2006 Sessions

  1. Kinetic Instruction: Mobility and Flexibility with TabletPCs
  2. Todd Quinn, Instruction/Reference Librarian
    Dakota State University, Madison, SD

    In 2004, Dakota State University began its wireless mobile computing initiative (TabletPC). It has given the Mundt Library faculty the opportunity to experiment with new approaches for instruction and reference. The presenter will describe changes in instructional methods, changes in the physical library, and will discuss lessons learned.

    In Fall 2004, Dakota State University began its wireless mobile computing initiative. Freshmen and sophomore students were required to use a TabletPC (wireless laptop with digital inking functionality) in all their courses. In combination with WebCT, the initiative has moved students and faculty into a paperless learning environment. The transition to a paperless learning environment has given the Mundt Library faculty the opportunity to experiment with new approaches for the information literacy program and answering reference questions (e.g. flash demonstrations, wiki reference). The presenter will describe changes in instructional methods, changes in the physical library, and will discuss lessons learned. In doing so, others will learn specific techniques and consider some of the pedagogical and practical decisions that affect the use of these technologies.

    By describing our experiences in a wireless mobile computing environment, which includes WebCT, the presenter will demonstrate innovative practices in librarianship that apply to others in higher education, and we will address the key issue of evaluating the appropriateness of specific technologies in relationship to student learning outcomes.

  1. To Boldly Go: Implementing a Copyright Policy for Electronic Reserves
  2. Susan Clayton, Off-Campus Services/Reference Librarian
    University of Redlands, Redlands, CA

    Librarians often cringe when they hear the word copyright and when it is combined with electronic reserves the immediate impulse is to run away as fast as possible. This session will present the process used by the Armacost Library staff at the University of Redlands to develop and implement a copyright policy for the electronic reserve collection. The University of Redlands policy, a sample permission request, and helpful Web site resources will be distributed.

    This session will present a practical approach to copyright and electronic reserves in a small/medium-sized academic library. This approach may not be feasible in a large academic library, but has worked well at the University of Redlands. Other libraries of similar size that are struggling with the copyright issues specific to electronic reserves will hopefully find this session useful.

    In 2002, the University of Redlands Armacost Library began placing materials on electronic reserve, but copyright issues had not been addressed. As the electronic reserve service grew and faculty and students became increasingly enthusiastic, our library director realized that a policy on copyright for electronic reserves was needed. One of the librarians had previously held a position as media librarian and had experience with copyright policies and related issues and procedures. This librarian began the task of writing a copyright policy for electronic reserves in 2003. After researching and reviewing a number of electronic reserve copyright policies, a draft policy was submitted to the library director and on to the University administration. The draft policy is currently being used by the library reserve staff pending final approval.

    The librarian who drafted the policy and the library reserve staff work closely together to review copyright compliance for each electronic reserve request. When it has been determined that copyright clearance is required, it is the librarian's responsibility to obtain copyright permission. This session will explain the steps taken to obtain copyright clearance from the initial request to the final permission.

    The University of Redlands Armacost Library electronic reserve policy, a sample permission letter, and a list of recommended Web sites on copyright and electronic reserves will be distributed during the session.

  1. Implementing a MARC Record Service: The Practical Challenges and Theoretical Implications [Meeting
    Room C]
  2. Patrick L Carr, Assistant Professor/Serials Librarian
    Mississippi State University, Mississippi State, MS

    Drawing upon the experiences of Mississippi State University Libraries, this session explores the challenges a library faces when implementing a MARC record service. Attendees will learn about both the practical aspects of implementing a MARC record service as well as the theoretical questions that are inextricably tied to this process.

    Usage studies indicate that a significant reason behind users' enduring dissatisfaction with the online catalog is their failed efforts to use this tool to locate materials for which no catalog record exists but which are indeed accessible through their library. Among the most effective resources that libraries now have to address this problem is MARC record services. Through these services, libraries have the ability to utilize the knowledgebase of an e-serial listing service and/or OpenURL link resolver in order to automatically load and then regularly modify e-serial records in its online catalog.

    Drawing upon Mississippi State University (MSU) Libraries' experiences implementing Ex Libris' product MARCit in late 2005 and early 2006, this paper explores the issues that a library must face when implementing a MARC record service. From initial decisions concerning what records to load in the online catalog to the subsequent difficulties of designing workflows for monitoring the regularly updating records, MARC record services unleash upon libraries a wide array of challenges. In addition to providing guidance concerning how libraries can overcome the practical challenges of implementing a MARC record service, this paper discusses the theoretical questions that are inextricably tied to these challenges. Indeed, while these services promise to make the online catalog a more comprehensive and robust information retrieval system, they also force information professionals to confront long-held views concerning the role and functionality of the online catalog. As MSU Libraries discovered, rethinking these views while simultaneously reconfiguring library workflows and partnerships constitutes the great burden and opportunity of implementing a MARC record service.

  1. Issues and Trends in Collection Development: Where Do We Go from Here
  2. Vicki Wainscott, Head Librarian for Access Services
    Carolyn Johnson, Information Librarian
    Northwest Missouri State University

    Are you interested in finding out what previous Brick and Click attendees think about the changing issues and trends in building library collections? The speakers will present and analyze the results of a survey of previous symposium attendees and facilitate a discussion about the most challenging issues and innovative trends.

    The presenters report and analyze results from surveying previous Brick and Click attendees about current issues and trends in academic library collection development, providing demographics about the acquisitions budget and FTE of each survey responder.

    Questions on the survey include: In the Collection Development area, what is your library’s biggest challenge? Are you buying duplicate copies of paper and electronic resources? Has your library purchased any electronic books or collections? What percentage of your current budget is spent on print books? How has this changed over the last five years? What percentage of your current budget is spent on audiovisual materials and how has this changed over the last five years? Has the size of your reference collection changed in the last five years? The presentation concludes with an active discussion among session attendees about current problems and collection building, with the goal of developing solutions to current problems and ideas for implementation.

  1. Big wings, No bull: Do-it-Yourself Podcasts For The Distributed Course
  2. Sean Cordes, Assistant Professor, Instructional Technology Librarian
    Iowa State University, Ames, IA

    Podcast was the word of the year in 2005! Still many instructors are still unfamiliar with podcast tools, technology, and practice. This informational session provides orientation with the basic tools, processes, and uses for developing podcasts as a learning support with a minimum amount of time, cost, and effort.

    Podcast was the word of the year in 2005! The basic process for developing podcasts as a learning support is relatively simple and inexpensive. Yet many instructors are still unfamiliar with podcast tools, technology, and practice.

