit that design isn’t one of mine. That’s why I’ve been excited that several of our new hires are more decoratively inclined. For the first time at my library, the circulation area has transformed for Halloween, with skulls leering on tables and spiderwebs festooning our display of seasonally spooky reads.

Our circulation team has gone beyond grisly decor to engage students. As part of the October decorations, they hid ghosts around the library, wrote up a list of clues, and encouraged students to find them in exchange for a prize. I’ve already spotted one student on the hunt taking selfies with her successful finds.  

A sign reading 'find the ghosts hidden around the library for a prize'. A ghost silhouette cut out of old book pages hovers next to the sign.

In the past, our book displays went up for one or two months and remained static during that time. With enthusiastic new staff (including some with mastery of Canva) we’ve started doing weekly mini-displays based on themes a reference team member finds in Chase’s Calendar of Events. She pairs our physical book displays with QR codes directing students toward ebooks and audiobooks in our Overdrive collection. (During Happy Cat Month, aka September, we added pictures of adoptable felines from the campus Veterinary technology program.) We’ve seen increased circulation of physical and digital titles since the start of these mini-displays.

That’s not the only way we’ve invited students to join in on the fun. A weeding project left us with plenty of excess books, which have been transformed into raw material for origami butterflies now frozen in flight across the walls of our circulation section. Two library representatives brought extra pages to the campus wellness fair, and students crowded around their table learning how to transform old books into butterflies or intricately folded bookmarks. Now detailed instructions and spare pages fill slots that formerly housed print newspapers for students to enjoy.

A library wall covered in folded paper butterflies. Pages of origami instructions are held in an old newspaper stand. A ghost peeks out from behind the stand.
Butterflies fly across the circulation wall near the origami station. Can you spot the hidden ghost peeking out?

After several slow semesters post-reopening, our library is busy again. That may have happened no matter what, but I like to think our new decorations, eye-catching displays, and engagement opportunities helped draw students in. I can’t wait to see what else our team comes up with.

Does your library engage in passive programming? What do you do to catch students’ eyes while they’re in the library?

Wildcard Wednesdays

Afternoon of Social Justice Roundup

The logo for Afternoon of Social Justice featuring a cupped hand holding the Earth.

I was unable to attend the 2022 SRRT Afternoon of Social Justice live when it aired on August 3. However, I was able to view the recordings after their release. I encourage you to watch the presentations yourself, but here’s a little of what to expect from the sessions.

Paying Better Attention to Indigenous Communities

First, Karleen Delaurier-Lyle at Xwi7xwa Library reminded us that Indigenous knowledge is relational rather than compartmentalized and isn’t always best served by library classification systems. She used the example of Indigenous languages, which are classified under X in the modified version of the Brian Deer Classification System the library uses. Many other resources in the library have valuable information on language, but they’re not housed in that section of the stacks. She described an activity she does with students that reveals these materials scattered throughout the library and emphasizes how important it is to look beyond standard classification.

Next, Kael Moffat defined settler colonialism using Patrick Wolfe’s emphasis on the logic of elimination, which strives to erase Indigenous people via destruction or assimilation. Moffat then outlined settlers’ responsibilities in combatting this system. While Indigenous people decolonize, settlers are responsible for desettling. Some elements of desettling: learning the stories of Indigenous communities local to your area, listening to them, amplifying their voices, and acting in support. He also shared a longer list of desettling questions libraries can ask themselves and steps they can take to move forward in this work.

Neurodiversity in the Library

Rachel Bussan and Kate Thompson from West Des Moines Public Library both presented on neurodiversity, with an emphasis on autism, with Bussan drawing from personal and Thompson drawing from familial experience. Bussan was diagnosed with autism and bipolar disorder at 26, while Thompson was inspired to go into librarianship after her son struggled at a storytime not designed for his needs.

Both offered a wealth of tips on how to communicate with neurodivergent people, how to run accessible job interviews, and how to support neurodivergent employees once they have been hired. For example, during conversations, it’s a good idea to minimize distractions and other stimuli. A point they returned to was that everyone’s needs are different, and these guidelines should be adjusted for each person. A key takeaway: hire neurodivergent people in your libraries. They’ll know what they need better than you can.

Thompson also touched on some broader disability topics, such as the curb cut effect making accommodations beneficial to everyone, and the medical versus social models of disability and how those can change how we view the world. Both presenters ended with a wealth of resources, including, of course, book recommendations. 

This is just a taste of the presentations – if anything sounds interesting, be sure to watch for yourself!

