NEAISL 2016--Hosted by Milton Academy
Session 1: Ebsco Discovery Service (EDS)
-It’s lots of work. Much harder than what EBSCO presented.
-Advise that you don’t integrate both catalog & databases at the same time. Work out bugs, then move on to the next step. Not sure how I feel about this. I’m a bit impatient. Integrate over summer to work out bugs & test, test, test!
-Plan to intro to students within library skills instruction.
-Very user friendly
-Student + Faculty feedback has been very positive.
-School went from IL-database specific instruction to teaching how to narrow using left hand menu, interpreting results.
How has it changed the way you handle instruction?
-Libguide allows for a simple search guide. Working well.
-They have added specific pieces of guides that interpret/explain EDS.
Are students able to discern what sources are? Is it jumbled?
Volume can be overwhelming, but they are able to discern. Need to offer lots of menu/filtering/limiter instruction.
Note: Proquest won’t yet work with it. Need to add a side Widget. Look into this.
Honestly, students don’t know specific databases anyway (except JStor, which we seem to drill into them). Now discovering DB’s based on types of RESULTS.
Do you still break out particular databases? Is there a need?
Yes, at Loomis they have particular “big projects” that can benefit from particular database tools, only accessible by going through the dB interface.
-Some interesting projects they mentioned: flipped class model around a Junior research project, demoing reference databases, Mind mapping via CREDO (helping focus topics), Historic NYT’s interactive timeline feature.
Allow for weeks(!) of testing.
*Need to explore this further: Choate’s librarian mentioned that User Design studies have revealed that kids don’t look beyond a single search page. They don’t like multiple tabs. What does this mean for Libguides??!
Librarian observed that even if we weed our collections, make them browsable, the reality is that our students are still going through the computer to access our collection. They WILL NOT find our books if they are badly cataloged. “Crappy data=books not findable.”
-She (and team of 3 other librarians) began a Descriptive Catalog Project, hoping to increase access points.
-User friendly, more metadata. Never use pre-cataloged items. Do it all by hand.
How to do this:
Run reports to identify good vs. bad records for a book.
1 report identifies less than 3 subject headings. The other identifies no 505 or 520 (TOC/Summary). If book is on both lists, pull it.
Targeted high use sections. Took this team 1.5 years to do the 300’s.
Pulled books, looked at 600 & 500 fields. Do they have primary sources? Add a note. That’s what kids are searching for in the catalog.
Now working on 900s.
Planned to begin spring 2013. Weeded 7,000 books first, then began in Spring 2014. Limited NF acquisition to gaps in collection. No more buying for the sake of buying. Ruthless weeding policy. Made clear collection development policy (spelling out acquisition policy). It’s all about making DISCOVERY possible for our students.
Adding Table of Contents, Summaries, AT LEAST 3 SUBJ HEADINGS. 505, 520, 500 field denoting “Contains primary sources”.
EBSCO eBooks (so much positive feedback re: the Academic Collection at this conference)
-Highly used.
Results of cataloging project:
Doubled # of sessions, duration of sessions.
Some advice re: EDS Implementation
-This school was very unhappy with implementation. Were ready to dump. Complained, called, were ignored by EBSCO tech services, so much so that they were reassigned and had a face to face with some higher ups from the company to smooth over relationship.
-Project Muse doesn’t play well, Infobase, Interface problems.
-“You have to be the squeaky wheel.”
*Kids don’t care about the databases; they care about their sources. Are they valid? Can they cite quickly? Will their teacher be happy with the richness of their sources? One place is best.
-4 librarians for 700 students!
EBook records have subject headings, but not standardized. Accessible via keyword searching.
-They have a Google doc with their weeding policy, coll development, NF purchase if requested, if a book is MIA, or if there is a new term paper assignment that has created a gap.
-Need to look into Coja Open Source—what is this?
Some librarians said that they own Academic eBook collection outright. Others pay annual fee. How can this be?