    This informational session provides orientation with the basic tools, processes, and uses for podcasts as a learning support. The session will provide attendees with the knowledge to rapidly implement a course podcast with a minimum amount of time, cost, and effort.

    A case study of a university library course using podcasts to support learning is presented. Following this, the presenter will give a practical walkthrough of the podcast development process for the online course. This includes a description of tools and procedures for podcasting audio and other file types, setting up distribution structures, and integrating the podcast into the courseware environment. The session concludes with an overview of methods for assessing the impact of the podcasts on learning.

  1. Piloting the ILT: Lessons Learned and Future Turns
  2. Connie Ury, Library Outreach Coordinator
    Sarah G. Park, Web/Reference Librarian
    Frank Baudino, Head Librarian for Information Services
    Northwest Missouri State University, Maryville, MO

    We will discuss initiatives for adopting the Information Literacy Test; implementation logistics and cost; and negotiations with James Madison University, as well as other campus departments. Statistical analysis of composite test scores, when compared by students' ACT, GPA, and credit hours, will be discussed. We will conclude with future plans.

    Three librarians from a medium sized Midwestern state university will share the experiences and statistical findings of a campus pilot of the James Madison University (JMU) Information Literacy Test (ILT). Dissatisfied with relying on satisfaction surveys as the primary measure of the success of their library instruction program, librarians at Northwest Missouri State University sought an objective and meaningful way to test students' information literacy competencies. Towards this end librarians asked their University Assessment Center to sponsor a pilot of an information literacy test. Lead administrators, including the Library Director, who also wanted to document the effectiveness of information literacy instruction as an essential part of undergraduate education, agreed to fund a pilot test. After reviewing the Association of College and Research Libraries' (ACRL) Information Literacy Competency Standards for Higher Education and current library instruction literature, the librarians decided to adopt James Madison University's ILT. More than a year Negotiations was required to iron out testing details with JMU and University departments. At the end of the planning process, implementation was achieved as three sections of Freshman English Composition students and three sections of Junior level Management Information Systems students from Northwest Missouri State University took the ILT in November and December 2005.

    The ILT is a multiple-choice, online, secure test consisting of 65 items. The test score defines a student proficiency level of 65%, as set by a panel of academic librarians (Cameron, Wise, and Lottridge). The number of students achieving scores above the proficiency level will be compared between courses. Composite scores for both groups were analyzed to determine differences when compared by ACT, overall GPA, and total credit hours completed.

    The Center for Assessment and Research Studies at James Madison University, in conjunction with a panel of academic librarians, has developed the ILT to test undergraduate students' information literacy proficiency as defined by four of the ACRL' Information Literacy Competency Standards for Higher Education (James Madison University). These standards measure students' ability to:

    • Determine the extent of information needed;
    • Access the needed information effectively and efficiently;
    • Evaluate information and its sources critically;
    • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally (Association of College and Research Libraries).

    A review of literature on instructional evaluation in academic libraries will be linked to Owens Library's consideration of the Information Literacy Test as a platform for their evaluation goals. In addition to statistical findings, the presenters will discuss the logistics of implementing the test; interdepartmental negotiations to develop the pilot program; communication, discussion and contracting services with James Madison University; and the cost of the test. Future plans for use of the test will conclude the presentation.

    Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education. Jan 2000. 12 Oct. 2005 <http://www.ala.org/ala/acrl/acrlstandards/standards.pdf>.

    Cameron, Lynn, Steven L. Wise, and Susan M. Lottridge. The Development and Validation of the Information Literacy Test. Harrisonburg, VA: James Madison University, 2005.

  1. Putting it All Together: Designing a Library Web site using Project Management Techniques [Meeting
    Room B]
  2. Katherine E. Pitcher, Reference/Instruction & Web Development Librarian
    SUNY Geneseo, Milne Library, Geneseo, NY

    This session will present one library's example of using project management techniques to organize and plan a large-scale redesign of their library Web site. The presenter will show how these techniques were used to manage a complex web project and how project planning and workflow can be used effectively in a library setting.

    Librarians are consistently asked to wear many hats and tackle responsibilities which fall outside usual library work. One such role many librarians take on in addition to regular job duties is that of project manager. This new role is increasingly being incorporated into many librarians' workflow. In such a climate, many librarians may not be prepared to handle increasingly complex projects without guidance. When you add in projects like Web site creation or redesign, the job gets tougher. How do libraries and librarians manage large-scale Web site projects as only part of their job assignment? One way is to incorporate project management techniques into the organization and planning of complex projects. Using these techniques, librarians will be better equipped to handle project planning, workflow, scheduling, budgeting issues, managing deliverables, designing usability testing, and effectively using project teams. Using the example of one academic library's recent redesign of their entire Web site, learn how project management techniques can be used to implement a wholesale redesign of a Web site, including project definition, planning, design, content delivery, implementation, and launch.

  1. How to Be a Depository Library without Being a Depository Library: Adding Records for Electronic Government Documents to the Library Catalog
  2. James T. Shaw, Government Documents Librarian
    University of Nebraska at Omaha, Omaha, NE

    The Federal Depository Library Program catalogs electronic government publications and provides the New Electronic Titles service to assist libraries in selecting records. Adding these records to a library catalog opens up access to government publications and places government information within the full continuum of a library's resources.

    Judith Russell, the U.S. Superintendent of Documents, remarked at the ACRL National Conference in 2005 that "with 95% of the new titles added to the Federal Depository Library Program available online, every library now has the ability to access a wide array of government information for its patrons at no charge." The addition of catalog records which link patrons to online documents works well for providing such access. A library may contract with a vendor such as Marcive to acquire records, but this is not necessary because the FDLP's New Electronic Titles service provides a convenient way to select appropriate records. Direct selection also brings the advantage of acquiring only those records most pertinent to the interests of a library's user community. Electronic government publications reside in the public domain, so libraries need not proxy such links in the catalog. Adding catalog records for electronic government publications requires an investment of time, but it requires no additional money. As a catalog becomes a gateway to government publications, it places the information they contain within the full continuum of resources a library provides.

  1. Fast, Cheap and Out of (Our) Control: IM Service in the Library
  2. Scott Collard, Librarian For Psychology, Education and Linguistics
    Kara Whatley, Head, Coles Science Center
    New York University, New York, NY

    How can a library meet its patrons where they live when it offers virtual reference services? One way is implementing free, fast, and easy to use technology—instant messaging. Hear how the NYU Library has implemented an IM reference service without spending extra money or adding extra administrative headaches.

