Professional Development

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Derrik at the NC Serials Conference, 2015 edition

Monday, April 20, 2015 2:03 pm

Well, the latest few PD blog posts have guilted me into finally writing about my trip to the 2015 NC Serials Conference. Now, if I can just find my notes …

Aha! Here we are.

Steve’s post already covered Katherine Skinner’s opening keynote address quite well. I’ll add an “Aha” moment I had. Do you know who invented the incandescent light bulb? Hint: It wasn’t Thomas Edison; he merely perfected the design. Skinner also said that the jukebox was not invented by the record industry. Lesson: Innovation per se isn’t the only thing that’s important, and positive changes can come from outside the area you’d normally think to look for them.

I presented a session on library-vendor negotiation, along with co-presenter Lesley Jackson, our EBSCO Account Manager. We presented nine different principles of negotiation, along with examples. There were things like “Be prepared,” “Don’t be afraid to ask,” and “Don’t take it personally.” We finished earlier than expected, but the audience participated and asked good questions. We had a number of vendor reps in the audience too, which made it more fun.

Another plenary session was a panel discussion about text and data mining. A fair amount of this was over my head, but one thing that was clear is that everybody’s still trying to figure it out. The vendor representative on the panel pointed out the difficulty vendors have with managing and licensing text mining because librarians can’t really articulate what “text mining” means. But it was also pointed out that (1) it means different things to different libraries and to different researchers; and (2) in many cases the researchers themselves don’t yet know where the research will take them, so it’s hard to know what permissions to ask for.

“Jumpstart Your Preparedness” workshop

Tuesday, January 27, 2015 3:48 pm

On Monday, January 26, 2015, most of the Safety and Security Team attended the workshop entitled “Jumpstart Your Preparedness” held at the High Point Museum. In addition to the attendees from ZSR, which included James Harper, Thomas Dowling, Meghan Webb, Craig Fansler and Mary Beth Lock, the workshop was attended by representatives from 20 other triad area cultural institutions, (museums and libraries) all of whom were interested in learning about increasing preparedness for the inevitable emergency. The morning’s conversation started with a recounting of the fire that took place in one of the historic buildings on Mendenhall Plantation in Jamestown, NC. The fire, (determined to be arson) took place during Thanksgiving week, while the director, Shawn Rogers, was out of town visiting family. The story he related was a gripping account. Both he and his assistant Shirley Haworth noted the importance of establishing relationships in advance with vendors who you can call on in an emergency. Their experience with the more nefarious workmen who show up the night of the event offering to assist with securing the property as a “service to the community” only to afterward submit a bill for services served as a lesson for us all.

The balance of the morning was spent discussing the services available through North Carolina Department of Cultural Resources and their “Connecting to Collections” IMLS grant. The grant has afforded creation of burn workshops which enable individuals to get boots on the ground training on how to recover from a fire in a cultural institution or library. They also discussed the importance of creating an Area Cultural Resources Emergency Network, or ACREN for our region. There is already an ACREN that exists on the coast of North Carolina, one in the Triangle, and one in the Mountains, but there isn’t one that serves the triad. At the end of the discussion, a sign up sheet was sent around to indicate who was interested in starting up such an entity. Several members of our Safety and Security Team signed up.

Following lunch, the group of us were invited to visit the site of the Mendenhall Plantation fire and see first hand the recovery after the fire. We had an opportunity to see the methods for removing soot with a soot sponge and learn of the additional plans on recovering the space while still honoring the age of the building. As it was mentioned, when you have such a situation in an historic building, you can’t just rip up the floorboards and lay down laminate. The workshop was very instructive and illustrated how much more there is to learn to be really prepared. There is yet more to do!

Adrienne Berney demonstrates how to use a chamber to remove smoke odor from books

Adrienne Berney demonstrates how to use a chamber to remove smoke odor from books

Meghan Webb and Mary Beth Lock "get their hands dirty" using a soot sponge. Not really though. We were wearing gloves!

Meghan Webb and Mary Beth Lock “get their hands dirty” using a soot sponge. Not really though. We were wearing gloves!

CurateGear 2015 by Tanya

Wednesday, January 14, 2015 12:51 pm

Rebecca and I again had the opportunity to attend UNC’s CurateGear last week, and the presentations were excellent. CurateGear provides an overview and technical demos of selected digital curation tools, but this year seems to be focused on broader issues and I found it much more useful.