“Can get them down in price.” Again, why are we not demanding consistency?
-Advise that you don’t integrate both catalog & databases at the same time. Work out bugs, then move on to the next step. Not sure how I feel about this. I’m a bit impatient. Integrate over summer to work out bugs & test, test, test!
-Plan to intro to students within library skills instruction.
-Very user friendly
-Student + Faculty feedback has been very positive.
-School went from IL-database specific instruction to teaching how to narrow using left hand menu, interpreting results.
How has it changed the way you handle instruction?
-Libguide allows for a simple search guide. Working well.
-They have added specific pieces of guides that interpret/explain EDS.
Are students able to discern what sources are? Is it jumbled?
Volume can be overwhelming, but they are able to discern. Need to offer lots of menu/filtering/limiter instruction.
Note: Proquest won’t yet work with it. Need to add a side Widget. Look into this.
Honestly, students don’t know specific databases anyway (except JStor, which we seem to drill into them). Now discovering DB’s based on types of RESULTS.
Do you still break out particular databases? Is there a need?
Yes, at Loomis they have particular “big projects” that can benefit from particular database tools, only accessible by going through the dB interface.
-Some interesting projects they mentioned: flipped class model around a Junior research project, demoing reference databases, Mind mapping via CREDO (helping focus topics), Historic NYT’s interactive timeline feature.
Allow for weeks(!) of testing.
*Need to explore this further: Choate’s librarian mentioned that User Design studies have revealed that kids don’t look beyond a single search page. They don’t like multiple tabs. What does this mean for Libguides??!
Librarian observed that even if we weed our collections, make them browsable, the reality is that our students are still going through the computer to access our collection. They WILL NOT find our books if they are badly cataloged. “Crappy data=books not findable.”
-She (and team of 3 other librarians) began a Descriptive Catalog Project, hoping to increase access points.
-User friendly, more metadata. Never use pre-cataloged items. Do it all by hand.
How to do this:
Run reports to identify good vs. bad records for a book.
1 report identifies less than 3 subject headings. The other identifies no 505 or 520 (TOC/Summary). If book is on both lists, pull it.
Targeted high use sections. Took this team 1.5 years to do the 300’s.
Pulled books, looked at 600 & 500 fields. Do they have primary sources? Add a note. That’s what kids are searching for in the catalog.
Now working on 900s.
Planned to begin spring 2013. Weeded 7,000 books first, then began in Spring 2014. Limited NF acquisition to gaps in collection. No more buying for the sake of buying. Ruthless weeding policy. Made clear collection development policy (spelling out acquisition policy). It’s all about making DISCOVERY possible for our students.
Adding Table of Contents, Summaries, AT LEAST 3 SUBJ HEADINGS. 505, 520, 500 field denoting “Contains primary sources”.
EBSCO eBooks (so much positive feedback re: the Academic Collection at this conference)
-Highly used.
Results of cataloging project:
Doubled # of sessions, duration of sessions.
Some advice re: EDS Implementation
-This school was very unhappy with implementation. Were ready to dump. Complained, called, were ignored by EBSCO tech services, so much so that they were reassigned and had a face to face with some higher ups from the company to smooth over relationship.
-Project Muse doesn’t play well, Infobase, Interface problems.
-“You have to be the squeaky wheel.”
*Kids don’t care about the databases; they care about their sources. Are they valid? Can they cite quickly? Will their teacher be happy with the richness of their sources? One place is best.
-4 librarians for 700 students!
EBook records have subject headings, but not standardized. Accessible via keyword searching.
-They have a Google doc with their weeding policy, coll development, NF purchase if requested, if a book is MIA, or if there is a new term paper assignment that has created a gap.
-Need to look into Coja Open Source—what is this?
Some librarians said that they own Academic eBook collection outright. Others pay annual fee. How can this be?
“Can get them down in price.” Again, why are we not demanding consistency?