    Over the past few years, reference librarians have gotten into the business of purchasing, implementing, and maintaining large, complex systems that allow us to communicate with our patrons via the Web. Virtual reference software is now often a foregone conclusion in the academic library, but the use of these systems is not necessarily always as great as we might like, nor as well-liked by our patrons. Maybe this is because many of them, particularly our undergraduates, have already found an online communication medium that is free, fast, and easy to use: walk into almost any computing lab on campus and it is plain to see that our users have fallen in love with IM (Instant Messaging). This is not to say that we should abandon those systems that offer us so much in other ways – question tracking, knowledge basing, searching and referring – but just that we need to listen to the siren song of IM and open up to this service. And that turns out to be startlingly easy, incredibly cheap, and even fun.

    At New York University, we initiated an IM virtual reference pilot project in mid-September, 2005, as a way to reach those patrons who are users of this popular communication method. Because there are currently a number of competing chat platforms - Yahoo !, MSN, and AOL being the major players - part of the design of the NYU project was to utilize an open source, free, third-party software that could send and receive IMs via any of these platforms, thereby minimizing user confusion as to preferred platform. This third-party software, Trillian, allows NYU to have a single point of contact, or screen name (AskBobst), which patrons can add to their buddy list and then use to chat with the on-duty librarian, regardless of their own chat platform choice.

    Because this was an added service, and an unknown one at that, we also designed the pilot project to be as low impact as the technology itself. Rather than offering an iron-clad guarantee of service hours, we would assume that the average IM user is perfectly comfortable with finding a "buddy" away from their computer and trying again later, thus freeing up the hours of the service to better fit with librarians' availability. Rather than trying to maintain a rigorous, centrally mandated schedule, librarians would "self-schedule" on a communally accessible schedule sheet. Lastly, rather than trying to force all our virtual librarians into signing onto the service, we would pilot it with a core group of librarians and let the service expand organically.

    The results have been good, and as the service moves into its second semester, growth continues to be steady. Moreover, satisfaction with the service by the core librarians has been high, with some of the initially skeptical embracing and enjoying the service. Though with IM service we sacrifice some of the control we might have with our legacy VR system, we may very well make up for it with the high use and good will that IM service generates.

  1. Administrative Metadata for Electronic Resources Management
  2. Dalene Hawthorne, Head of Automation and Collection Management
    Emporia State University, Emporia, KS

    This session covers ways in which four academic libraries are using administrative metadata to manage licensing, acquisitions, and access to their valuable electronic resources. Standards development and vendor system developments will be summarized. Librarians who are interested in exploring some of the options for managing electronic resources are invited to attend.

    What is Electronic Resources Management? Why is it important? How are libraries handling administrative metadata for continuing electronic resources? What ILS vendors have products available? This presentation describes solutions developed by four academic libraries to manage administrative metadata and provide enhanced access to their electronic resources. Pennsylvania State University Libraries developed the ERLIC system in Microsoft Access, and the Massachusetts Institute of Technology Libraries developed the VERA system in FileMaker Pro. Both systems track the electronic resource acquisitions process and also manage access to each institution's e-resources. Stanford University Libraries focused at first on providing access to electronic resources, but is implementing Innovative Interfaces' ERM module. The Tri-College Consortium (Bryn Mawr, Haverford, and Swarthmore Colleges in Pennsylvania) created a database in FileMaker Pro to track just the licensing aspect of the acquisitions process. The presentation also describes efforts currently underway by the DLF to develop standards and best practices for tracking and managing electronic resources.

  1. Electronic Serials and Options for Access at Two Universities
  2. Sally Gibson, Serials & Electronic Resources Librarian
    Creighton University, Omaha, NE
    Felicity Dykas, Electronic Resources Cataloger
    University of Missouri, Columbia, MO

    This session will cover the state of access to electronic serials at the University of Missouri--Columbia Libraries and Creighton University Libraries before and after the OCLC eHoldings pilot project. Presenters will describe the impact of the project on their users and library processes such as cataloging and interlibrary loan.

    A simple solution to providing access to electronic serials continues to elude many libraries. A-to-Z lists, MARC record loads, and separate record cataloging approaches have been implemented in a variety of incarnations. At the same time new products and services are continuing to emerge. OCLC's eHoldings service offers an additional method of providing access by setting holdings information in WorldCat. From June 2005 to April 2006 the University of Missouri--Columbia (MU) Libraries and Creighton University Libraries participated in the OCLC eHoldings pilot project. OCLC worked with Serials Solutions, TDNet, Ex Libris, and EBSCO to load participating libraries' holdings from A-to-Z lists into WorldCat. The holdings were updated on a monthly basis and required no maintenance by the library. Some project participants, including the MU Libraries, received MARC records as part of the project.

    For Creighton and the MU Libraries, the OCLC eHoldings pilot project was an opportunity to strategize the next phrase in electronic serials management. The presenters will discuss their experiences with this project, and the impact of the project on their users and on library processes such as cataloging and interlibrary loan. They will also describe the state of access to electronic serials at their libraries before and after the project.

  1. Government Information, Knowledge Management Resources for Library Instruction to the Millennial Generation
  2. Barbara Miller, Associate Professor and Documents Librarian
    Helen Clements, Assistant Professor, Humanities and Social Sciences
    Oklahoma State University, Stillwater, OK

    Knowledge management is the route to success for the millennial generation. Often the best sources to illustrate knowledge management concepts are government documents. This session will discuss how to re-design information literacy classes to incorporate knowledge management into information literacy instruction.

    How can we adapt our information literacy instruction to prepare students for tomorrow? Current library instruction, based on the information cycle concept, may not be founded explicitly on the principles of knowledge management that students will apply as they collect, evaluate, store and transmit information in their work and private lives. Library instruction often fails to address sources of information that will be essential for students and for future citizens. Such information is often unpublished, and does not appear in library catalogs or databases.

    Instruction needs to move away from a focus on library collections in which the internet, viewed as the bad guy, serves up information of questionable quality. Rather, the Web should be showcased as an additional source for elusive yet essential information. How do we instruction librarians do this?

    We have long recognized government information as a key source for meeting research needs. Primary sources such as unpublished technical reports, raw data, statistics, and laws often do not appear in the library catalog but are located in depository libraries. Similarly, consumer information on health, travel, weather and disasters are also the provenance of government agencies. In the current electronic environment, every library becomes a depository. The challenge is to teach students how to access and interpret this wealth of information beyond the library collections. Using business information as an example, this presentation will demonstrate how to utilize government information sources to expand the information cycle framework to make it a useful tool for teaching knowledge management.