Erika Farr reported on Emory’s use of Redbooth in her presentation “Measure for Measure: Tracking Effort in Born Digital Processing,” which enabled them to collect assessment data on how long it actually took staff to process digital files for the archives. Their numbers came down to 5MB per hour (18 files), not necessarily encouraging in regards to speed and effort, but there always needs to be a starting point.

Nancy McGovern (MIT) updated the group on Digital Preservation Management Tools. She has been involved for many years with the DP workshops, and they are expanding their repertoire to include Collection Management Workflows, Disaster Preparedness, and a Self-Assessment Audit. I also attended a NYPL session on providing research room access to electronic records with a stand-alone PC. As the speaker, Susan Malbury noted, archivists have been focusing on the ingest and preservation of electronic records, as opposed to researchers accessing them, but this will change in the future. Katherine Skinner spoke about MetaArchive, a cooperative network preserving digital records by following the LOCKSS concept. Angela Spinazze spoke about CollectionsSpace, an open-source platform to handle eclectic collections such as archaeological objects and botanical specimens. CollectionsSpace is now under the LYRASIS umbrella.

If anyone is interested, please see the CurateGear agenda as there are links to all of the presentations: http://ils.unc.edu/digccurr/curategear2015.html

The Multi-Cultural Classroom

Monday, January 12, 2015 11:24 am

On Friday Jan 9th, the TLC offered a series of 5 workshops on how to create an inclusive classroom. Hu, Amanda and Mary attended most of them and we’ve created a joint blog post.

Session 1. Teaching Inclusively: a Pedagogical Exploration
The first session of the day was “Teaching Inclusively: a Pedagogical Exploration” which Hu and Mary attended. Led by Katherine Ross, the session began by watching video clips of two college classes followed by an extensive discussion comparing and contrasting the two styles of instruction. We developed a list of characteristics of the more effective of the two including: create a sense of community; verify learning throughout the semester; engage students through technology; know your students; make the material relevant; articulate explicitly the learning objectives; and go to the place they are. Bottom line: good curriculum design creates an inclusive classroom

Here are some course design questions to ask oneself:
Who are we teaching?
What their concerns and needs?
What do they need or want to learn?
What big, interesting questions are we answering?

Additional considerations:
Is the desired learning visible?
is there a metacognitive organizational structure to the course?
Are the assignments and assessments (quizzes, tests, etc.) clearly targeted at the learning objectives? Are they weighted appropriately to the objectives?

Some of this material overlapped with other classes I’ve taken at the TLC such as Deep Learning, How to Conduct the First Day of Class, and others.

Session 3. Exploring the Inclusive Syllabus: What, Why and How
The third session of the day, “Exploring the Inclusive Syllabus: What, Why, and How,” was attended by Mary and Amanda and facilitated by Katherine Ross and Niki McInteer, a visiting professor teaching German Masterworks in Translation. The class highlighted ways to use the syllabus as a place to “set the tone” for an inclusive classroom. Suggestions included:
Using inclusive language like “you” and “we,”
Utilizing a “create your own” style grading scheme where students can choose among assignments and drop lowest scores
Including a complete course schedule
Creating a visually pleasing syllabus to entice students to read it

The session also included a brief tutorial on using Microsoft Publisher to build a visually appealing syllabus.

Session 4. Facilitating Difficult Discussions in the Classroom
The fourth session of the day was led by Anthropology professor and cultural anthropologist, Sherri Lawson Clark. This session began with each participant responding to one of four questions as a means of introduction. The questions included:
How do you define Diversity?
How many times today have you thought about your Diversity?
What is your Privilege?
What is a difficult topic you discuss in your class?

This led to a discussion of vocabulary around topics of diversity and some tools for facilitating difficult discussions in the classroom. The primary method discussed centered around addressing “the elephant in the room” at the start of any discussion. We also discussed a method that came up in the morning session, “meeting the students where they are.” Professor Clark uses Turning Point clickers, like the kits we check out to faculty and students, to get anonymous responses from students in her class. She also used the clickers as part of the workshop to shed light on current issues around diversity and inclusion in the US today.

