ACRL ASIG Events

The ASIG plans to hold two meetings every year — one during the summer/fall and one during the winter/spring with the option to hold additional meetings when needed. These programs help us fulfill our goal of sharing ideas and information with each other. Planning for and holding the programs is the primary activity of our interest group. If you have any ideas or questions please get in touch with Planning Committee.

 

Stay tuned for upcoming events! Visit us on Facebook for the latest news.

 

 

PAST EVENTS

Say Whaaaaat???

Communication in Access Services

Association of College and Research Library (ACRL) New England
Access Services Interest Group presents

Communication in Access Services

Friday June 14, 2013  

1902 Room, Baker-Berry Library

Dartmouth College, Hanover, NH

 

9 a.m. – 3:30 p.m.

 

The morning session is entitled Interpersonal Communication with Focus on Libraries, featuring Diane McNamara from Bentley University. The afternoon will be devoted to roundtables and panel discussions. Topics include Social Media and Networking, Library Staff Development, Saying No, and Student Training.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

How Does Your Access Services Garden Grow?

June 8, 2012 at

Tower Hill Botanical Garden

11 French Drive, Boylston, MA 01505

 

Time: 9:00am – 3:00pm

Cost: $30.00 per person

Morning refreshments & lunch included with registration

Morning Speakers:

Matt Van Sleet from Bentley University on Copyright & Reserves

Tom Bruno and Sarah Tudesco  Harvard University on Scan & Deliver

 

Afternoon Speaker:

Andy Bush – OCLC on WorldShare Management Service

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Talk to Me!

Friday November 4, 2011

College of the Holy Cross in Worcester Mass

 

ACRL_Access Services Interest Group

Round table discussions of current issues in Access Services

Student employees, hiring, firing, scheduling and training

Resource sharing

Loaning eBooks, laptops, iPads etc.

Creative partnerships: inside and out of the library

ILS Systems, Open Source, and more

 

Working Together Locally and Beyond: Resource Sharing Today

Bryant University, Smithfield, R.I.

George E.Bellow Center-Heidi & Walter Stephan Grand Hall

April 29, 2011; 8:30 am - 3:00 pm
 

An all day conference focusing on

  • The role of ILL/Doc Delivery
  • The use of Relais in a consortium
  • Streamlining ILL procedures
  • International ILL

 

 

Past ASIG Programs:

Since the fall and spring programs are the heart of what the ASIG does, a record of past programs is maintained on our web site.

Student Hiring & Training
(June 2001)

Workshop on Copyright Law
(May 2002)

Advances in Library Services & Techniques for Managing Change
(November 2002)

Crossing to Safety:
Coping with Change in Access Services

(May 2003)

Musical Chairs: What's your Hot Topic this Semester?
(Fall 2003)

The Role of Service in Access Services:
New Demands, New Services, and New Technologies

(Spring 2004)

Extreme Makeover: Access Services Edition
Conversations with the Experts (You!)

(Fall 2004)

Renovating Access Services
(Spring 2005)

Customer Service As If Your Library Depended on It
(Fall 2005)

A Breath of Spring: An Access Services Roundtable Discussion Program
(Spring 2006)

"Why Won't They Listen to Me? Improving Influence for New and Experienced Managers and Supervisors."
(Fall 2006)

“Copyright in the Digital Era – Voices of Experience”
(Spring 2007)

Blogs, Wikis, and Podcasts -- oh my! Web 2.0 for Access Services
(Spring 2008)

Copyright or Copy wrong: How to Tell Them Apart
(Spring 2009)

 

 

Copyright or Copy wrong: How to Tell Them Apart

University of New Hampshire, Durham, NH
June 3, 2009; 9 am - 3:00 pm

Digital Copyright is the focus of this program

Our Speakers:

Kevin L. Smith, J.D. Scholarly Communications Officer Perkins Library, Duke University

Steven McDonald, J.D. General Counsel Rhode Island School of Design

 

Blogs, Wikis, and Podcasts -- oh my!