  1. The Times They Are a'Changing: Advancing the Academic Library Through Collaborative Initiatives
  2. Daryl Youngman, Associate Professor and Assistant to the Dean, Collaborative Initiatives
    Kansas State University, Manhattan, KS

    Learn how academic libraries can meet and surmount challenges to their traditional roles, and continue to be the preferred source for leadership in information resources by seeking out mutually productive collaborations with current and potential constituent groups.

    Faced with myriad challenges ranging from changing resources options to changing patron information-seeking habits, academic library administrators must consider strategies for positioning their libraries for ongoing success.

    Information resources options are changing, as are the means of delivering information to the user. Distance users; competition, real or perceived, from Internet sources; and the internationalization of higher education, exemplify but a few of the issues that challenge academic libraries.

    By actively seeking out and pursuing mutually productive collaborations with traditional and potential constituent groups, academic libraries can raise their visibility, identify new funding sources, and develop effective strategies for maintaining and advancing their role as the preferred source for leadership in information resources.

    This presentation will examine the increasing involvement of academic libraries in collaborative initiatives, as evidenced in professional literature and in the recent experiences of some large academic libraries.

  1. Beyond Scanning: Collaborating to Create Community Resources from Digital Collections
  2. Bart Schmidt, Digital Projects Librarian
    Claudia Frazer, Digital Initiatives Coordinator
    Drake University, Des Moines, IA

    As institutions rush to digitize their special collections they must stop and see how they can do more than just improve access to materials. Digital collections that reach out to the community and foster collaboration between cultural and educational institutions will be addressed.

    As institutions rush to digitize their special collections they must stop and see how they can do more than just improve access to materials. This session will talk about creating digital collections that are more than just items in a database. Digital collection creation, promotion, and management will all be covered. In particular, designing collections that reach out to the community and foster collaboration between cultural and educational institutions will be addressed. Drake University's digital collections will be highlighted as examples of the integration of special collections, display spaces, speaking events, and tools such as Google Maps to create an interactive educational resource for the community. Drake's digital contributions to the Iowa Heritage Digital Collections project, a statewide digitization collaborative focused on all Iowa-related digital collections will also be addressed. We will discuss some of the trials and tribulations of working together with multi-type libraries, as well as negotiating policies, setting standards, and dealing with varying levels of skill sets.

  1. Enhance Service Desk Management with ScheduleSource
  2. Tim Zou, Head, Access Services
    University of Arkansas Libraries, Fayetteville, AR

    This session covers the selection, implementation, and assessment of a schedule software at a medium-sized academic library. Issues and benefits for automating the stressful and time-consuming scheduling process will be discussed. Librarians interested in automating the service-desk scheduling process are encouraged to attend.

    Imagine this scenario: you are a circulation manager with a medium or large academic library and you are responsible for scheduling the coverage of three circulation stations that demand a total of 300 hours from your limited staff resources. You are heavily dependent on student employees, especially work-study employees who can only work about 10-15 hours a week based on their hectic class-schedules and school activities. They often call in asking to change or make adjustment to their schedule. When that happens you find yourself thumbing through your phone list desperately trying to find possible substitutes. If this happens during a weekend and you get a call to your home, you find yourself frantically searching for your spreadsheet that has the latest updates of the schedule and wondering who you can call on to come in and fill the gaps. By the end of the month when your wage budget payment reports come in, you notice that those who worked as substitutes have worked over their allocated hours, eating into your monthly hourly salary budget. The headache of scheduling never ends and could burn you out over time.

    The continued decline in number of book circulation and reference transactions is documented by ARL's annual reports on annual service trends. However most libraries have experienced dramatic increase of the gate count numbers indicating more and more library users come to use the library as a place for study, research, computing, or group meetings. Demands for libraries to extend their hours of operation have driven many to stay open 24 hours. In the meantime, the stories of struggling library budgets continue to compel library managers to assess the cost-effectiveness of staffing and service activities. If reducing service point is not an option, how can a circulation or a reference desk manager cope with these challenges? How can technology help us to improve efficiency and effectiveness in assigning employees with the right skills to the right tasks?

    The solution at the Mullins Library is found in ScheduleSource, a software developed by the ScheduleSource Corporation. By using this software we are able to accomplish the following:

    • Allow employees and managers to access the real-time scheduling at anytime, from anywhere through any computer with Internet connection.
    • Enable timely communication between manager and employees about schedule changes or adjustments
    • Enable a "one copy, one place" schedule source and total elimination of paper files
    • Apply pre-defined schedule templates to weekly schedule in a matter of minutes.
    • Assign employees to stations based on their level of skills and the required skills set of the tasks
    • Allow employees to make leave requests and post hours for swap and solicit co-workers for possible substitutions
    • Allow managers to immediately generate reports to analyze the staffing needs
    • Allow better control of hourly wage cost and saving of unnecessary overlapping or double scheduling.

    Come to learn how we have saved thousands of dollars on hourly wages after using ScheduleSource.

    1. Kyrilldou, Martha, and Mark Young. ARL Libraries Trends (2003-2004) http://www.arl.org/stats/arlstat/04pub/04intro.html, last visited February 25, 2006.

  1. Jupiter: A Tool for Cataloging Web Resources
  2. Judith Emde, Electronic resources/technical services librarian
    Jill Glaser, Library Web Services Coordinator
    Holly Mercer, Coordinator of Digital Content Development
    University of Kansas, Lawrence, KS

    Library patrons conduct research using the Web, but they do not always select sites suitable for scholarly research. The University of Kansas Libraries developed an easy-to-use tool for subject specialists to catalog freely available Web resources of scholarly value and make those available to patrons through the Libraries' Information Gateway.

    Since some open access Web resources complement licensed library electronic resources, library subject specialists at the University of Kansas wanted a way to direct library patrons to resources of scholarly value. The Libraries developed an easy-to-use tool for subject specialists to catalog freely available Web resources without the need to learn complex cataloging rules or to interact with overly technical systems.

    The utility and process for creation of descriptive records for Web resources was developed as a collection development tool. "Jupiter" is a database driven application for subject specialists to assign metadata for open access resources of scholarly value to programs at the University.