Panel Discussion: Print vs. Digital
Session: Panelists—Examining our relationship between Print + Digital resources
Belmont Hill (boys school)
Derby Academy (oldest coed school) PreK-8
Cushing Academy (coed, has been there 2 years)
Cushing went print to all digital (kept art books, donated titles) because head said it had to be. 30,000in collection. Did not consult faculty or librarians. Resentment ran high! Where are they now?
“Rebalancing collection”
Faculty collaborators/clients, work closely to re-establish physical presence of reading culture. It goes underground when you remove all the physical books. Kids just didn’t want to use Kindles for everything.
-Marketing a digital collection is very challenging!
-Coll. Development follows curriculum. It’s research driven.
*Ask kids how they want to read! It’s important & empowering.
-resulting in more uptake of print. Kids happier with print.
“Win over hearts and minds”.
Collection should be built around relationships. They are around 4,000 titles now. Will likely plateau at 5,000 volumes. Threw away stacks, won’t replace.
Derby Academy
eReader picture books don’t translate well. Kids don’t fall in love with books on iPads.
Recommend EPIC free ebook collection and Baker & Taylor’s Access 360 (consortium price)
Belmont Hill Librarian
Came from Andover (100,000 books, 90% never circulate)
There, did a “Retroactive enhancement”, adding metadata. Advises you have to think like a student when assigning access points. Add Table of Contents, for sure, also primary source note.
Now at Belmont Hill. Did nothing for 1st year. Started weeding 25,000 vol. collection. Now 12-13,000.
2nd year began teaching history course, assigns research units. Is a colleague, not just a collaborator. History dept. gung ho, came right on board. He also teaches Sr. Elective on International Affairs. Requires 1:1 meeting for grade level papers (10th does a 10-15 pg. paper, 11th does a 15-25 pg. paper in history). Also coaches soccer. Makes him approachable.
“If you’re in their face, they know you. They’ll come for help if they know you.”
Also recommends EBSCO Acad. Ebook collection. 10-20% relevant to curriculum, but still fills in gaps. Vendor pricing discrepancies.
Considering periodical collection—will FLIPSTER work? Will they read them online?
Cushing librarian observes, “What you put in place of books will determine the culture of the library. Put in a café, you become a student center, not a place of study. Hard to go back. Loud, faculty passes on through. Has been detrimental to the library culture”
Derby Academy librarian suggests, “humanizing” your library space, though. Water tanks, couches.
When to weed? No circulation in 15 years.
Heavy tables need to be able to move on a dime. Shift from classroom to tutoring space. Goal: nimble.
What’s her collection? 50% ebook/50% print
“If you think you need 3 study rooms, you need 6.” Architecturally, we must balance sound & noise. What will the uses primarily be? Let that dictate design.
Belmont Hill spends $25,000 on digital “stuff”—databases, ebooks. $15,000 on print.
We have access to NYPL resources. Need to integrate/promote!
Belmont Hill (boys school)
Derby Academy (oldest coed school) PreK-8
Cushing Academy (coed, has been there 2 years)
Cushing went print to all digital (kept art books, donated titles) because head said it had to be. 30,000in collection. Did not consult faculty or librarians. Resentment ran high! Where are they now?
“Rebalancing collection”
Faculty collaborators/clients, work closely to re-establish physical presence of reading culture. It goes underground when you remove all the physical books. Kids just didn’t want to use Kindles for everything.
-Marketing a digital collection is very challenging!
-Coll. Development follows curriculum. It’s research driven.
*Ask kids how they want to read! It’s important & empowering.
-resulting in more uptake of print. Kids happier with print.
“Win over hearts and minds”.
Collection should be built around relationships. They are around 4,000 titles now. Will likely plateau at 5,000 volumes. Threw away stacks, won’t replace.
Derby Academy
eReader picture books don’t translate well. Kids don’t fall in love with books on iPads.
