WEBVTT 00:00:00.000 --> 00:00:02.000 applause 00:00:02.000 --> 00:00:04.000 Thank you. 00:00:04.000 --> 00:00:06.000 And before I start 00:00:06.000 --> 00:00:12.000 I just want to pause for a moment to acknowledge our place here 00:00:12.000 --> 00:00:16.000 in the traditional home of the indigenous people of the Willamette Valley 00:00:16.000 --> 00:00:19.000 The Calapooia and the Molalla. 00:00:19.000 --> 00:00:23.000 Hopefully I'm pronouncing those approximately correct. 00:00:23.000 --> 00:00:26.000 Just a moment of recognition of that. 00:00:26.000 --> 00:00:30.000 And then to give you some idea of my agenda 00:00:30.000 --> 00:00:36.000 and honestly you know I'm thinking is this a brilliant vision of the future? 00:00:36.000 --> 00:00:37.000 I it's not necessarily that. 00:00:37.000 --> 00:00:43.000 It's mostly just me riffing on concepts that I think are important and some ideas 00:00:43.000 --> 00:00:48.000 about places where the organization could go. 00:00:48.000 --> 00:00:52.000 And the prompt for the presentation 00:00:52.000 --> 00:00:55.000 I sort of picked out a few key words 00:00:55.000 --> 00:00:60.000 but collaboration, transformational leader, challenges, 00:01:00.000 --> 00:01:04.000 learning environment, mission, and strategic plan. 00:01:04.000 --> 00:01:07.000 I don't know that I'll address all of those 00:01:07.000 --> 00:01:11.000 but those were sort of guiding my thinking about this presentation. 00:01:11.000 --> 00:01:14.000 So you heard a little bit about my career path 00:01:14.000 --> 00:01:17.000 I don't want to dwell on this especially long 00:01:17.000 --> 00:01:22.000 but just want to think and talk about experiences that I've had 00:01:22.000 --> 00:01:28.000 and maybe think and talk about what I perceive as the successes that I've had. 00:01:28.000 --> 00:01:32.000 I have worked in libraries for over 35 years. 00:01:32.000 --> 00:01:37.000 Is that a positive thing? 00:01:38.000 --> 00:01:42.000 I have a range of experience 00:01:42.000 --> 00:01:45.000 from being a student assistant to an assistant dean 00:01:45.000 --> 00:01:50.000 is kind of the range of my experience and a lot of things in between. 00:01:50.000 --> 00:01:56.000 I have talked about this in a number of meetings today 00:01:56.000 --> 00:01:60.000 but that 35 years is like 00:02:00.000 --> 00:02:04.000 a huge change in the library profession. 00:02:04.000 --> 00:02:10.000 And I'm not Al Gore I didn't invent it. 00:02:10.000 --> 00:02:16.000 But I've sort of witnessed a lot of that technological change, what the impact has been. 00:02:16.000 --> 00:02:20.000 But I also feel like I've been an active participant 00:02:20.000 --> 00:02:25.000 and an agent for I would say intelligent change 00:02:25.000 --> 00:02:28.000 because of technology. 00:02:28.000 --> 00:02:33.000 And I mean I have held a lot of different roles 00:02:33.000 --> 00:02:35.000 and part of my obective 00:02:35.000 --> 00:02:40.000 through those changes for me personally has been pursuing challenges. 00:02:40.000 --> 00:02:44.000 And I'll talk a little bit about that somemore 00:02:44.000 --> 00:02:48.000 as regards Western Oregon University. 00:02:48.000 --> 00:02:51.000 You heard a little bit about my background. 00:02:51.000 --> 00:02:55.000 A BA in English from Weber State. 00:02:55.000 --> 00:02:57.000 laughs 00:02:57.000 --> 00:02:62.000 It was Weber State College when I went there. It is now Weber State University. 00:03:02.000 --> 00:03:06.000 An MA in English from University of Utah. 00:03:06.000 --> 00:03:11.000 And then Library Science degree from Arizona. 00:03:11.000 --> 00:03:17.000 And my career steps generally have encompassed two different kinds of things 00:03:17.000 --> 00:03:21.000 one, being a humanities librarian a liaison librarian 00:03:21.000 --> 00:03:28.000 and I feel like you know most of this I didn't learn in library school and didn't learn in prior positions 00:03:28.000 --> 00:03:31.000 but sort of the nature of teaching 00:03:31.000 --> 00:03:35.000 I think I learned a lot from being a subject librarian. 00:03:35.000 --> 00:03:38.000 In these three different places 00:03:38.000 --> 00:03:43.000 a lot of different learning opportunities for myself. 00:03:43.000 --> 00:03:48.000 And then I would say you know my career is sort of bifurcated between humanities librarian 00:03:48.000 --> 00:03:50.000 and manager of collections. 00:03:50.000 --> 00:03:56.000 And that's primarily what I've done in the last half or so of my career at Utah State 00:03:56.000 --> 00:03:58.000 New Mexico, and Nevada. 00:03:58.000 --> 00:03:64.000 And those during that time even there's been a huge amount of change 00:04:04.000 --> 00:04:06.000 in the way libraries perceive collections 00:04:06.000 --> 00:04:11.000 in the way students and faculty perceive collections 00:04:11.000 --> 00:04:15.000 and in the way collections are acquired and delivered. 