    The records described in Jupiter can be browsed by a locally developed subject taxonomy and are searchable through the Libraries' Information Gateway. Licensed electronic resources and freely available Web resources are organized by subject and are available through the Information Gateway for one-stop access to quality research material. Jupiter also stores records with metadata describing the subject specialists, and library patrons can refer to this information to get assistance in a specific subject area.

    The selection of Web resources to catalog is based on the same criteria for selecting print and licensed electronic resources. Since the implementation of Jupiter, subject specialists have learned to incorporate the evaluation and cataloging of Web sites into their collection development activities. The simple Jupiter entry form eases the cataloging task.

  1. Take the Library With You on the Web: A Mozilla Firefox Toolbar
  2. Scott Rice, Networked Information Services Librarian
    University of North Carolina, Greensboro, NC

    The Mozilla Firefox browser allows a great deal of customization to its interface and operation. Jackson Library at UNCG offers a toolbar for the browser that provides one-click access to library and university resources, as well as a number of useful search functions.

    Mozilla Firefox, a popular open source web browser, has made it possible for developers to have a great deal of control over the interface and its functions. As a way to make library resources easier to use and more visible to the user, UNCG has developed a toolbar for the Firefox browser. This toolbar utilizes javascript to provide a much greater degree of integration of library resources into patrons' web browsing.

    The toolbar allows one-click access to subject guides and other library pages such as hours, staff, and contact information. There are also links to university resources such as Blackboard, and a small selection of databases. The toolbar has a search box which offers the capability to perform searches in the library catalog, Google Scholar, or some general subscription databases. In addition, the toolbar offers the ability to look up staff or students in the university's online directory, or to find definitions or synonyms. The toolbar also places links to the library's catalog through small library logos on Web sites such as Amazon and Barnes and Noble. This makes it possible for patrons to run a search through the library catalog for the book that they are currently viewing in these online bookstores by clicking the library logo.

    Future improvements of the toolbar might include a login for various library and university resources and user customization, allowing users to choose the look of the toolbar or choose the databases that may be searched. Future plans also include installing the toolbar on public computers within the library, to assist patrons who are browsing the web.

    The Mozilla Firefox Toolbar for UNCG, along with instructions for installation, is located at http://library.uncg.edu/de/toolbar.asp.

  1. Saddling the Whirlwind: Exploring the Organizational Culture of a Hybrid Library
  2. Dr. Susan Matveyeva, Assistant Professor & Catalog Librarian
    Nancy Deyoe, Associate Professor & Coordinator of Metadata and Cataloging Services
    Wichita State University, Wichita, KS

    How to cope with a whirlwind of change with no additional staff or money? One small cataloging unit uses both team and hierarchical components of its hybrid organizational culture as an internal resource for the development of new and enhanced cataloging services. The presenters will share their practical experience of balancing operational activities with implementation of new services by applying traditional administrative methods and project management's techniques.

    Catalogers at the Wichita State University Libraries never complained about a lack of work. Their working lives have been always full with daily tasks and projects waiting for attention. Since 2000, the cataloging department has absorbed the selection and implementation of a new integrated library system, implemented an authority outsourcing project, cataloged e-journals (and decided outsourcing e-journal control was the better choice), and responded to personnel changes. Still, all of this was within the limits of traditional cataloging production and was directed by a hierarchical organizational culture. Now the work environment has changed! A library-wide reorganization has introduced "employee empowerment." Empowerment has emerged as a method of customer service improvement in the business community, and has relevance for the library environment as well. Being a "brick and click" hybrid library that offers clients a large variety of printed and digital services, the Wichita State University cataloging unit employs a "hybrid staff" that combines traditional librarianship knowledge and skills as well as in formation technology skills. The empowerment initiative, however, affected the professional catalogers and cataloging staff in different ways. Professional librarians received the previously unthinkable freedom to initiate projects, to build teams for the implementation of new and enhanced services, and even to choose their coordinators and middle management. Catalogers/faculty as members of the newly formed Library Faculty Council became participants in a library-wide decision-making process. Together with expanded freedom, faculty also received new responsibility for decisions they made. New freedoms and responsibilities did not involve all staff members, however. Entry level/routine copy cataloging positions and student assistants continued to be organized in a more traditional hierarchical structure where copy catalogers were supervised by professionals or cataloging managers, and student assistants were supervised by experienced paraprofessional staff. The split "hybrid organizational culture" was formed! Observing the performance of hybrid organizational culture in the cataloging unit for less than a year, one can make some preliminary conclusions. "Team" culture allowed hidden talents to emerge and opened opportunities for people who embrace innovation and exploration. In a short time, a number of new projects and initiatives were initiated, developed, implemented, and offered to cataloging clients. All three professional catalogers became heavily involved in new metadata and other departmental and library-wide projects. Professional cataloger involvement allowed new services to be introduced without additional personnel or expense. Staff members, especially senior copy catalogers, undertook additional assignments previously performed by cataloger-professionals. Traditional strengths of the hierarchical organizational culture (discipline and structure) helped staff cope with increased workloads and kept routine cataloging activities in good shape. Major tasks of processing the "brick" collections now are performed by the hierarchically organized support staff. Observation suggests a hybrid organizational culture in a cataloging environment can be used in the development of new services, but to play it safe, a more flexible "team" culture should be complemented by traditional "hierarchical" one.

  1. Research from Afar: The Library Usage Patterns of Distance Students
  2. Lea Briggs, Reference Services Coordinator
    Northern State University, Aberdeen, SD

    Distance students need to do research, too, but since they may never come to campus, do they think of the university library as a resource for information? Librarians at Williams Library, Northern State University, share the results of a survey of the university’s distance students’ information seeking behaviors.

    Librarians at Beulah Williams Library, Northern State University, undertook a survey of the university's distance students in order to better understand and serve their needs. Knowing more about how distance students search for information, their attitudes towards the university library, their level of awareness and usage of library resources, and what services they would like to see offered will inform future library purchasing decisions, the development of the library's web presence, and will help identify marketing opportunities and potential new services for distance learners. Data was also gathered about research requirements in existing distance courses for possible collaboration and promotional opportunities with course faculty members. The students that participate in NSU distance programs should provide a good cross-section of ages and experience levels found among distance education students in the typical university. This research would also interest educators who teach or are involved in administering distance course work requiring research. The survey findings are shared here.

  1. Using a Personal Response System to Enhance Interaction and Assessment in Library Instruction
  2. Richard Eissinger, Instructional Services Librarian
    Southern Utah University, Cedar City, UT

    Personal response systems, also known as clickers and audience response systems provide interactivity to encourage student learning in library instruction classes. Southern Utah University library instruction classes are using this system to encourage student learning and feedback, and help in assessing instructional effectiveness.