Recommend EPIC free ebook collection and Baker & Taylor’s Access 360 (consortium price)
Belmont Hill Librarian
Came from Andover (100,000 books, 90% never circulate)
There, did a “Retroactive enhancement”, adding metadata. Advises you have to think like a student when assigning access points. Add Table of Contents, for sure, also primary source note.
Now at Belmont Hill. Did nothing for 1st year. Started weeding 25,000 vol. collection. Now 12-13,000.
2nd year began teaching history course, assigns research units. Is a colleague, not just a collaborator. History dept. gung ho, came right on board. He also teaches Sr. Elective on International Affairs. Requires 1:1 meeting for grade level papers (10th does a 10-15 pg. paper, 11th does a 15-25 pg. paper in history). Also coaches soccer. Makes him approachable.
“If you’re in their face, they know you. They’ll come for help if they know you.”
Also recommends EBSCO Acad. Ebook collection. 10-20% relevant to curriculum, but still fills in gaps. Vendor pricing discrepancies.
Considering periodical collection—will FLIPSTER work? Will they read them online?
Cushing librarian observes, “What you put in place of books will determine the culture of the library. Put in a café, you become a student center, not a place of study. Hard to go back. Loud, faculty passes on through. Has been detrimental to the library culture”
Derby Academy librarian suggests, “humanizing” your library space, though. Water tanks, couches.
When to weed? No circulation in 15 years.
Heavy tables need to be able to move on a dime. Shift from classroom to tutoring space. Goal: nimble.
What’s her collection? 50% ebook/50% print
“If you think you need 3 study rooms, you need 6.” Architecturally, we must balance sound & noise. What will the uses primarily be? Let that dictate design.
Belmont Hill spends $25,000 on digital “stuff”—databases, ebooks. $15,000 on print.
We have access to NYPL resources. Need to integrate/promote!
Unconference Session: Weeding & Flexible Library Space Design
Dalton—everything in new space is on casters. Used/moved so much, need clear signage re: where to put things back.
Not all casters are created equal. Some heavy stacks require work orders to move. Check on this.
Flexible tables flip up.
Cool glass board on cart with tray (like portable white board). Could we do this for videoing lessons?
White board paint comes with markers & erasers. Kim (Hotchkiss) knows brand. Check with her.
Seating—someone recommends Oi Furniture. Modular.
Transformations Company—comes in pieces, replace worn piece instead of whole chair.
Plants add personality
WEEDING
Big Hearted Books—free
Weeding criteria:
Last CKO
Curricular tie in?
MUSTY or CREW methods
Condition
Appeal/Ugly
Replace?
Choate recommends aggressive weed w/21st century footprint in mind. Have a plan for space or you could lose it!
Create a culture of weeding.
If it gets used because you have nothing else, look at what else is out there!
ILL-can I get this somewhere else?
If not being used, they won’t miss it.
10 years checkout
Copyright 10 years science.
Loan chargers, power strips. Catalog first.
Not all casters are created equal. Some heavy stacks require work orders to move. Check on this.
Flexible tables flip up.
Cool glass board on cart with tray (like portable white board). Could we do this for videoing lessons?
White board paint comes with markers & erasers. Kim (Hotchkiss) knows brand. Check with her.
Seating—someone recommends Oi Furniture. Modular.
Transformations Company—comes in pieces, replace worn piece instead of whole chair.
Plants add personality
WEEDING
Big Hearted Books—free
Weeding criteria:
Last CKO
Curricular tie in?
MUSTY or CREW methods
Condition
Appeal/Ugly
Replace?
Choate recommends aggressive weed w/21st century footprint in mind. Have a plan for space or you could lose it!
Create a culture of weeding.
If it gets used because you have nothing else, look at what else is out there!
ILL-can I get this somewhere else?
If not being used, they won’t miss it.
10 years checkout
Copyright 10 years science.
Loan chargers, power strips. Catalog first.