00:04:15.000 --> 00:04:20.000 And especially in that collections role some of my 00:04:20.000 --> 00:04:24.000 enduring interests are sort of the implementation of user centered 00:04:24.000 --> 00:04:28.000 principles as regards library collections. 00:04:28.000 --> 00:04:30.000 Collections and services. 00:04:30.000 --> 00:04:35.000 The role of technology in those processes and decisions. 00:04:35.000 --> 00:04:38.000 An idea that is sort of like a growing thing 00:04:38.000 --> 00:04:43.000 with me in the last few years partly because of where I've worked in the past 00:04:43.000 --> 00:04:48.000 is the notion of media fluency and the library's role 00:04:48.000 --> 00:04:56.000 in promoting that and helping to create that among the student body especially. 00:04:56.000 --> 00:04:60.000 And I've sort of alluded to this a little bit but change management. 00:05:00.000 --> 00:05:02.000 Because of all the things that are happening 00:05:02.000 --> 00:05:08.000 if you are a manager nowadays you're a change manager as well. 00:05:08.000 --> 00:05:14.000 I mean that maybe is one of the most important things in recent years. 00:05:14.000 --> 00:05:16.000 Some of the successes I've had 00:05:16.000 --> 00:05:20.000 you know as a liaison librarian I felt like I was very good 00:05:20.000 --> 00:05:22.000 about cultivating relationships with faculty. 00:05:22.000 --> 00:05:28.000 And as a result I was integrated quite a lot 00:05:28.000 --> 00:05:36.000 into a number of the courses that faculty I represented were teaching. 00:05:36.000 --> 00:05:40.000 And so at Tennessee for example 00:05:40.000 --> 00:05:45.000 the English faculty member there who taught the research methods class 00:05:45.000 --> 00:05:52.000 actually had me conduct about five of the classes in that semester 00:05:52.000 --> 00:05:58.000 which I think in general for many of the library presentations 00:05:58.000 --> 00:05:63.000 that faculty want to have, five is an incredible number 00:06:03.000 --> 00:06:09.000 of courses for the librarian to be involved in, or classroom sessions. 00:06:09.000 --> 00:06:16.000 But one of the other ones again was a relationship with an English department faculty at University of New Mexico. 00:06:16.000 --> 00:06:20.000 And she was teaching a D.H. Lawrence class. 00:06:20.000 --> 00:06:24.000 And I had been engaged in them and teaching them about library resources 00:06:24.000 --> 00:06:29.000 and archival material that we had for D.H. Lawrence. 00:06:29.000 --> 00:06:37.000 But D.H. Lawrence also owned and lived at a ranch near Taos, New Mexico. 00:06:37.000 --> 00:06:41.000 And so part of her course was actually a field trip 00:06:41.000 --> 00:06:43.000 to the Lawrence ranch 00:06:43.000 --> 00:06:47.000 and she invited me to be essentially a chaperone 00:06:47.000 --> 00:06:52.000 on that trip. I thought it was sort of testament to the relationship we had. 00:06:52.000 --> 00:06:56.000 That and she wanted somebody else there to keep track of the students. 00:06:56.000 --> 00:06:63.000 But I felt the combination of the things they'd learned in class about Lawrence 00:07:03.000 --> 00:07:05.000 and the things they learned from the library sessions 00:07:05.000 --> 00:07:12.000 and then visiting the Lawrence ranch was a really synergy for the students generally. 00:07:12.000 --> 00:07:16.000 I wanted to tick off a couple of other successes 00:07:16.000 --> 00:07:21.000 as regards library collections in that later half of my career. 00:07:21.000 --> 00:07:28.000 And one of those is that both at New Mexico and at Nevada Reno 00:07:28.000 --> 00:07:35.000 the sense of adopting a more user centered collection philosophy 00:07:35.000 --> 00:07:38.000 was really key 00:07:38.000 --> 00:07:44.000 and it sort of grew from my advocacy of that idea 00:07:44.000 --> 00:07:47.000 and it did encompass quite a few changes 00:07:47.000 --> 00:07:54.000 in the way that librarians thought about and pursued collection development activities. 00:07:54.000 --> 00:07:60.000 And also in that time I mean this is part of the technological change 00:08:00.000 --> 00:08:02.000 but especially at Nevada Reno 00:08:02.000 --> 00:08:07.000 I've really managed to grow the online component of the collections. 00:08:07.000 --> 00:08:11.000 I mean at the time scholarly journals 00:08:11.000 --> 00:08:16.000 were pretty much essentially already transitioned to an online world. 00:08:16.000 --> 00:08:21.000 But we have really pursued the transition of media materials. 00:08:21.000 --> 00:08:27.000 So you know we usually are only buying a DVD 00:08:27.000 --> 00:08:30.000 if there's some archival reason for us to buy a DVD 00:08:30.000 --> 00:08:35.000 otherwise we're pursuing that collection online and the same with books. 00:08:35.000 --> 00:08:41.000 The number of ebooks that we had in the collection 00:08:41.000 --> 00:08:44.000 before Steve and after Steve 00:08:44.000 --> 00:08:46.000 laughs 00:08:46.000 --> 00:08:49.000 It's kind of a reflection of what's happening in libraries generally 00:08:49.000 --> 00:08:56.000 but I feel like I was an agent of making that happen in an effective way at Nevada. 