    Academic instruction librarians often lament that all too often they only have one class to teach library research skills to students. And this opportunity quite frequently only presents itself once in the students' college experience. Frustrated by limited feedback from library instruction classes and the uncertain results from assessment efforts, instruction librarians at Southern Utah University needed a better method to measure what students were learning in classes.

    Personal Response Systems (PRS), also known as clickers, audience response systems, and student response systems, provide needed interactivity for library instruction classes. Instruction librarians at SUU are using this system to assess instructional effectiveness and encourage student feedback in library instruction classes. This kind of classroom research is providing quick feedback that is being used to redesign library instruction to make it more productive.

    This presentation will illustrate how a personal response system works, show results of instruction feedback at SUU and how it is used, and show how a PRS can make even a large class interactive, encourage student learning, and assess students' understanding of concepts.

  1. Promotion for Pennies: Marketing and Promoting your Academic Library on a Shoestring
  2. Jennifer A. G. Jenness, Technical Services Coordinator
    Northern State University, Aberdeen, SD

    Small academic libraries usually have one primary factor in common when it comes to promotion and marketing: limited resources. In this session, we’ll be talking about some of the creative, low-cost concepts that have been utilized by academic librarians to showcase their libraries.

    Small academic libraries usually have one primary factor in common when it comes to promotion and marketing: limited resources. However, without effective marketing, libraries run the risk of becoming increasingly marginalized. Most have little time or money to devote to such efforts, so librarians are forced to come up with creative and inexpensive marketing methods. For this project, I will be surveying a variety of small academic libraries to discover what ideas or tools they use for promotion and marketing, focusing particularly on those which can be utilized with minimal outlay of time and money. The methods can be either tangible or virtual, reaching out to the online community or the community at large.

    For the purposes of this study, I have defined a small academic library as a library which serves a student population of between 1000 and 5000. I will be contacting librarians at both private and public universities to complete the survey, and will conduct follow-up interviews via email or telephone if necessary. My objectives for this project are: to discover and compile marketing ideas used by small academic libraries; to determine themes and trends within existing library marketing and promotion practices; and to enable other libraries to more effectively market themselves by using tried and tested promotional tools and avoiding those shown to have little or no impact. I hope to show that there exist a wide variety of useful methods for library marketing which can be effective and inexpensive.

  1. Leave No Stone Unturned: Bring Your Holdings to Light with WorldCat Collection Analysis [Meeting Room B]
  2. Deb Ehrstein, User Services Manager
    Missouri Library Network Corporation, St. Louis, MO

    To make the most of your acquisitions budget, your library needs data that reveals your collection’s strengths, gaps, and overlaps in subject-matter coverage. WorldCat Collection Analysis is a web-based service from OCLC that allows libraries to analyze their collections and compare to peer libraries that have their holdings in WorldCat, OCLC’s union catalog.

    To make the most of your acquisitions budget, your library needs data that reveals your collection’s strengths, gaps, and overlaps in subject-matter coverage. WorldCat Collection Analysis is a web-based service from OCLC that allows libraries to analyze their collections and compare to peer libraries that have their holdings in WorldCat, OCLC’s union catalog. The service provides many benefits to libraries:

    • Easily identify strengths, gaps and overlaps in your collection

    • Analyze the collection by parameters such as subject, publication date, language, format, and audience level

    • Assist collaborative collection development

    • Use results to facilitate acquisition, weeding, and preservation processes

    • Demonstrate fiscal responsibility or financial need, and prove responsible stewardship to administrators and funding bodies

    This session will demonstrate how to compare a collection to that of other OCLC member libraries for age and subject content, generate printable graphs, and export analysis results.

  1. May We Organize You? Document Management for the Idealistic Technical Services Librarian [Meeting
    Room C]
  2. Beatrice L. Caraway, Head of Technical Services
    Jane Costanza, Head of Cataloging
    Trinity University, San Antonio, TX

    Two naïve librarians, seeing the inconsistent way in which university policies were made available and kept up to date, offered to organize and make them accessible, as well as to provide version control and archive them. To their chagrin, the university administration took them up on their offer.

    Who writes and updates administrative documents and makes them accessible on your campus? Are some documents available in paper, others stored as Word files in a department’s or office’s common folder, and still others posted to the university’s Web site?

    Is it easy for people to find a policy or procedure when they need it? If your answers to these questions reveal a somewhat casual and disorganized institutional approach to managing administrative documents, you are not alone.

    After years of frustrated calls to administrators and their staff members to locate a policy, procedure, or handbook, along with many disappointing instances of finding a needed document on the campus Web site only to discover that the Web version wasn’t up-to-date, the technical services librarians at Trinity University decided to take things into their own hands. After all, the best people to write policies and handbooks are not likely to be the best ones to manage them. Since administrative documents fall loosely—very loosely!--under the rubric of intellectual output of the institution, we reasoned that we were justified in offering to take over the collection, organization, provision of access, and archiving of these administrative documents in electronic format. Little did we realize the difficulty of the undertaking!

    There are at least two options to choose from: a home-grown web page or a commercially produced content management system. Both come with a fairly high price tag, the first in time, the second in money. We will describe and demonstrate the advantages and disadvantages of each, then talk in more detail about the various facets of the option we selected at Trinity.

  1. Search Engine Toolbox: Rethinking and Improving Your Web Search Strategies
  2. William H. Weare, Jr., Access Services Librarian
    Valparaiso University, Vaplaraiso, IN

    Developing effective strategies for searching the web—and teaching those strategies to our students—can be challenging. This presentation is for anyone involved in reference or instruction; it’s an opportunity to improve our own web search skills and to rethink our approach to teaching web search strategies to our students.

    Developing effective strategies for searching the web—and teaching those strategies to our students—can be challenging. Most of us already have particular methods we apply when searching the catalog or a database; why have we not applied these strategies and skills to web searching? Why have we not made a concerted effort to help our students to become more sophisticated web searchers when search engines seem to be their tool of choice?

    This is not another presentation about Google tips and tricks. This presentation will focus on the web search strategies we need to teach our students to help them find the materials needed for their academic assignments. We should be teaching our students about ways of thinking through a search and methods of executing a search that generate authoritative, comprehensive, reliable, and current results.

    Search Engine Toolbox is for anyone involved in reference or instruction; it’s an opportunity to improve our own web search skills and to rethink our approach to teaching web search strategies to our students.