Session 5. Working with International, Multilingual Readers and Writers
Session 5 was taught by Zak Lancaster from the English Department. International students come to us with different backgrounds that can strongly influence their English language skills. He divided this cohort into 3 groups: those who went to English-language high schools, those who’ve been learning English in school since the first grade and those who attended high school in the US. The group that attended high school in the US may have excellent command of the spoken language including slang and pop culture vocabulary, but have a less well developed command of the written language, while the former groups may have excellent command of the rules of grammar for written language, but lack verbal skills and vocabulary of the latter group. We talked in small groups and as a whole about the broad spectrum of ways in which to address errors in written and spoken English in classroom assignments.

Special Collections Folio Project

Monday, January 5, 2015 2:17 pm

An Introduction for Craig’s Folio Review
by Tanya Zanish-Belcher, Director of Special Collections & Archives

When I first arrived at ZSR, the first thing which caught my attention was the mismatch of storage space with our SCA collections, in particular the rare book collection. This collection, numbering over 50,000 volumes, is currently stored in five different storage areas. One of our long-term goals is to review our storage environment and as part of that effort, we applied for a Preservation Assessment Grant for Small Institutions from the National Endowment for the Humanities. NEH recently notified us our grant has been approved, and Tom Wilsted, a nationally known consultant, will be visiting ZSR in early 2015 to conduct such a review (http://www2.archivists.org/prof-education/faculty/thomas-wilsted).

However, the other issue which was of immediate concern, was the fact that every folio was stored upright. It is standard practice, due to the weight of the volume, that these books should be stored flat (for more information on book sizes, please see here: http://www.abebooks.com/books/RareBooks/collecting-guide/understanding-rare-books/guide-book-formats.shtml). Craig and I discussed his completing a folio survey, which would enable us to know how much space we would need for storage, and as Craig points out below, provide him with in-depth knowledge of this part of our collection and its conservation/preservation needs. Congratulations to Craig for completing this long-term project!

IMG_2453

Photograph by Ansel Adams

In May, 2013, I began a folio assessment project in ZSR Special Collections. A folio is any item in the collection that is approximately 15 inches in any dimension (38 cm). During this project, I measured and assessed each folio item in Special Collections. This project had two goals: to identify space needs for Special Collections folio items in order for them to be stored flat (as is best for these large, heavy materials); and to identify any preservation needs with each item. There were over 3000 items that I assessed and measured in this project.

So what did I learn in a year and a half of examining these materials?

Florence Theater Tickets

-Number one, we have a wonderful and amazing collection! We hold a number of early printed titles (15th-16th century), a strong collection of items on printing, paper-making, fine press bindings and poetry broadsides. We have Irish bookplates and 18th century Italian theater tickets, prints of North American wildflowers and even marbled paper in the form of flowers. There are the old books, which are wonderful…but there are the wonderful books that are just wonderful regardless of their age. I’m only mentioning a few of these.

Primitive Papermaking- Dard Hunter

Primitive Papermaking by Dard Hunter, early paper-making pioneer

Arion Press-this fine press in San Francisco operated for decades as the Grabhorn Press, but became Arion Press in 1974. It is a very respected fine press operation which prints and binds their work in-house. We receive everything they print. Special Collections recently received the 100th book printed by Arion Press, a commemorative edition of Walt Whitman’s Leaves of Grass.

Arion press- Leaves of Grass title page

Barry Moser- Moser is likely the most talented wood engraver and printmaker in the US. Several of his illustrations can be found in our collection. I’m including two images here. One, of Sampson and Delilah, is from a version of the Bible printed by Pennyroyal Press. The other image is the cover of Alice’s Adventures in Wonderland. Barry Moser used former professor Allen Mandelbaum as the model for the Madhatter on this cover.

Sampson and Deliah - Barry Moser

Alice in Wonderland-Barry Moser

What were the preservation issues? I found many books that simply need a glassine dust jacket to protect it from wear and light damage. It was amazing to me how much damage light has caused to our collections. The lights in our closed stack areas are not on that much, but they have a cumulative effect. Many items were also damaged from the wear and tear of sliding in and out of the space where they are stored. Some leather bound books stained the cloth and paper books next to them as well. There are numerous more complicated repairs that I’ll need to address as well as some that should be sent to a conservator for expert repair work. I’m excited to have the opportunity to work on many of these materials.