00:08:56.000 --> 00:08:61.000 So just wanted to say a word or two about why I'm interested in this position. 00:09:01.000 --> 00:09:06.000 And partly it's that I feel like I'm ready for the next step 00:09:06.000 --> 00:09:10.000 I'm not sure that I had been thinking about it that much previously 00:09:10.000 --> 00:09:16.000 but I'm interested in pursuing that next level of responsibility. 00:09:16.000 --> 00:09:22.000 It's in the West which I love and am a native of. 00:09:22.000 --> 00:09:26.000 Another concept is that it's sort of the right size for me 00:09:26.000 --> 00:09:32.000 and I'm interested in a place that maybe is smaller, medium to small size. 00:09:32.000 --> 00:09:34.000 But might be perceived as more nimble. 00:09:34.000 --> 00:09:40.000 But I think the smaller size kind of fits in with my management style as well 00:09:40.000 --> 00:09:43.000 I can't see myself working in an organization 00:09:43.000 --> 00:09:46.000 where there are 200 people working in the library. 00:09:46.000 --> 00:09:52.000 I think that is not the sort of thing that fits well with my personality. 00:09:52.000 --> 00:09:56.000 There are aspects that are unique about this role 00:09:56.000 --> 00:09:64.000 in the proposed combination of the different units the library and the Center for Academic Innovation. 00:10:04.000 --> 00:10:07.000 And I put in here unique but familiar. 00:10:07.000 --> 00:10:12.000 I mean this is sort of a combination that is not that common in the library world. 00:10:12.000 --> 00:10:17.000 But as it would happen that is the organization that we have in Nevada. 00:10:17.000 --> 00:10:22.000 And the unit that's in the library is called Teaching and Learning Technology. 00:10:22.000 --> 00:10:26.000 They are largely about online learning 00:10:26.000 --> 00:10:32.000 and the learning management system and teaching faculty about using that. 00:10:32.000 --> 00:10:37.000 And so I have some familiarity with that. 00:10:37.000 --> 00:10:40.000 And the idea of innovation 00:10:40.000 --> 00:10:43.000 seems to be a real thing here. 00:10:43.000 --> 00:10:48.000 That it's a driving motivation here. 00:10:48.000 --> 00:10:55.000 So some of the challenges then opportunities that I see 00:10:55.000 --> 00:10:58.000 sort of generally in libraries 00:10:58.000 --> 00:10:64.000 but specifically about the situation here I wanted to talk a little bit about that. 00:11:06.000 --> 00:11:13.000 And one of the key things I think that can be perceived as a challenge 00:11:13.000 --> 00:11:18.000 but I think is really in general much better for the library 00:11:18.000 --> 00:11:24.000 and that is to be developing library vision and mission and objectives 00:11:24.000 --> 00:11:30.000 based on what the organization's mission, vision, and objectives are. 00:11:30.000 --> 00:11:34.000 And trying to align those ideas of library principle. 00:11:34.000 --> 00:11:41.000 But also ideas about user need and the knowledge of user need that librarians bring to that 00:11:41.000 --> 00:11:45.000 to still align that with what the university objectives are. 00:11:45.000 --> 00:11:51.000 And I don't know I don't want to say that it's a huge challenge 00:11:51.000 --> 00:11:55.000 but it is something that I think libraries need to be thinking about 00:11:55.000 --> 00:11:57.000 in an academic environment. 00:11:57.000 --> 00:11:64.000 I'm just calling out a bit of language from various parts of your strategic plan. 00:12:04.000 --> 00:12:07.000 And you know stewardship 00:12:07.000 --> 00:12:11.000 is a thing that libraries always think about 00:12:11.000 --> 00:12:14.000 and think of themselves as being good at. 00:12:14.000 --> 00:12:18.000 And so I think we need to apply that notion of stewardship 00:12:18.000 --> 00:12:25.000 to lots of other elements other than just tangible, physical, library resources. 00:12:25.000 --> 00:12:27.000 Diversity. 00:12:27.000 --> 00:12:30.000 This actually is part of why I'm interested in this role 00:12:30.000 --> 00:12:36.000 because diversity also seems like a really serious element about 00:12:36.000 --> 00:12:40.000 Western's mission and vision. 00:12:40.000 --> 00:12:43.000 And the idea of being at a place 00:12:43.000 --> 00:12:46.000 that is an access oriented place 00:12:46.000 --> 00:12:52.000 a place that is providing higher education for people who might traditionally not have had that privilege. 00:12:52.000 --> 00:12:58.000 To make sure that we are reaching that population I think is important. 00:12:58.000 --> 00:12:65.000 But also from the library perspective it would be my goal 00:13:05.000 --> 00:13:11.000 to make the library staff as diverse as possible as well. 00:13:11.000 --> 00:13:19.000 And I think sometimes that's deemed to be a challenge in the sense that it's hard to do 00:13:19.000 --> 00:13:24.000 in the library profession especially because the profession is so overwhelmingly white. 00:13:24.000 --> 00:13:28.000 But I think it's a worthwhile goal 00:13:28.000 --> 00:13:34.000 because there's a lot of demonstration that more diverse teams are better teams. 