  1. Establishing Virtual Reference through Partnership: The GWLA Model
  2. Phillip J. Jones, Head of Reference/Associate Librarian
    University of Arkansas, Fayetteville, AR
    Kris Stacy-Bates, Virtual Reference Coordinator/Associate Professor
    Iowa State University, Ames, IA

    This presentation explores how three universities (Arkansas, Iowa State, and Southern California) set up a chat partnership, which they have made work and grow despite challenges. Librarians who seek to maximize their scarce resources in innovative ways across institutional boundaries are encouraged to attend.

    The “chat” partnership of three universities (Arkansas, Iowa State, and Southern California) illustrates the benefit of working across institutional boundaries to provide patrons a cutting-edge service for more hours than would have been possible had the three universities provided it individually. This partnership grew out of a larger vision to reach underserved users through sharing resources across the Greater Western Library Alliance (GWLA), a national consortium of thirty-one research libraries. The three chat partners have paved the way to 24/7 chat service and hope to add more libraries to their partnership.

    The divergent needs of potential partners proved the first significant challenge to developing the GWLA chat project. Members of the task force that planned the initial service navigated differences in their organizational values and cultures; they also had to balance integrating a new consortial service into existing virtual services. Ultimately only three of the approximately ten libraries represented on the task force agreed to staff the consortium’s pilot service. After each coordinator from the three campuses received permission to proceed, the three new partners laid the groundwork for their collaboration. Training was their top priority. First, some librarians had to learn the software. On a more advanced level, all librarians needed to learn to work with one another across the boundaries of their diverse institutions and develop guidelines and promote practices so that all their chat patrons received answers of the highest quality.

    After the GWLA chat service debuted in February 2005, the coordinators observed what they had anticipated: their colleagues answered better the questions related to their own institution. To address this imbalance, the coordinators refined a web page with key information about the three campuses and their library resources, a critical tool. The coordinators also began a systematic review of the chat transcripts to assess the quality of their joint service. This assessment led to tentative standards for chat etiquette and a common understanding of what types of questions a librarian should be expected to answer across institutions and those a participant should refer to the patron’s home library.

  1. Making Instruction Audience-Appropriate: Information Literacy for Non-Traditional Students
  2. Kara Whatley, Head, Coles Science Center
    New York University, New York, NY

    How can you approach teaching information literacy skills to students who aren't the typical techno-savvy Gen-Yers? Hear how research journals, annotated bibliographies, and in-class presentation assignments are being used to bring information literacy skills to students in NYU's School of Continuing and Professional Studies.

    For non-traditional students who may be confronting information in an online academic environment for the first time, being able to understand and evaluate the information that is constantly bombarding them is an important and useful skill. Providing these students with strong information literacy skills can be critical to their academic success. But how can librarians best present information literacy skills to non-traditional students? One approach that has been effective is using a research journal, coupled with annotated bibliography and in-class presentation assignments, to reinforce information literacy skills presented during in-class instructions to these students. The annotated bibliography and presentation assignments work together to teach students not only how to search the literature but also to critically evaluate information sources and to synthesize that information and communicate it to their fellow students. The research journal helps non-traditional students keep track of their research process during a time in their academic careers when they are both new to the research process and pressed for time as they juggle their school, work, and family lives. This presentation will discuss the effectiveness of this method in two courses taught in the Adult Reentry Program at New York University's School of Continuing and Professional Studies.

  1. From Far and Near: Analysis of On-Campus and Distance Learning Students' Responses to a Library Assessment [Meeting Room B]

    Ann Jerabek, Head of Interlibrary Services
    Sam Houston State University, Huntsville, TX
    Lynn M. McMain, Head of Reference and Instructional Services
    Sam Houston State University, Huntsville, TX
    Joe Hardenbrook, Library Instruction Coordinator
    Millikin University, Decatur, IL

    This paper discusses an assessment of library resources and services conducted among students at a medium-sized regional state university. Discussion includes the development, administration, and results of the survey. Results were analyzed with regard to discovering whether distinctions between responses from students enrolled in on-campus classes and students enrolled in distance learning classes could be observed.

    This paper discusses an assessment of library resources and services conducted among students at a medium-sized regional state university. During the assessment process, an intentional effort was made to distribute the survey to, and encourage responses from, students in different academic disciplines as well as in various learning settings: on-campus classes, face-to-face distance learning classes, and online classes. Our discussion begins by describing the context in which our decision to conduct an assessment occurred. The process of organizing the project and developing the questions is then detailed, after which the focus turns to the procedures we used to administer the survey. We will present the results of our assessment, followed by an analysis of the responses we received from over 1000 students. Our analysis was reviewed with special regard to discovering whether distinctions between responses from students enrolled in on-campus classes and students enrolled in distance learning classes could be observed. In conclusion, we will point out implications for improving our library resources and services along with possible directions for future investigation.

  1. Training Made Fun!: Enhancing Student Training through Online Tutorials and Interactive Games [Meeting Room D]
  2. Stephanie Atkins, Assistant Circulation Librarian
    University of Illinois at Urbana-Champaign, Urbana, IL

    Training student employees is a constant challenge for a manager of a busy service desk. This session will examine how simple online tutorials and interactive learning aids can assist a desk supervisor in providing consistent training and learning assessment of new student employees.

    Libraries have come to rely on student employees to staff their busy service desks. Feeling the pressures to expand their hours of services to accommodate customers’ needs at the same time witnessing the decline in their budgets has forced many libraries to depend on student employees to keep their doors open and to provide key services. One of the benefits of being at college or university is that academic libraries have access to a plentiful supply of cheap labor: student employees. However, libraries hire these employees knowing full well that they will eventually leave. The considerable investment in training student employees and the constant turnover make it very challenging to maintain service quality. The amount of time and effort in training may negate the monetary benefits achieved from hiring student employees. Libraries need to find more efficient and cost-effective ways to train and develop student employees so that libraries are maximizing the value of their investment.

    The University of Illinois Library is overcoming this challenge of providing a cost-effective and consistent training of student employees through the use of online tutorials. Using TechSmith’s Camtasia Studio, and its accompanying screen capture software called SnagIt®, the library created tutorials that actually simulate important transactions, showing students how to accomplish various tasks in the library’s online systems. The desk supervisors can use these tutorials to instruct students on the fundamentals so that they can spend their time on more complex transactions and detailed procedures that require more one-on-one attention. The tutorials are then followed by Flash-based games and activities created in Respondus Studymate™. The students can work individually on the flash cards, multiple-choice quizzes, fill-in-the-blank, and crossword puzzles or they can compete as teams in a Jeopardy!-style game. One of the advantages of Studymate is that these games and activities can be produced on a web page or published directly into course management software (e.g., Blackboard). These learning games and activities provide the students with an interactive and fun way to test their retention and reinforce the information they need to know to be effective at the service desk.