I have not added the numbers from my measurement of each folio item in Special Collections, but this information will help us plan for a kinder storage of these irreplaceable items, hopefully flat instead of standing on their spines. I am also concerned that we be proactive in protecting items in good condition now before they deteriorate. It is a good feeling to have this knowledge and the ability to go forward with support to conserve our incredible collection.

Molly at ProQuest Advisory Board Meeting

Thursday, December 18, 2014 4:57 pm

In early November, I was invited to join the newly-created ProQuest International Dissertations and Theses Advisory Board, which I readily accepted. As some of you may know, Wake Forest contributes our Master’s theses and doctoral dissertations to the ProQuest Dissertations and Theses Database (PQDT), and use the ProQuest/UMI ETD Administrator system to manage student submissions of electronic theses and dissertations (ETDs) to both PQDT and WakeSpace. As ETDs bridge the purview of the Graduate School and the library, I am the lead administrator for our ETD program at the University, hence my invitation to join the Advisory Board.

Last Wednesday through Friday found me attending the Board’s first in-person meeting at ProQuest (PQ) headquarters in Ann Arbor, MI. (And no, December is not an optimal time to visit Michigan, but at least it was in the mid-30s and there was no snow. No offense to any native Michiganders in ZSR for knocking a visit to your home state, although I’m guessing you agree!) Those who gathered in A2 (as Lynn has taught me to call Ann Arbor in shorthand) were board members from across the US and UK; our one current member from Taiwan was unable to attend, and additional members from Southeast Asia and Europe are still being recruited. I knew one board member and one PQ representative previously, and a few others by name/reputation.

I’ve signed a non-disclosure agreement with PQ, so I am unable to share much from our time. But I can say that this board membership promises to be one of the most rewarding professional activities I’ve pursued to date, and that PQ has recruited a knowledgeable and diverse board. And I can also say that the highlight of the meeting was our Thursday afternoon tour of the PQ digitization and microfilm facility. They have digitization equipment and set-ups that would make many in ZSR weep with incredulity and envy. Our tour included the on-site vault, which houses approximately 30,000 canisters, each containing 50 or so rolls of microfilmed theses and dissertations. And the off-site vault at Iron Mountain, in Pennsylvania, is co-located with the CIA, NSA, and Disney vaults, so there is no need to worry about archival storage for microfilms of our nation’s (and Wake’s) ETDs – they are well-cared for!

Amanda at NCLA-College and University Section Conference

Monday, December 15, 2014 4:59 pm

On Friday, December 5th I had to opportunity to present at the NCLA College and University Section Conference in Charlotte, NC. The conference took place at the UNC-Charlotte City Center Campus which is where UNC-Charlotte hosts its MBA program. It’s pretty fancy, check it out:

UNC-Charlotte City Center Building (Credit: flickr.com/photos/kenfagerdotcom)

Confession: I’m not a big photo taker! It never occurs to me until after the fact. So, please refer to the creative-commons friendly image above :)

The Keynote Speaker for the conference was Patrick Deaton, Associate Director for Learning Spaces and Capital Management at NCSU Libraries. He spoke to the audience about Hunt Library. The lecture focused having two years perspective on things that Hunt Library got right and things that they might change if they could do it over again. The biggest takeaway for me was the need for “as-yet-unplanned” space for future unknowns — e.g. what happens when you decide shortly before you open a new space that you wish you had room for a makerspace?

After the keynote, I gave my presentation which focused on how Google Glass was implemented in LIB 100. You can find my slides in the link below:

Ok, Class: Library Instruction with Google Glass from amandabfoster

There were several other good presentations given by North Carolina librarians. I shared a time slot with some of our colleagues at Appalachian State who spoke on creating online library instruction in Moodle for their First Year students. They had several great insights for working within course-management systems. Another of our colleagues led an interesting discussion on using social media to enhance library instruction. There was also ample time provided for lunch and networking, so this was a wonderful conference for me to meet some other semi-local librarians.

Bits and Bytes – DSU in Charleston

Monday, November 17, 2014 9:44 am

[Really, our title should be Bits and Bytes (and Bites!), but y’all know we were in the culinary wonderland that is Charleston, so the bites are a given.]