00:13:34.000 --> 00:13:40.000 And I've been to a few professional development kinds of activities 00:13:40.000 --> 00:13:46.000 where people have performed these team building functions 00:13:46.000 --> 00:13:52.000 like tallest tower kind of team building function 00:13:52.000 --> 00:13:55.000 where you have various raw materials 00:13:55.000 --> 00:13:60.000 and the goal is the different teams have to try to build the tallest tower that they can 00:14:00.000 --> 00:14:02.000 from those raw materials 00:14:02.000 --> 00:14:04.000 and actually at my own library we went through this 00:14:04.000 --> 00:14:11.000 and I observed some teams where people were not willing to embrace the diversity of their team 00:14:11.000 --> 00:14:16.000 and the team itself kind of went off and were doing their own individual designs 00:14:16.000 --> 00:14:19.000 of how to build the tallest tower 00:14:19.000 --> 00:14:21.000 and that team lost. 00:14:21.000 --> 00:14:27.000 And the team that was really engaged about getting all the team members involved 00:14:27.000 --> 00:14:29.000 actually came up with the better ideas 00:14:29.000 --> 00:14:37.000 because they had more people involved in trying to divine that best idea. 00:14:38.000 --> 00:14:43.000 I've sort of talked about some innovation and technological change generally 00:14:43.000 --> 00:14:49.000 but I think that thinking about this in terms of the way the library spaces are used 00:14:49.000 --> 00:14:55.000 is a very worthwhile exercise and I'm going to come back to that in a little bit. 00:14:55.000 --> 00:14:59.000 Sort of the nature of the way people want to learn 00:14:59.000 --> 00:14:61.000 and the way people want to do research 00:15:01.000 --> 00:15:08.000 I think there's a lot of interesting ways that you can think about using both the physical library space 00:15:08.000 --> 00:15:12.000 and the virtual library space. 00:15:12.000 --> 00:15:20.000 The operative element here from your plan I think is evolving pedagogy. 00:15:20.000 --> 00:15:24.000 We'll come back to that in a minute. 00:15:24.000 --> 00:15:29.000 I think I crafted this idea 00:15:29.000 --> 00:15:35.000 thinking about library collaboration and sort of interlibrary collaboration. 00:15:35.000 --> 00:15:42.000 And this organization sort of has an already-built mechanism for that via Orbis Cascade. 00:15:42.000 --> 00:15:48.000 And so I think my idea would be to just exploit that as much as possible 00:15:48.000 --> 00:15:52.000 But the whole notion that there are two organizations being merged 00:15:52.000 --> 00:15:56.000 suggests a lot of other things about collaboration 00:15:56.000 --> 00:15:59.000 and I think that it would be worthwhile 00:15:59.000 --> 00:15:62.000 to think about the collaboration between libraries 00:16:02.000 --> 00:16:06.000 and academic innovation. 00:16:06.000 --> 00:16:13.000 But also to just think more about what that collaboration means for campus in general 00:16:13.000 --> 00:16:19.000 and engaging faculty and students in sort of a collaborative spirit. 00:16:19.000 --> 00:16:21.000 Long lasting partnerships. 00:16:21.000 --> 00:16:24.000 The other thing I wanted to way though from the library perspective 00:16:24.000 --> 00:16:30.000 and I think that Orbis Cascade is prepared to serve this 00:16:30.000 --> 00:16:35.000 but the whole notion of preservation of materials 00:16:35.000 --> 00:16:37.000 and especially in a digital environment 00:16:37.000 --> 00:16:40.000 the preservation of digital collections 00:16:40.000 --> 00:16:47.000 is a thing that's really difficult for an individual library to do and especially a small library. 00:16:47.000 --> 00:16:52.000 And I think it requires sort of a belonging to a collective in a way 00:16:52.000 --> 00:16:61.000 to be able to participate in the higher level kind of digital preservation activities that are becoming common in the library world. 00:17:01.000 --> 00:17:07.000 So I kind of want to think more about some particular elements about collaboration 00:17:07.000 --> 00:17:14.000 that would be valuable on campus in terms of student success and promoting student success. 00:17:14.000 --> 00:17:20.000 And a lot of these do have to do with pedagogy I think. 00:17:20.000 --> 00:17:27.000 And sort of the idea of combining the strengths of library 00:17:27.000 --> 00:17:30.000 and sort of library professional principles 00:17:30.000 --> 00:17:34.000 with the academic innovation kind of area 00:17:34.000 --> 00:17:40.000 and that history of teaching excellence 00:17:40.000 --> 00:17:44.000 that different units within many universities have. 00:17:44.000 --> 00:17:47.000 Trying to get all of those principles together 00:17:47.000 --> 00:17:51.000 and align but actually working together. 00:17:51.000 --> 00:17:56.000 And in that I see a lot of parallels 00:17:56.000 --> 00:17:60.000 and analogies between things that the library is interested in 00:18:00.000 --> 00:18:07.000 and things that a center for academic excellence are interested in. 00:18:07.000 --> 00:18:17.000 So we have a long history in libraries about information literacy being a thing that we advocate and a thing that we teach. 