ILA/ACRL Spring Conference Scholarship Recipients
Each spring ILA/ACRL provides a scholarship to attend the spring conference. New librarians and library science students are eligible to receive the scholarship award. This year ILA/ACRL gave out two awards. The scholarship recipients were Jim Kapoun and Clint Wrede.
Comments from the two award recipients about their conference experiences are included below:
"It was a privilege to receive the scholarship to attend the ILA/ACRL spring conference in Ames. The evening dinner was relaxing and it was nice to meet and greet new people. The conference was a success and the keynote speaker, David Carr, eloquently outlined how academic libraries are the cornerstones of the community. The ILA/ARCL happens to be my 4th ACRL local chapter I have belonged to and clearly this conference was the most organized and welcoming I have attended. Thank you to all the members and this conference has inspired me to take an active part of ILA/ACRL.” -- by Jim Kapoun, Library Director, Voss Memorial Library, Waldorf College
“I’m happy to say that my first library conference in Iowa was the 2005 ILA/ACRL Spring Conference in Ames, and I’m honored to know I took part in it under the aegis of the organization itself and through the generosity of its scholarship program. In addition to two major benefits of networking with my new Iowa colleagues and finding avenues of service in my new location, the conference was also very well organized in its structure and both informative and encouraging in its content. Thank you to the membership and to the Awards Committee for the opportunity to experience it.” -- by Clint Wrede, Catalog Librarian and Bibliographer, Rod Library, University of Northern Iowa
Submitted by Ellen Neuhaus – 2005 Awards Committee
Reiman Gardens Pre-Conference Dinner Pictures
Concurrent Sessions Highlights and Pictures
"Reaching the Millennials...Fo' Shizzle!" Presented by Laura Leavitt, University of Iowa
The burning question I had when I saw the title of this session was...what in the world does "fo' shizzle" mean? Laura Leavitt's title helped draw many people to attend her session and her content and delivery made it a very successful one! So, what does fo' shizzle mean?? Laura's translation is "for sure" and Snoop Dog (a popular rapper who is pictured below) is responsible for this type of language.
Laura provided many thoughtful stories and techniques used in her experience instructing millennials, offerred excellent examples from the literature, and suggested ideas she would like to incorporate into her future instructional presentations. Overall, her session provided much to think about about in terms of instruction, communicating with the millennials in general, and what the future might hold in trying to provide the best service for each generation of learners...even within the same classroom!
In a follow-up conversation with Laura, she wanted to clarify that PriceWaterHouseCoopers mentioned in her talk is a large accounting firm. They were responsible for the full-page ad (the one that had the bowl of cereal) directed toward the millennial age group in advertising for job opportunities. Also, in the course of Laura's research, she had identified a couple of resources that discuss generational differences at work. These include Claire Raines Association’s website (http://www.generationsatwork.com ) and a book (which she did not read and therefore cannot vouch for) entitled, “When Generations Collide: Who They Are. Why They Clash. How to Solve the Generational Puzzle at Work” by Lynne C. Lancaster and David Stillman. Both may be worth looking at for further information. -- Amy Paulus, University of Iowa.
"Let's Work Together: Using Library Assignments to Foster Academic Community" Presented by Mary Iber and Elizabeth Lawler Schau, Cornell College
Mary and Iber and Elizabeth Lawler Schau from Cornell College explained the results of a grant-funded project - a publication collaboratively put together by Cornell College and Colorado College entitled "Focusing on Assignments." This guide book serves as a tool for faculty to help them develop their assignments. Both Cornell College and Colorado College are on the "block" plan which can present unique challenges to new faculty since the classes are only a month long, not an entire traditional semester. This project is an excellent example of the collaboration and communication that can take place between librarians, faculty, and other staff to create worthwhile, feasible, and consistent assignments for the students at Cornell College. Since librarians are involved in this early development process, they have an extra advantage and can provide better assistance to the students who need to complete these assignments. This session was very educational and entertaining to attend - Mary Iber and Elizabeth Lawler Schau did a short skit before delving into the main content of the presentation. -- Amy Paulus, University of Iowa.
"A Revolutionary Encounter: How the Academic Library Works with National History Day to Build a Strong Foundation for Prospective Students" Presented by Mary Heinzman, St. Ambrose University
Recruitment activities are traditionally done by the administration of a college or university but Mary Heinzman from O'Keefe Library at St. Ambrose University in Davenport, Iowa, discussed an excellent opportunity for academic libraries to work with students from grades sixth through 12th - National History Day! Not only does the National History Day workshops provide outreach services to the community, but serves as an opportunity for students to be on campus and gain a positive experience that may influence their future decision on their choice of college. In addition, these students gain an early knowledge and understanding of library resources. The O'Keefe Library staff work with local teachers and students in two separate workshops and are looking to include school librarians and library aides in future workshops - what a great way to promote their library and university! For more information on National History Day, visit their website at: http://www.nationalhistoryday.org. -- Amy Paulus, University of Iowa.