Chelcie and Molly attended the inaugural Charleston Seminar, a new two-day intensive workshop preceding the Charleston Conference. This year’s topic was Introduction to Data Curation, taught by two guys from UNC: Cal Lee, faculty at the School of Information and Library Science, and Jonathan Crabtree, Associate Director at the Odum Institute. We were two of approximately 30 librarians, faculty, administrators, and vendors from across the U.S. and Canada who attended. Wake Forest was in the middle in terms of institutional research focus represented.

The seminar was a mix of lecture and hands-on activities—Molly used a hex editor for the first time!—and addressed the sociocultural concerns of data curation, as well as the how-to aspects. We were reassured to realize that the paths we have been pursuing are on target for an institution of our size and research context.

Key takeaways:

  • keep data lifecycle stages simple; move complexity into functions
  • not about data ownership, but data stewardship
  • digital curation not the end, but the means to the end of better research
  • if we really love this data, need to acknowledge that we (aka, libraries) may not be the best place for it; is it a library conversation, or a campus conversation?
  • metadata tells you how to sift through data
  • must acknowledge the “Hermeneutic Gap” of archived data: context is often not captured, and is never the same
  • ask researchers what terms they would type into Google to find this data; often their terms will be pretty good, and can be used in descriptive metadata

We came back with definite steps to pursue to further the data curation conversations at Wake Forest, but also with the reassurance that libraries’ roles with data need to be ones of advocacy and coordination, not sole responsibility.

The Charleston Conference 2014, via Ellen D.

Friday, November 14, 2014 3:55 pm

I attended the 34th annual Charleston Conference November 5-8, where the theme, “The Importance of Being Earnest,” inspired myriad presentation titles, including the opening address, “Being Earnest in the New Normal.” Presented by Anthea Stratigos of Outsell, Inc., a firm which offers strategic marketing for libraries, the talk was rife with market-based jargon rather than the libraryland lingo that tends to lace most presentations. She urged libraries to get better at delivering our branded experience via strategic marketing (there was a passing reference to “brand halo”), and limned the current landscape of the information industry: vendors struggling with growth, talent gaps for sales and analytics, changing cost structures, and, since vendors need to bring growth to stakeholders, mergers designed to create such growth. She listed the elements that constitute the strategic marketing that libraries need to develop: have a strategy and mission (only 50% of libraries have this); build a target market map (administration, key user groups, services and offerings); complete a needs assessment (understand what users want); weed and feed a portfolio of services; and brand and market internally, delivering “wow.” Finally, she urged libraries to do the things that matter to our marketplace, establishing a portfolio that spells out what to drop or add, moneys to request, and for which targets. She urged moving one’s institution from a passive posture to a more active stance, while not getting too far ahead: the balancing act involves avoiding an innovation curve that might disenfranchise stakeholders, who have their own points of view.

Several sessions broached the issue of students’ responses to e-books, and I attended a number of these.

“How Users’ Perceptions of E-Books Have Changed – Or Not: Comparing Parallel Survey Responses” was presented by librarians from the University of Florida: Steve Carrico, Tara Cataldo, Trey Shelton, and Cecilia Botero. The group discussed surveys taken in 2009 and 2014 at the University of Florida. The surveys took the form of pop-ups on library computers, urging users to “Help us make better decisions: take our survey.” During those five years, there were slight declines in the percentages of users who had ever used e-books (77% to 76%) and those who had used e-books from the university library (66% to 56%). The caveat may be that users may not know that something is an e-book, or that it is from the library; they also had trouble distinguishing between book chapters and journal articles. Significantly, they often prefer to wait for print books via ILL for a week, rather than use e-books. Students noted problems with ease of use, reading, and the pleasure of reading. Aspects of e-books singled out as grounds for disapproval and dislike include eye strain, access problems, annotation problems, love of print (the feel of print books), dearth of titles, navigation issues (e.g. inability to flip through pages), lack of graphics, portability, DRM, poor quality, and reliance on technology. In addition, they complained of finding it hard to locate or to remember where a portion of text is situated: all e-books look and “feel” alike. Unsurprisingly, a greater amount of experience affects awareness of issues. Among the notable comments was the familiar observation, that students feel that they do not read as carefully in e-books (distractions seem to abound in that environment), and they do not focus as well. Of those not using e-books, 32% were undergraduates; so ironically, library users among whom many are digital natives do not really like e-books. As one user succinctly proclaimed, “No paper, no soul.”