00:18:17.000 --> 00:18:22.000 And I think it aligns well with the idea of learning outcomes 00:18:22.000 --> 00:18:27.000 that CAI is interested in. 00:18:27.000 --> 00:18:32.000 A growing collection of online resources 00:18:32.000 --> 00:18:36.000 which I've told other meetings I've been in today 00:18:36.000 --> 00:18:42.000 part of my administrative responsibility is nagging people 00:18:42.000 --> 00:18:48.000 about making sure that they use the online resources that the library has already licensed and paid for 00:18:48.000 --> 00:18:53.000 or in some cases identified the free and open materials. 00:18:53.000 --> 00:18:56.000 But we've built that collection, use it! 00:18:56.000 --> 00:18:61.000 That's sort of the nag that I'm going through. 00:19:01.000 --> 00:19:06.000 But the learning management system is the platform for that 00:19:06.000 --> 00:19:11.000 sharing of and using those already licensed library resources. 00:19:11.000 --> 00:19:18.000 I have this notion of user experience having become this really big thing in libraries. 00:19:18.000 --> 00:19:21.000 But it's a really big thing in lots of other areas. 00:19:21.000 --> 00:19:27.000 So in fact CAI is probably already thinking about user experience generally 00:19:27.000 --> 00:19:32.000 but I find an analogy between that and instructional design. 00:19:32.000 --> 00:19:37.000 That we're trying to create an environment that's the most effective environment for students to learn 00:19:37.000 --> 00:19:40.000 and for teachers to teach. 00:19:40.000 --> 00:19:44.000 And assessment. Assessment and assessment. 00:19:44.000 --> 00:19:46.000 But I think we come to that from different perspectives 00:19:46.000 --> 00:19:56.000 and I think it would be good to sort of align our perspectives about assessing what we're doing. 00:19:56.000 --> 00:19:60.000 What's happening right now? 00:20:00.000 --> 00:20:02.000 And what we want to happen, 00:20:02.000 --> 00:20:05.000 and whether we've succeeded in creating what we want to happen. 00:20:05.000 --> 00:20:09.000 I think those are all relevant things for assessment. 00:20:09.000 --> 00:20:12.000 And I think part of it comes back especially to learning outcomes. 00:20:12.000 --> 00:20:18.000 And I think it would be a valuable thing for libraries to ingest as it were 00:20:18.000 --> 00:20:23.000 and to think about our assessment more in terms of outcomes. 00:20:23.000 --> 00:20:28.000 And typical outcomes we have are how many people walk through the door 00:20:28.000 --> 00:20:32.000 how many people logged in and downloaded some resource. 00:20:32.000 --> 00:20:36.000 But I think there are steps we can take beyond that 00:20:36.000 --> 00:20:39.000 to think about outcomes. 00:20:39.000 --> 00:20:43.000 I don't have the brilliant thought of what those steps are 00:20:43.000 --> 00:20:48.000 but I think that we should be thinking about getting ready to take those steps. 00:20:48.000 --> 00:20:54.000 So this is just me name checking a few things that I think are important 00:20:54.000 --> 00:20:59.000 about the future of delivering library resources. 00:20:59.000 --> 00:20:64.000 But also the future of delivering teaching resources. 00:21:04.000 --> 00:21:09.000 And you know of course my suggestion is that they are the same thing. 00:21:09.000 --> 00:21:12.000 We need to think about them as the same thing. 00:21:12.000 --> 00:21:15.000 And the idea of the blended learning 00:21:15.000 --> 00:21:18.000 or the flipped classroom for example 00:21:18.000 --> 00:21:23.000 where some of the activities the class the does are face to face 00:21:23.000 --> 00:21:25.000 and some of it is online. 00:21:25.000 --> 00:21:29.000 And I think from the library perspective especially 00:21:29.000 --> 00:21:34.000 we need to think about how we integrate with that as much as we can. 00:21:34.000 --> 00:21:42.000 You know another significant event in libraries recently 00:21:42.000 --> 00:21:48.000 is sort of this expanding notion of what does a library collection mean? 00:21:48.000 --> 00:21:55.000 And it doesn't mean books and journals exclusively anymore. 00:21:55.000 --> 00:21:58.000 It can mean data sets. 00:21:58.000 --> 00:21:62.000 What else can it mean? 00:22:02.000 --> 00:22:09.000 It can mean a lot of different things that sort of go beyond the tradition of printed or published materials. 00:22:09.000 --> 00:22:16.000 And thinking about how those fit in with the classroom I think is important. 00:22:16.000 --> 00:22:18.000 But also library spaces. 00:22:18.000 --> 00:22:20.000 Thinking about what are the library spaces. 00:22:20.000 --> 00:22:28.000 And I think there's sort of this tradition of library spaces are you provide a place where a person can sit quietly 00:22:28.000 --> 00:22:34.000 and read a book and not feel impinged upon by other people or disturbed. 