    Theses tutorials and learning aids are part of an on-going library-wide effort to develop a comprehensive training program for student employees at the University of Illinois Library. Librarians and staff from all areas of the library are collaborating to develop training materials and assessment tools to enhance service quality in the library.

2006 Poster Sessions

  • Virtually Yours - How to Construct an Electronic Resource Room for an HLC Visit
  • Candice Baldwin, Librarian
    Metropolitan Community College – Longview Campus, Lee’s Summit, MO

    How to construct an electronic resource room for a Higher Learning Commission accreditation visit using the power of the web to build an electronic resource room.

    Providing college documents to the visiting evaluation team during an accreditation visit is a vital component to a successful reaccreditation. Resource rooms of documents are usually created for this purpose and often librarians are recruited for the task. Librarians from the Metropolitan Community College - Kansas City, created a web-based Resource Room database with electronic links to documents as well as a physical room containing organized documents shelved by broad subject categories. This session will explain the steps taken to set up the database, how to collect the appropriate documents, and how to process a Resource Room in preparation for a Higher Learning Commission re-accreditation visit.

  • Library Instruction Evaluation: Measuring Success in an Increasingly Complex Electronic Environment
  • Curt G. Friehs, Business Librarian
    Cindy Craig, Subject Librarian
    Wichita State University, Wichita, KS

    This poster session examines different library instruction evaluation techniques in response to changing technology at a mid-size university in a metropolitan area. The presentation will focus on survey methods, results, and possible solutions.

    With rapidly changing technology and a shift from hardcopy to electronic resources, librarians are faced with new instruction dilemmas. Are students getting the optimum benefit from their library instruction experience? Do students value electronic resources more than traditional reference books? Are there concepts that students miss or need further clarification? What do our students think of us as librarians? This presentation examines the ways to evaluate the effectiveness of library instruction via surveys and other assessment tools implemented at Wichita State University. By implementing evaluation tools in library instruction, instructional librarians hope to gain a better understanding of the information needs of their client base. The recent implementation of instruction evaluation sheets has generated a considerable amount of raw data. Librarians at WSU have experimented with a variety of different survey methods and received different results. From elaborate qualitative and quantitative surveying to informal minute papers, there are a variety of different ways to measure effectiveness through surveys.

  • Cancelled Requests: A Study of Interlibrary Loan Requests at the University of Arkansas
  • Tess Gibson, Head of Interlibrary Loan
    University of Arkansas, Fayetteville, AR

    Approximately one-third of lending requests submitted to the University of Arkansas were cancelled in 2005. This session describes the analysis of cancelled requests that was used to determine how we can improve our lending fill rate. Some interesting discoveries were made and the information we gleaned can be used by anyone to improve fill rates.

    8693 lending requests were cancelled at the University of Arkansas in 2005, representing about one-third of the total requests submitted. While fill rates of 70% are something to be proud of in a climate where they tend to hover around 50%, we believe we can do better. Using ILLiad queries, cancelled lending requests were analyzed to determine the reason for cancellation. The most frequent reasons for cancellation were ones we all expect: item in use, local policies prevent lending, and volume/issue not owned. However, a number of requests were cancelled for less obvious reasons, such as cataloging errors, staff errors, or loss of material. These problems can be addressed in several ways: ensuring staff follow clear and easy procedures for reporting cataloging errors, improving staff and student training, and ensuring lost items are either replaced or removed from the catalog in a timely manner.

  • Interactive Citation Style Instruction using the WRrite-CiteT Tutorial

    Carol Leibiger, Associate Professor
    Alan Aldrich, Assistant Professor
    University of South Dakota, Vermillion, SD

    WRite-Cite™ is an interactive citation style tutorial for demonstrating the basic building blocks of reference sources and how to assemble these blocks into standard citation formats. WRrite-Cite’s flexibility as both an on-line tutorial and in-class teaching tool will be demonstrated during this session.

    The passive nature of citation format instruction is reinforced by style guides and tutorials that require paging through different citation examples until a close or exact match with the specific citation situation is found. On-line citation tutorials may use hypertext links to provide supplementary information but essentially the instruction experience remains passive. Other online citation style guides are interactive in that students fill in the information for their article and a computer program automatically generates the citation for the student. This results in minimal learning by the student.

    Two faculty librarians at the University of South Dakota identified three goals for developing a citation style lesson. First, the lesson needs to be as interactive as possible, preferably allowing students to incorporate multiple intelligence learning styles while using the lesson. Second, the lesson needs to be deliverable in both classroom and on-line settings such as experienced by distance learners. Third, the lesson needs to be flexible so multiple citation style formats can be included.

    Write-Cite™ is the on-line citation style tutorial currently under development at the University of South Dakota. Rather than using passive strategies, the Write-Cite tutorial focuses on identifying the basic building blocks of citations and allowing students to manipulate these blocks as they work online to form complete and properly organized citations. Students make use of linguistic intelligence, the visual or spatial intelligence, and the tactile or bodily-kinesthetic intelligences as they interact with the Write-Cite lessons. The Write-Cite lessons are very flexible in that they can be configured in a stand-alone version placed on line or a demonstration version used in the classroom and the lessons can be readily adapted for different citation sty les and materials. This session will include both demonstrations of the on-line tutorial and in-classroom teaching tools.

  • Proxies, URL Redirectors, and VPNs--Oh My!
  • Nancy B. Thomas, M. S. in Library Science from the School of Information Science
    University of Tennessee Knoxville, Memphis, TN

    The poster and handouts will present an overview of technologies for authenticating users of licensed databases off campus. The older proxy server technology, the less invasive EZProxy solution, and the more secure VPN methods compared.

    Colleges and universities use several methods for providing restricted access to users who need to use electronic resources from computers at home or work. Firewalls and other security measures initiated by Internet Service Providers (ISPs), as well as personal and business firewall settings, have driven changes in the way access can be granted. At the same time distance education programs have increased the demand for off-campus access. Virtual Private Networks (VPNs) are the latest and most secure method to date. This display will try to demystify the variations in the process and allow participants to take a survey of how access is granted at their institutions.


Sponsored by Owens Library , Northwest Missouri State University