"Extending Our Reach: Placing Business Research Instruction Online" Presented by Laura Leavitt and Dave Martin, University of Iowa
For the past eight years, the librarians at the University of Iowa’s Pomerantz Business Library have offered a one hour, undergraduate, pass/fail elective course on business information retrieval, now called Comprehensive Intelligence 101. When exploring the options of expanding this popular class, Martin, Head Librarian, and Leavitt, Reference Librarian, decided to develop an online version. Last year, they applied for and received a University of Iowa Instructional Computing Award to support this development. They hope to offer an online version of the class this fall.
The online class is designed to use the existing University of Iowa software: D2L, the recently adopted course management system; and Elluminate, a Web conferencing tool which enables lectures and conversations to be broadcast, and allows chats and online audio.
The librarians wanted to preserve the high quality of the traditional class in an online environment, including enabling students to perform live demonstration of subscription databases, and provide feedback. The online version of the class will offer students convenience, interactivity, and the wide variety of instructional strategies (chats, quizzes, polling, etc.).
The challenges to date in developing the class are: student must have a DSL or cable modem access to the internet; there have been some firewall problem; at present they lack a place to host course documents; Powerpoint presentations lose some functionality; and searching databases simultaneously in class is not as smooth as the librarians would like. The other challenge is that teaching online requires a lot of staff preparation time.
In the future, the librarians will explore the implications of requiring Comprehensive Intelligence 101 for undergraduate business majors, whether the online class should be asynchronous or synchronous, (now it is synchronous), if the online course should be available beyond the business school, and whether they should develop a tutorial for the MBA students. -- Mary Anne Knefel, University of Dubuque.
Immersion: My Baptism into Information Literacy Program Development Presented by Karen Goodell, Palmer College of Chiropractic
Information Literacy Immersion Program offers information on two tracks, instruction and program, according to attendee of the 2004 California Regional program and Information Literacy Librarian at Palmer College of Chiropractic Karen Goodell. The program, which requires prior reading before arriving for the 5 day institute, focuses on creating an action plan to implement information literacy.
Coming to the institute with knowledge of the current information literacy program initiated on one’s campus and the direction of the program, attendees work on how to achieve and reach the desired state for their campus. The institute’s curriculum themes concentrate on campus change, instructional design, campus politics and culture, assessment, student engagement, and action plans as well as other areas. By the end of the program, attendees will have an action plan to take back to their campuses and knowledge and tools to develop it.
Besides explaining the program and its activities, Goodell presented two of the tools explained and used. Force Field Analysis involves writing the desired state the campus wishes to achieve. Then, driving forces that will move it along and the restraining forces that will hamper it are listed to illustrate the forces that will be encountered to reach the desired state. Another tool is the Ease/Impact Model. This model indicates how easy or difficult and what impact, high or low, initiatives such as voluntary workshops and restrictions such as hiring more librarians will affect the development of information literacy.
To attend an Immersion Institute, the application for summer programs needs to be completed by November. According to Goodell, the “lengthy process” involves two letters of recommendation, an essay about how it will contribute to one’s institute, and other documents. -- Veronica McAsey, Briar Cliff University.
"Collection Development in the Kitchen - Iowa's Local Heritage Through a Cookbook Collection" presented by Diana Shonrock, Iowa State University
“A culture is what it writes and publishes about eating.” Steven Tobias.
Diana Shonrock, Associate Professor and Bibliographer, College of FCS at Iowa State University, shared the story of the Iowa State University cookbook collection, both how they received the original gift and how the collection has grown since then. She also discussed the issues involved with managing and providing access to this valuable collection.
The ISU cookbook collection began in 1992, when Shonrock received a call from a retired Army cook Robert F. Smith from What Cheer with a garage full of cookbooks, about 12,000 in all. After examining the collection, Shonrock, along with the Head of Collections and the Head of Preservation, agreed to accept it. The other substantial single collection was from Ruth Ellen Church, ISU graduate and former food editor of the Chicago Tribune. The collection contains cookbooks generated in Iowa, including church, restaurants, institution, and company cookbooks.
The cookbooks in the collection, which go back to 1742, chronicled the social and cultural changes in society, including the acculturation and assimilation of ethnic groups in Iowa. Shonrock showed various books in the collection, including the Compleat Housewife, published in 1742, the earliest American cookbook; Mrs. Welch’s Cookbook, by the wife of the first president of ISU; and the Cemetery Association Cook Book, published in 1902.
Shonrock described the access points in the catalog, their collection development policy, and their plans for the future of the collection, which include continuing to identify, collect, and add to this rich collection. -- Mary Anne Knefel, University of Dubuque.
Accessing E-Books through Academic Library Web Sites Presented by Andrea Dinkleman and Kris Stacy-Bates, Iowa State University
Since electronic books and electronic book packages are increasingly important resources in libraries and represent a significant investment of collection funds and librarians’ selection and cataloging time, the goal of this project was to determine ways in which e-books are highlighted in library catalogs and library web pages. Another goal was to find innovative approaches to using and publicizing e-books. Andrea and Kris examined 111 library web sites (academic libraries from the Association of Research Libraries) in November and December 2004. For each library, they examined ways to find e-books through browsing the web site, searching the online catalog, and using search functions available outside of the catalog. 62 sites (56%) included a web page focusing entirely on e-books. The remaining 49 libraries (44%) had other pages that included links to e-books with other electronic resources. Searching for e-books in the online catalog can be problematic because it is often necessary to set multiple limits in order to accomplish this task. Only 10% of the websites examined included links from the homepage to a feature or news item about an e-book or e-book package. These are just a few of the notable examples Andrea and Kris discovered during their project:
1. Texas A&M University Libraries (http://library.tamu.edu/): Patrons can search for e-books directly from the homepage.
2. University of California-Riverside (http://library.ucr.edu/): Electronic resources, including e-books, are publicized on the homepage.