00:22:34.000 --> 00:22:37.000 That it's a quiet peaceful place. 00:22:37.000 --> 00:22:40.000 And I would say yes that continues to exist 00:22:40.000 --> 00:22:44.000 that need and desire. 00:22:44.000 --> 00:22:46.000 Sometimes for some people. 00:22:46.000 --> 00:22:51.000 But I think that there are a lot of people students especially 00:22:51.000 --> 00:22:54.000 who have embraced this notion of collaborative learning 00:22:54.000 --> 00:22:60.000 and they want their learning to be a social kind of thing. 00:23:00.000 --> 00:23:04.000 And so having spaces where students can work together 00:23:04.000 --> 00:23:08.000 both with a specific guided kind of project a group project 00:23:08.000 --> 00:23:12.000 but also just to generally be in a society 00:23:12.000 --> 00:23:18.000 of students who are engaged in whatever learning activity they are pursuing. 00:23:18.000 --> 00:23:20.000 I think that's a valuable space too. 00:23:20.000 --> 00:23:28.000 But we at Nevada Reno we've had for a long time a learning commons kind of computing lab. 00:23:28.000 --> 00:23:31.000 But we've embraced a lot of different technological things 00:23:31.000 --> 00:23:35.000 and we recently implemented a virtual reality lab 00:23:35.000 --> 00:23:40.000 and there's a number of different stations in this room that are all kidded out 00:23:40.000 --> 00:23:42.000 with various virtual reality tools. 00:23:42.000 --> 00:23:46.000 And it's a space where students can come and explore that. 00:23:46.000 --> 00:23:52.000 And I would say to this point it has largely been about gaming. 00:23:52.000 --> 00:23:58.000 But for one thing there is actually a gaming academic program on our campus. 00:23:58.000 --> 00:23:64.000 So it is an academic pursuit that the campus is engaged in. 00:24:04.000 --> 00:24:10.000 Part of what this is doing is it's stimulating interest in this 00:24:10.000 --> 00:24:14.000 and there are a number of different academic applications 00:24:14.000 --> 00:24:17.000 that people on campus are already pursuing. 00:24:17.000 --> 00:24:22.000 So having this space actually becomes a locus for those people to come together 00:24:22.000 --> 00:24:26.000 to talk about this stuff and talk about their successes and failures. 00:24:26.000 --> 00:24:32.000 And so the whole university is learning by having that space available. 00:24:32.000 --> 00:24:37.000 Another thing that I think is important for libraries to think about 00:24:37.000 --> 00:24:43.000 but the notion of critical pedagogy I think has become an important thing 00:24:43.000 --> 00:24:48.000 in the way library instruction is designed and delivered. 00:24:48.000 --> 00:24:52.000 But for me one of the most important elements 00:24:52.000 --> 00:24:55.000 about the concept of critical pedagogy 00:24:55.000 --> 00:24:61.000 is that one of the most important thoughts about the theory of critical pedagogy 00:25:01.000 --> 00:25:06.000 is that students are actually actively engaged in creating their own knowledge. 00:25:06.000 --> 00:25:13.000 So the student's role in learning is as important as the teacher's role in the learning. 00:25:13.000 --> 00:25:17.000 And so the idea of these concepts of active learning space 00:25:17.000 --> 00:25:22.000 participatory learning space, experiential learning space 00:25:22.000 --> 00:25:27.000 is a thing that my current library organization has really embraced 00:25:27.000 --> 00:25:32.000 and we're thinking about different ways that we can implement those. 00:25:32.000 --> 00:25:37.000 And I'm not saying every library should have a maker's space. 00:25:37.000 --> 00:25:43.000 But sort of a maker's space is one element of that kind of active learning, experiential learning 00:25:43.000 --> 00:25:48.000 that my current library organization participates in. 00:25:48.000 --> 00:25:50.000 I may have talked enough about this already 00:25:50.000 --> 00:25:56.000 but I feel like we have some responsibility in our media rich world 00:25:56.000 --> 00:25:60.000 that students who graduate from college and university 00:26:00.000 --> 00:26:02.000 should have a pretty extensive understanding 00:26:02.000 --> 00:26:05.000 about what the nature of that media world is. 00:26:05.000 --> 00:26:08.000 And they can participate it. 00:26:08.000 --> 00:26:11.000 They're gonna create it. I mean they're the future creators 00:26:11.000 --> 00:26:14.000 of the media world. 00:26:14.000 --> 00:26:20.000 But also that through the active learning and through creation themselves 00:26:20.000 --> 00:26:24.000 they understand more about the products that are coming to them 00:26:24.000 --> 00:26:25.000 via all of those media channels 00:26:25.000 --> 00:26:30.000 and they can be more critical consumers of media 00:26:30.000 --> 00:26:34.000 if we're engaged in some level of teaching for them. 00:26:34.000 --> 00:26:41.000 I just copped this idea from the most recent issue of College and Research Libraries News. 00:26:41.000 --> 00:26:48.000 But there was an article about communities of practice 00:26:48.000 --> 00:26:54.000 as regards libraries participating with the instructional faculty 00:26:54.000 --> 00:26:57.000 about creating best pedagogical practices 00:26:57.000 --> 00:26:61.000 through that conversation about communities of practice. 