Wildcard Wednesdays

First Year (Not for the First Time)

A first-year experience is a best practice for student success and retention, but it has to be an experience that works. My institution’s previous FYE – a one-credit required college success course – had an unacceptable DFW rate. (I’m of the opinion that you shouldn’t be able to fail a college success course, but I don’t know how the grading worked.) The library wasn’t involved in planning or teaching the course, but we had relationships with many of the instructors, who brought their classes in for a fifteen-minute library introduction and tour.

That course was retired a few semesters ago, and our replacement FYE is finally launching thanks to the work of our new student engagement manager. The new program consists of a series of workshops covering key college topics and skills. The library was invited to participate, so we’ll be offering several workshops: a standard library orientation, a revival of our popular spotting misinformation session (just in time for election season), and a new offering called Fun Stuff in the Library to highlight recreational reading students may not know they have access to. We’ll offer each session at multiple times and in different delivery methods to maximize attendance.

These workshops aren’t mandatory, so I don’t know how well they will create a consistent, impactful first-year experience. However, we’re willing to try, and the library definitely doesn’t want to be left out of an opportunity to make sure new students know what we have to offer.

Does your college offer a FYE? How is your library involved?

Wildcard Wednesdays

Reading on the Job

How often have you mentioned your profession to someone and heard in response, “I wish I was a librarian. I love to read!” Librarians know that the bulk of our responsibilities isn’t curling up somewhere with a book, however much we might enjoy doing so. But you can make reading books (and having opinions on them) part of your job.

Numerous publications include or are entirely devoted to book reviews intended to help librarians select titles for their collections. At my library, we regularly read Booklist, Library Journal, Choice, and the New York Times Book Review. Many of these reviews are written by librarians. After all, who better to recommend books than someone else making the same collection development decisions?

I recently saw a notice in Library Journal seeking reviewers for science fiction and fantasy titles. I have a soft spot for SFF (my holds list at the public library is always full of new releases) so I applied, a process that involved sharing some personal and professional information along with two sample reviews. I was accepted and am looking forward to reviewing my first title for an upcoming issue!

Interested in reviewing? Visit the Review for Library Journal page to learn more about their expectations and fill out the online application. I signed up to review genre fiction, but I noticed the most recent LJ issue solicited reviewers in several non-fiction subject areas. A few tips, if you’re interested:

  • Needless to say, consulting some existing reviews in the publication you’re applying to will help ensure your sample reviews are on target.
  • In the case of Library Journal, I’ve been told to expect to write one review per month. I imagine other magazines have a similar workload.
  • Worried about your bookshelf getting cluttered with ARCs? Don’t be – many reviewers now work from digital copies or DRCs. If you don’t already have a NetGalley or Edelweiss account, you may want to set one up to streamline the requesting process. 

I’m looking forward to this new way of contributing to the profession (and getting to officially make reading part of my job!) Now if only the publisher for my first assignment would approve my DRC request…

Wildcard Wednesdays

Summer in the Stacks

Temperatures are rising. Graduates have walked across the stage at commencement. The fiscal year is winding down. It’s summer, but depending on our contracts, many librarians are still at work. The summer months are often characterized by fewer classes, fewer students, and a slower pace to campus life. This lull offers opportunities to dig into projects we couldn’t get around to during the rush of fall and spring.   

I use summers as a chance to work on new projects and annual tasks like updating our libguides and handouts. Although this is my fourth summer at my current position, it’s only the second I’ve spent on campus. The last two were remote during the first years of the COVID-19 pandemic, a time characterized more by scrambling to create new workarounds than engaging with leisurely projects. But our library is open again for regular summer hours, and that means summer tasks are back. 

Now that I have access to the stacks, a summer project I’m hoping to sink my teeth into is a collection review. The departure of key staff members involved in acquisitions opened an opportunity to reimagine our collection development process. In the past, all librarians in our reference department participated in suggesting titles from periodicals like Choice and Booklist. Two staff members made the final decisions without consulting collection or circulation data. Over time, this led to a lopsided collection reflecting librarians’ interests and impressions.  

Our new approach involves dividing up our collection by classification ranges and reviewing each range with an eye toward the college’s programs. We also recently gained access to Innovative Interface’s Decision Center, which we can use to detect circulation patterns. I hope that this more methodical strategy will help us update our collection and better align it with the needs of our users. Along the way, we may catch books in need of weeding, like some computing guides from the early 2000s we discovered this spring! 

Are you working this summer? What projects will your library be tackling during these quieter months? 