3. Kent State University Libraries (http://kentlink.kent.edu/): The Kent State library catalog feature prominent news items about Safari e-books and NetLibrary.
4. University of Minnesota Libraries (http://www.lib.umn.edu/reference/): The Reference Sources page features a “Top 10 List” of electronic reference sources. -- Andrea Dinkleman, Iowa State University.
Building Blocks: Creating Profiles for Department/Division or Course-Specific Periodical Searches Presented by Linda L. Scarth, Mount Mercy College
Linda demonstrated the use of a feature of EbscoHost (in the Administrative options) called Profiles. Profiles allows staff at individual libraries to create directed meta-search options for student and faculty use. These “profiles” can be created from any combination of the EbscoHost databases and for any number of purposes. One intriguing use at Mount Mercy is the creation of profiles for specific courses.
Linda described the situation that led them to make use of the Profiles feature. There is such a proliferation of databases, interfaces and resources that faculty and students weren’t able to make optimal use of the library’s resources. The course specific profiles made it possible to narrow the scope of resources to those suitable for individual courses or other possible users. For example, a profile was made to enable their ILL office to search multiple databases at once. -- Sandy Ballasch, University of Iowa.
What ARE We Teaching Anyway? Mapping the Information Literacy Curriculum Presented by Amanda Swygart-Hobaugh and Jean Donham, Cornell College
Through a grant, the library at Cornell was able to develop a database that tracked information literacy education components. A major concern for them, since they work closely with the academic departments at Cornell, is redundancy and coverage of the essential concepts and skills. The first uses of the database have not only shown where some instruction needed to be reworked to make repeated information not necessarily duplicated information, but it also showed areas that were being ignored or not presented adequately. The ultimate result of this project has been to begin to fit library instruction in and around the academic curriculum rather than as a separate library centered curriculum. -- Sandy Ballasch, University of Iowa.
Information Literacy Skills We Can All Agree Upon PART I and PART II Presented by Dale Vande Haar, DMPS Libraries
A panel discussion was organized by Dale Vande Haar of the Des Moines Public Schools concerning the importance of establishing a core set of Information Literacy Skills that students need to succeed in our schools, from K-12 through Post Secondary. The panel consisted of Stephen Dew, Kathy Magarrell and Ericka Raber from the University of Iowa, Denise Rehmke from Iowa City Public Schools, Jean Donham, Cornell College and Lisa Stock, Des Moines Area Community College, Mary Jo Langhorne from Iowa City Schools and University of Iowa Library School also provided information for the group, although she was unable to attend.
The panelists shared information on the work they have done to help bridge the gap between K-12 schools and college settings. Kathy Magarrell, Ericka Raber, and Denise Rehmke spoke about the efforts by librarians in eastern Iowa to establish a set of information literacy skills for high school seniors/first-year college students. This set of skills could be based on an existing list, "Information Literacy Skills for First-Year College Students," created by Raber and Magarrell. Lisa Stock described a grant funded by DMACC that has a goal of partnering with area high schools to provide information literacy training. Data was discussed detailing the level of competency shown by incoming freshman at Cornell and Wartburg Colleges.
The session ended with the panelists and attendees making plans to formalize the Information Literacy efforts through the ILA process. Kate Martin, President of ILA gave suggestions for how this could be achieved through establishing a subdivision. A group is forming to follow through with these suggestions. -- Lisa Stock, Des Moines Area Community College
Bioinformatics, Genomics, and Proteomics for Librarians Presented by Andrea Dinkelman, Iowa State University
Quiz: What do the following publications have in common? Chronicle of Higher Education, Fortune, Hispanic American Historical Review, Business Week, & Reference Services Review
Answer: During the first two weeks of May, all of these publications had articles related to bioinformatics and genetics!
Andrea provided a whirlwind tour of resources related to bioinformatics and genetics. Her presentation included a brief review of basic genetics principles, and she spent some time defining terms such as proteomics, genomics, and bioinformatics. There are many freely available resources on the Web related to these areas. A large portion of the presentation was devoted to discussing resources from the National Center for Biotechnology Information (http://www.ncbi.nlm.nih.gov/). Andrea provided the participants with a detailed handout describing various resources (e.g. books, websites, DVDs). While your institution may not offer undergraduate degrees in bioinformatics, these resources are becoming increasingly important to students taking courses in molecular biology, genetics, or biochemistry. You may contact Andrea if you’re interested in learning more about these resources and this exciting area of science. -- Andrea Dinkelman, Iowa State University.