00:27:01.000 --> 00:27:05.000 I'm not sure if I was subconsciously aware of that 00:27:05.000 --> 00:27:11.000 but I think you guys are already pursuing this idea to a big extent 00:27:11.000 --> 00:27:18.000 of creating these professional practice communities on campus. 00:27:18.000 --> 00:27:24.000 And giving them a charge to figure out how to best do things. 00:27:24.000 --> 00:27:26.000 And the last thing. 00:27:26.000 --> 00:27:32.000 I've sort of ticked off a whole bunch of things that I think are interesting and important 00:27:32.000 --> 00:27:36.000 but one of the last things that I want to talk about 00:27:36.000 --> 00:27:41.000 is that I feel like in order to perform well 00:27:41.000 --> 00:27:48.000 one of the most important things is that the organization be a healthy organization. 00:27:48.000 --> 00:27:53.000 So I'm talking primarily about the library but also CAI 00:27:53.000 --> 00:27:58.000 and then whatever the combined organization of those two together is 00:27:58.000 --> 00:27:62.000 that it be a healthy organization. 00:28:02.000 --> 00:28:08.000 And I think there's a few different elements that go into creating the healthy organization. 00:28:08.000 --> 00:28:14.000 And honestly I would say a dean plays a pretty significant role in that 00:28:14.000 --> 00:28:18.000 but it's not a thing that the dean does all by themselves. 00:28:18.000 --> 00:28:27.000 So it's sort of like a process of getting people involved in lots of different elements 00:28:27.000 --> 00:28:29.000 about making a healthy organization. 00:28:29.000 --> 00:28:32.000 But I think the very first thing would be 00:28:32.000 --> 00:28:39.000 especially for the dean to express an enthusiasm about the mission of the organization 00:28:39.000 --> 00:28:43.000 and maybe for the library and CAI themselves 00:28:43.000 --> 00:28:48.000 to actually help craft what that mission is 00:28:48.000 --> 00:28:55.000 so that people feel excited about pursuing that mission. 00:28:55.000 --> 00:28:61.000 The other thing I think that is necessary for a healthy organization is communication. 00:29:01.000 --> 00:29:08.000 And I think it's necessary that effective communication be diverse. 00:29:08.000 --> 00:29:13.000 So not any one channel is gonna serve all of the needs 00:29:13.000 --> 00:29:21.000 and so whatever message that the organization wants deliver it needs to follow lots of different channels. 00:29:21.000 --> 00:29:27.000 But also that suggests that the communication is all outward from one point 00:29:27.000 --> 00:29:32.000 but in fact the communication is largely multidirectional from multi-points. 00:29:32.000 --> 00:29:40.000 And I think the organization just needs to enable all of those directions and points as much as possible. 00:29:40.000 --> 00:29:47.000 People need to be engaged in the decision-making process of an organization. 00:29:47.000 --> 00:29:52.000 If it's ever perceived as it all comes from one place 00:29:52.000 --> 00:29:58.000 a certain percentage of people will agree with whatever decision is made by that one place 00:29:58.000 --> 00:29:62.000 but a certain percentage of people will always disagree 00:30:02.000 --> 00:30:05.000 with decisions that are made from one place. 00:30:05.000 --> 00:30:11.000 So having some notion that we actually crafted this decision based as an organization 00:30:11.000 --> 00:30:16.000 or across multiple entities within the organization 00:30:16.000 --> 00:30:24.000 I think is an important element to making people feel like they belong to the organization. 00:30:24.000 --> 00:30:27.000 But more importantly than just engagement 00:30:27.000 --> 00:30:29.000 they actually have to have power to do things. 00:30:29.000 --> 00:30:36.000 So I think you need to distribute power as it were to lots of different people within the organization 00:30:36.000 --> 00:30:43.000 to make them feel like they're an important part. 00:30:43.000 --> 00:30:46.000 Finally I think work should be fun. 00:30:46.000 --> 00:30:47.000 laughs 00:30:47.000 --> 00:30:55.000 And I actually have worked with a lot of people who even though I feel like they don't reject this notion 00:30:55.000 --> 00:30:57.000 they don't really embrace this notion either. 00:30:57.000 --> 00:30:62.000 It's like, fun? This is work. 00:31:02.000 --> 00:31:10.000 And I'm not saying there's always certain things you should do to create fun 00:31:10.000 --> 00:31:15.000 but I think being open to the notion that you can have fun at work 00:31:15.000 --> 00:31:20.000 and so certain activities are endorsed and empowered 00:31:20.000 --> 00:31:23.000 I think is an important part of my personality 00:31:23.000 --> 00:31:31.000 and I think truthfully is an important part of making an organization a healthy organization. 