Wildcard Wednesdays

CJCLS Fan Mail

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ACRL Event Recap: Beyond Words

On Friday April 8, the ACRL Value of Academic Libraries initiative offered the panel discussion Beyond Words: Initiating, Implementing, and Sustaining Change. The panel centered four librarians who had been featured in ACRL VAL’s spotlight series focused on practices of equity and social justice. Their spotlights can be read at the links below:

Dr. Salinas works at a community college as the dean of library and learning resources, but all four discussed issues relevant to all libraries.

Topics touched on during the panel included:

  • Balancing sharing your voice with taking on additional labor. Panelists agreed on the importance of finding areas where they could be passionate and impactful, while being willing to say no.
  • Actionable items for co-conspirators. (Tips: do work on yourselves before bringing in people meant to ‘fix’ everything, leverage your sphere of influence, and act as an amplifier ready to pass the mic to marginalized colleagues.)
  • Programs worth imitating, which received the response, “Don’t replicate, originate.” Institutions were encouraged to consider their unique needs when planning programs and aspire to be their best selves rather than someone else.  
  • Self-care and imposter syndrome. A panelist recommended Nicola Andrews’ “It’s not imposter syndrome: Resisting self-doubt as normal for library workers”.

Watch the full video to hear everything the panelists had to say!

Wildcard Wednesdays

Satisfaction Surveys: Reaching Students Where They Are

Sad, neutral, and frowning faces next to checkboxes. A hand is checking the box next to the neutral face.

My college enjoyed spring break last week, and this week we’re starting the second half of the semester. For my library, that means running our annual student satisfaction survey. This front and back paper survey asks students how successful they were at using the library to complete whatever task they’d come there for, requests they rate different parts of their experience, and offers some open-ended prompts for longer responses. The survey is run at all campus libraries, and the results are compiled by Institutional Research.

I have mixed feelings about the survey, which began before I started my position. It’s important for us to know how we’re doing, and the students coming into the physical library represent many of our users. However, our resources and services are increasingly available online, and we may have dedicated users who never set foot in the building. The paper survey will never reach them. Unfortunately, when I tried to send out a different electronic survey to our student population, it only received a handful of responses. Students (and the rest of us) are bombarded with emailed surveys, and it’s easy to click delete. Still, reaching our full audience is something for us to consider as our library becomes increasingly hybrid.

Do you formally assess student satisfaction at your library? If so, how do you reach as many students as possible? What kind of response do you receive?  

Wildcard Wednesdays

Building an Instructional Menu

A nine-square grid with three columns labeled in person, virtual, and self paced with rows for objectives 1, 2, and 3. Three squares have a X marked on them. The grid is titled 'Design your library instruction menu!'

We love it, we hate it, we can’t escape it: gallons of physical and digital ink have been spilled over the library one-shot, where we spend an hour telling students everything they might ever need to know about research and the library. When I started my position, one-shots were the library’s primary way of providing instruction. Our most frequent visitors were English classes, as both English 101 and 102 are required courses for most degree paths. Unfortunately, library visits aren’t required – some instructors build us into our schedule, while others pass us by. I began to notice that some students got variations of the same presentation over and over, while others never saw us at all. Surely there had to be a better way.

I reached out to the heads of the English department and made my case. At best, students were getting a haphazard grounding in valuable research skills. Inconsistent coverage meant librarians had no opportunity to build on concepts between English 101 and 102. The faculty I spoke with agreed. They’d also noticed student dissatisfaction with current library instruction practices. It was time for a change.

The English faculty generated a list of library skills they wanted their students to master. I converted these into objectives and began designing synchronous lesson plans and asynchronous instructional materials for each one. Our goal is to allow English faculty to choose from a “menu” of synchronous and asynchronous options, so they can build a library instruction program that fits their schedule and course format.

The asynchronous materials, and a form allowing instructors to sign up for live library instruction, will be hosted on libguides to keep everything organized and easily sharable. The English 101 libguide isn’t quite ready for students yet, but you can preview the draft here.

I’m excited to see how faculty and students respond to our new plan for English library instruction. Although this could decrease live library visits if instructors favor the asynchronous options, I hope it will provide students with more consistent exposure to library instruction. Additionally, librarians teaching more specialized or advanced instruction sessions can assume a shared baseline of student knowledge. Other disciplines may even show interest in developing their own instructional menus!

A note on feasibility: Experience with video creation and a recent instructional design degree has helped me with this project. However, instruction is not my full-time role, and I’ve had to combine this initiative with my other duties. I believe a collaboration like this is feasible for most community college librarians, although the form your materials take and the timeline for development may depend on your personal skills and workload. If one-shots aren’t working for you, I encourage you to think outside the box. You may find your faculty are just as eager to come up with something new!