“Are We There Yet? A Longitudinal Study of the Student E-Book Experience,” by Kendall Hobbs and Diane Klare of Wesleyan University, reflected the fourth year of data-gathering in what has become an annual presentation of an ongoing ethnographic study by the CTW Library Consortium (Connecticut College, Trinity College, and Wesleyan University). They found that although more students have encountered e-books, this has not translated into a preference for e-books or greater sophistication in use. However, their strong preference for print diminishes somewhat after participation in library sessions guiding them in the use of e-books. Initial interviews asked them how they use e-books, what e-books are, then to find and use an e-book, and additionally included surveys of preference for print or electronic, devices used, and gauged familiarity with searching, downloading, highlighting, annotating, and copying/pasting material. The studies found that over the years, the number of e-books used has increased, but not the degree of sophistication in using e-books and their advanced features, despite the fact that e-journals have become well integrated into students’ research strategies. 70% had used library e-books, but half of them only 1-2 times per semester. 86% prefer print for both academic and pleasure reading, and they use print and e-books in different ways: e-books for discovery (searching and skimming the text), but they prefer to have print when careful, close reading is needed for serious study. They like the physicality of print (the very thickness of books), being able to flip through the pages, and even the ability to use post-it notes (some students rank books according to the number of sticky-notes posted in them; those books with the most notes are obviously deemed the most useful). They also like to hand-write notes or outlines, feeling that this makes them more engaged with the text; it gets into their brains better than is the case with mechanically copying and pasting. They want everything at hand when writing their papers; they do not want technology to get in the way, requiring them to navigate through multiple platforms. They cited problems with finding functionality since icons are not always comprehensible. Finally, students have two goals: they want their own print copies, and they want easy access with more intuitive interfaces.

I myself find such findings to be consistent with my own experiences in BI and PRS sessions. I always go over the use of e-books, and when I ask how many students prefer e-books, at most 1-2 students raise their hands. I acknowledge the ambivalence surrounding e-books, but then emphasize that despite a generally shared preference for print, the library’s e-book program offers a troika of advantages: immediate, simultaneous access to a larger number of books than we could afford to purchase in print. I also show them how to print out selected content, including how to determine in advance (under the Details tab) how many pages the book’s publisher permits for printing or copying. It is difficult to gauge response to this information in classes, but in one-on-one encounters in PRS sessions or at the reference desk, the relief is apparent.

 

 

 

Charleston 2014 According to Carol: Kanopy and E-Books

Thursday, November 13, 2014 4:56 pm

Illinois State University spoke about their experience with Kanopy. Two key observations about impact:

  • After starting DDA, they saw an increased number of requests to license non-DDA Kanopy titles – suggesting that some percentage of faculty users treat Kanopy as a standalone database.
  • ISU had previously bought streaming rights to some individual titles, which they hosted locally. When these titles were duplicated in the Kanopy DDA set, the Kanopy version generally had more use. This implies that the Kanopy versions are either more useful or more easily discoverable.

At Wake Forest, two Kanopy DDA films have already been used enough to trigger a purchase, and this is before loading the MARC records or doing any promotion beyond a single ZSReads article.

Two librarians from Wesleyan University did both qualitative (anthropology-style + usability) and quantitative (survey) studies of student attitudes and behaviors regarding e-books. Their observations:

  • Having personal control over a copy was most important, e.g. printing or making a PDF.
  • E-books work best for discovery. Print is better for deep reading.
  • Students read just what they need to write the paper. This holds true for print books and e-books.
  • Students are not interested in pirating per se, but they prioritize easy over legitimate.
  • Indexes to e-books are still exact reproductions of the paper format. The index terms are not hyperlinked; therefore, the index does not get used.

I saw two presentations on e-books featuring the always interesting Michael Levine-Clark from Denver. In the first presentation, he was on a panel that included reps from Wiley, OUP and YBP. They focused on the rapidly increasing costs of short-term loans, i.e. the one-day rental fees paid for the DDA books. Rebecca Seger from OUP presented on the economics of publishing a book. In a nutshell, OUP could predict the revenue streams for print but not for DDA. However, Levine-Clark pointed out that in the aggregate Denver spends the same amount on book content regardless of the existence of DDA. It’s just spread around differently. (At WFU, ZSR is actually spending more on monographs since the advent of DDA.) Any total reduction in monographs spending (at Denver or nationally) is due to journal inflation, which both Oxford and Wiley engage in. Since Denver is facing a flat budget, if current trends continue, their monograph spending (print or e) will be $0 by 2020. The panel did not offer any concrete suggestions on resolving the crisis beyond general statements about publishers and librarians working together.

