what we learned from asking questions: libraries as catalysts for academic transformation...
DESCRIPTION
Libraries face a double challenge: They are in the midst of rapid changes occurring in academe generally and experiencing dramatic changes inside libraries themselves. As materials become increasingly digital, expectations about what libraries are, and what librarians must do to remain relevant, continue to rise. The Penn Libraries staff have been actively engaged in academic transformation including strategic planning, community conversations, and data collection to align us with the future. This poster will present an overview of our process, our sometimes surprising data findings, and future plans. In our continuing effort to transform ourselves, we help to transform academe.OUTCOMES: List strategies and technologies used to engage the community in discussions about academic transformation * Discuss ways to collaborate across institutions to facilitate academic transformation * Leave the poster session with materials that summarize findings, strategies, contacts http://dtweb1.educause.edu/eli/events/eli-annual-meeting/2015/what-we-learned-asking-questions-libraries-catalysts-academic-transformationTRANSCRIPT
Penn Libraries’ Strategic Planning OverviewDevelopment Phase (Fall 2013 - Summer 2014) !• Kick-off Retreat • Strategic Advisory Group formation • Drafting Team formation • Wiki site to post meeting notes,
documents, links to speaker videos • Strategic Planning Open Houses !Guest Speakers Series:
Elliott ShoreExecutive Director, Association of Research Libraries (ARL) Trends in Academic Research Libraries !Peter Fader Frances and Pei-Yuan Chia Professor of Marketing Wharton School, Penn Customer Centricity !David Weinberger Harvard Library Innovation Lab Future of Libraries !Rachel Frick Director Digital Library Federation Where Do We Go From Here? !!!!
!!Library Departmental Reports Intended to provide insight on issues at all levels of work. Among the 25 submitted, recurring themes emerged: • Constraints on space and staff • Desire for additional professional
development • Continuing need to purchase, support,
and maintain print • Issues surrounding communication • Need for upgraded technology • Need to gather and assess metrics !Web-based survey (n=428) • 51% graduate students; 40% faculty;
4% undergrads; 5% staff & clinicians • 75 opted-in focus group participation !
Key findings: ‣ Quality and use of the libraries’
physical spaces concerns students and faculty alike.
‣ Major change in recent years has been the shift to online resources.
‣ Participants frustrated by search process and are often unaware of services to simplify process.
‣ Participants concerned about how digitization will shape knowledge production and
distribution, particularly when it comes to teaching.
‣ One-on-one help from library staff is by far what helps faculty and students most.
‣ Faculty are curious to see how the library responds to shifts in the publishing world. !
Focus Groups • Faculty
(3 sessions; 19 faculty total) • Graduate Students
(2 sessions; 8 students total) • Undergraduate Students
(3 sessions; 25 students total) !Implementation Phase (Fall 2014 - Summer 2017) !• Strategic Advisory Implementation
Subteam • Strategy Map development • Balanced Scorecard Activities
‣ Guest speaker ‣ Scorecard template ‣ Departmental engagement !
Penn Libraries’ 2015-2017 Strategic Plan https://project.library.upenn.edu/confluence/display/libstratplan/Welcome
Presented at 2015 Educause Learning Initiative Conference
Kimberly Eke, Ph.D. Director of Teaching, Research & Learning Services University of Pennsylvania Philadelphia, PA 19104 [email protected]
Sample Focus Group Questions
1. How do you do your work? Please define work broadly: developing a course, conducting
research, mentoring students, organizing documents, preparing for publications.
a. How do you begin?
b. What do you prioritize when you’re short on time?
c. What’s easiest?
d. What do you find challenging about your research?
2. Does anyone help you with your work?
a. If so, how? What do they do?
3. How has your research process changed in the past few years? How is it currently changing?
a. Why do you think these changes are happening?
b. How do you feel about them?
4. What takes up too much time? Why?
a. What do you think would help these things take less time?
5. How do you use information resources today in your work?
a. What type of resource do you use most? Why?
i. What types of resources do you use regularly? Sporadically? Consistently?
Inconsistently?
b. What’s most helpful for you? Why?
i. What saves you time?
ii. What saves you effort/energy?
c. What can frustrate you? Why?
6. What is the library? How would you define the library?
7. How do you use the Library now?
a. How often? Why?
b. What’s the most helpful part of the library? Why?
i. What saves you time?
ii. What saves you effort/energy?
c. What can frustrate you? Why?
d. How do you see this changing in the next year or two?
8. What information skills are required for you and your students to work
effectively?
a. What would make things easier? Why?
9. If you could change something about the library and its services,
what would it be?
Presented at 2015 Educause Learning Initiative Conference