00:31:31.000 --> 00:31:37.000 Hi my name's Elisa Maroney and I'm in the division of Deaf Studies and Professional Studies. 00:31:37.000 --> 00:31:43.000 And we have proposed a new education doctorate in interpreting studies 00:31:43.000 --> 00:31:46.000 and I'm wondering what advice you might have 00:31:46.000 --> 00:31:52.000 for an institution that is moving into that level of education. 00:31:56.000 --> 00:31:60.000 I'm not sure that have an good sort of advice about that 00:32:00.000 --> 00:32:06.000 but I would say from the perspective of moving from a library service 00:32:06.000 --> 00:32:16.000 and library collections that are primarily serving undergraduate level teaching and learning 00:32:16.000 --> 00:32:21.000 that I think it's valuable to do 00:32:21.000 --> 00:32:27.000 both an assessment of what is the current nature of the collections and services 00:32:27.000 --> 00:32:29.000 for that subject area 00:32:29.000 --> 00:32:34.000 but also to do an evaluation of what does the world of information look like 00:32:34.000 --> 00:32:36.000 in that area. 00:32:36.000 --> 00:32:44.000 And then kind of discerning what point along this continuum maybe you want to be on 00:32:44.000 --> 00:32:49.000 between basic collection and a higher level collection. 00:32:49.000 --> 00:32:58.000 Libraries used to use a protocol that sort of divined 00:32:58.000 --> 00:32:62.000 five different stages of library collections especially 00:33:02.000 --> 00:33:07.000 and how significant the collections were 00:33:07.000 --> 00:33:12.000 and the top level stage is always you collect all published material 00:33:12.000 --> 00:33:18.000 and you collect special collections and archival material that address that collection. 00:33:18.000 --> 00:33:24.000 And I would say almost no library can reach that stage so don't aim for that. 00:33:24.000 --> 00:33:28.000 But to aim for somewhere in between. 00:33:28.000 --> 00:33:38.000 But I think there are some classic things that libraries do where they identify the impact factor of journals for example 00:33:38.000 --> 00:33:42.000 and try to pick and subscribe to the journals that are the most important 00:33:42.000 --> 00:33:47.000 for the academic field or for the profession 00:33:47.000 --> 00:33:50.000 and not worry too much about being comprehensive 00:33:50.000 --> 00:33:56.000 but to just pick a few of the really significant resources. 00:33:56.000 --> 00:33:61.000 I mean you're certainly probably already involved in professional organizations 00:34:01.000 --> 00:34:08.000 but to sort of loop them in to see what they say about library resources. 00:34:08.000 --> 00:34:14.000 It is often common thought when universities are going through various accreditations 00:34:14.000 --> 00:34:18.000 whether departmental or campus wide 00:34:18.000 --> 00:34:24.000 that the professional organizations insist that you have x and y materials. 00:34:24.000 --> 00:34:32.000 And I've found mostly in the documentations of professional organizations that that's not true. 00:34:32.000 --> 00:34:36.000 They mostly say you need to have library resources and services 00:34:36.000 --> 00:34:42.000 that are appropriate to the level of the program or whatever. 00:34:42.000 --> 00:34:48.000 But I think thinking about that and engaging the professional organizations would be a good step. 00:34:48.000 --> 00:34:51.000 A follow-up to Elisa's question 00:34:51.000 --> 00:34:56.000 with going into a PhD level education. 00:34:56.000 --> 00:34:61.000 Of course collections are probably the primary thing to think about there 00:35:01.000 --> 00:35:08.000 but I'm curious about what other impacts that would have on the library 00:35:08.000 --> 00:35:12.000 and academic innovation too. 00:35:12.000 --> 00:35:18.000 Right. I think thinking about what are the teaching methods 00:35:18.000 --> 00:35:24.000 and what are the learning outcomes 00:35:24.000 --> 00:35:31.000 so you know all the things that I mentioned about being able to assess the environment 00:35:31.000 --> 00:35:33.000 and also what the learning outcomes are. 00:35:33.000 --> 00:35:39.000 But I think largely thinking about how is this program delivered? 00:35:39.000 --> 00:35:41.000 How is it taught? 00:35:41.000 --> 00:35:49.000 And then thinking about how the library collections and services could be harmonious 00:35:49.000 --> 00:35:52.000 to how they're doing their teaching. 00:35:52.000 --> 00:35:54.000 And it could be a feedback loop. 00:35:54.000 --> 00:35:61.000 We can say well we can do this and that might inform some changes in the way the unit operates. 00:36:01.000 --> 00:36:07.000 But I think the most important thing is what is the learning environment for the students gonna be 00:36:07.000 --> 00:36:13.000 and then where's the points of entry for library services and collections for that learning environment? 00:36:13.000 --> 00:36:16.000 Alright. Let's thank our speaker one more time. 00:36:16.000 --> 00:36:18.000 applause 00:36:18.000 --> 00:36:20.000 Thank you.