The second presentation explored e-book usage in the Humanities. Levine-Clark had a national data set, and he compared usage in Humanities vs. Social Sciences vs. STEM. Then he compared the disciplines within Humanities to each other. I quickly realized that – based on usage patterns – Linguistics & Communication act more like the Social Sciences than Humanities. One interesting thing that he noted: The number of use sessions per 100 books available is lower in the Humanities than in Social Sciences or STEM. He did not speculate on a reason, but personally, I wonder if this reflects an oversupply of Humanities research compared to the demand for consuming Humanities research – especially since Humanities faculty are often specifically evaluated by whether they have published a book.

Imagine for a moment that ZSR cancelled its DDA plan: What might take its place? The two main alternative purchasing models are subscriptions (e.g. ebrary) and the Big Deal. I attended two sessions that probed different aspects of the Big Deal model. For e-books, Big Deal purchases are usually brokered directly by publishers (instead of by aggregators like EBL and ebrary). They generally do not have any DRM, and the books can be used by unlimited users. After UNC-Charlotte serendipitously discovered that they had 30 course adoption books within their Big Deal packages, they began deliberately promoting this idea with the faculty. They ultimately paid $14K for 117 additional titles. (They purchased some books one-by-one in addition to the Big Deals.) The bookstore was a good partner. A faculty member who used this program for his Film Studies course talked about how this program positively impacted his teaching.

Examples:

  • He did not feel morally obligated to use every single chapter in the textbook, since the students were not required to pay out-of-pocket for it.
  • A corollary: he felt free to use single chapters from various books.
  • He likes a tech-free classroom, yet he still found ways to use the text within the class session.

Sidebar: This generally works for “course adoption” books. Rebecca Seger had helpfully explained the distinction between a “course adoption” book and a textbook. A textbook is something like Intro to Statistics, 18th edition. A “course adoption” book is something like The Kirghiz and Wakhi of Afghanistan: adaptation to closed frontiers and war, which was not expressly designed as a textbook, but was indeed adopted for course use by a faculty member at WFU. Publishers do not know in advance which general monographs will become course adoption books. Generally, publishers do not sell multi-user textbooks to libraries, since that harms their lucrative (extortionate?) textbook revenue stream.

The last presentation I attended painted a less rosy picture of the Big Deal. Miami University thoroughly analyzed 2.5 years of usage statistics for Big Deal e-books purchased in 2012. Only 19% of titles had a use. Just three books (by their titles, clearly textbooks) accounted for 17% of downloads. Miami’s FTE is roughly 15K, or twice that of WFU. Therefore, I speculate that WFU would see only 10% usage if ZSR were to purchase this kind of package. Every time I have investigated the pricing of one of these packages, I have noted that the discount for buying in bulk does not even come close to accounting for the nearly inevitable low usage rates. While packages differ as to subject coverage, the ones that cover everything published by Publisher X in a given year are the worst deal, as there is no price break for the large swaths of content (e.g. agriculture) that would see virtually no use at a school like WFU.

While the Big Deal for journals is frequently (and sometimes with justice) maligned among librarians, the extra you pay for the journals without any previous subscription (i.e. likely low-use journals) rarely exceeds more than 10% of prior spend. I would not advocate for pursuing the Big Deal model for monographs unless publishers begin offering much steeper discounts.


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2007 ACRL Baltimore
2007 ALA Annual
2007 ALA Gaming Symposium
2007 ALA Midwinter
2007 ASERL New Age of Discovery
2007 Charleston Conference
2007 ECU Gaming Presentation
2007 ELUNA
2007 Evidence Based Librarianship
2007 Innovations in Instruction
2007 Kilgour Symposium
2007 LAUNC-CH Conference
2007 LITA National Forum
2007 NASIG Conference
2007 North Carolina Library Association
2007 North Carolina Serials Conference
2007 OCLC International ILLiad Conference
2007 Open Repositories
2007 SAA Chicago
2007 SAMM
2007 SOLINET NC User Group
2007 UNC TLT
2007_ASIST
2008
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