Web 2.0 for Access Services

Follow the digital route to

Franklin Pierce University, Rindge, NH
June 3, 2008; 9 am - 3:30 pm

Join us for a combination of hands-on events and an overview of Web 2.0 and what it means to you in Access Services

9:00a - 9:30a -- Registration
9:30a -10:15a -- Overview/Introduction – Amy Benson
10:15a - 10:30a -- Break
10:30a - 11:15a -- Session 1 (Blogs & RSS Feeds) – Pingsheng Chen & Eileen Cravedi
11:15a - 12:00p -- Session 2 (Wikis) – Leslie Inglis & Tom Tullio
12:00p - 1:00p -- Lunch
1:00p - 1:45p -- Session 3 (Facebook) – Eileen Cravedi & Leslie Inglis
2:00p - 2:45p -- Session 4 (Podcasts) – Jude Anderson
2:45p - 3:15/3:30p – Summary – Amy Benson

Feeling overwhelmed by all this Web 2.0 stuff?  Don’t know what it all means to you and your library?  Well, this is the workshop for you!!  We will introduce you to some of these Web 2.0 technologies and you will be able to experience them first hand.  This workshop combines presentations with hands-on time to play around with this “stuff” that’s our there but still seems Greek to you.  So, follow the digital route and join us on our journey to the land of Web 2.0…

Our presenters include:

Amy Benson = Librarian/Archivist for Digital Projects at the Schlesinger Library at Harvard University. In this position, she oversees the full life cycle of digital materials at the Library including identification and selection, appraisal and acquisition, description, storage, delivery, and preservation. Previously, Amy worked as the Program Director for NELINET Digital Services. She was responsible for coordinating and implementing all efforts relating to NELINET's digital services including education and training, member services, consulting, and vendor relationships. Before going digital she spent five years at NELINET as Consulting Librarian for Technical Services during which time she provided training, support, and consultation in the areas of cataloging, technical services, and related technologies. Amy is an information enthusiast and has a strong interest in the intersection between data and technology. Prior to coming to NELINET she worked at Harvard’s Widener and Houghton libraries. She holds a B.A. in French and Modern Languages from Beloit College, an M.S.L.S. from Simmons College, and an Ed.M. from Harvard University.

Jude Anderson = Assistant Director the Athol Public Library.  He wrote and received a grant for a demonstration project using podcasting to promote new books in the library's collection. The project, Listening Into the Library, provided him with an opportunity to take a podcast through every phase of its creation and publication. Jude is currently working on his MSLS through Clarion University's online program.

Pingsheng Chen = E-Resources/Distance Reference Supervisor at the Worcester Public Library. She creates and manages a number of blogs on varied purposes for the library. She has conducted several workshops on blogging for CMRLS, Central Massachusetts Regional Library System.

Eileen Cravedi = Access Services Librarian, Dinand Library, College of the Holy Cross.  Prior to working at Holy Cross she worked in private industry as a software designer for a medical software company and for a content management system.  She also worked at the Center for Applied Medical Informatics where she concentrated on user interface and usability issues.  Her best advice about Web 2.0 is “Don’t Panic.”

Leslie Inglis =  Public Services Librarian, DiPietro Library, Franklin Pierce University.  She enjoys working with new technologies, and promotes the educational uses of Web 2.0 to faculty. She has more RSS feeds than she can possibly keep up with.

Tom Tullio =  Instructional Technologist, DiPietro Library, Franklin Pierce University.  Prior to arriving at FPU, Tom was a systems engineer and IT consultant.  He enjoys exploring new technologies and sneaking those that appear useful into the Library whenever & wherever possible.

 

“Copyright in the Digital Era – Voices of Experience”
Thursday, June 7th, 2007
College of the Holy Cross
Worcester, MA

ACRL/NEC Access Services Group (ASIG) and Librarians on Online Course Information Group (LOCI) Conference:

Presenters:

Linda K. Enghagen, Professor at the University of Massachusetts at Amherst will deliver the keynote, “Copyright Compliance Made Simple: Six Rules for Course Design”

James Capobianco, Coordinator of Web Development and Reference Librarian at Emerson College, “Making a Statement: Developing an Institutional Copyright Policy”

Linda Collins, Head of Access Services at Lamont Library of Harvard University and Laureen Esser, Electronic Reserves Librarian of the Harvard College Libraries will talk about helping libraries and faculty make the best use of licensed online resources for courses.

Tim Bowen and Dru Zuretti from the Copyright Clearance Center will demonstrate the new version of the Copyright Permissions Building Block

Who should attend?
Anyone concerned about online course materials, course management software and electronic reserves.

$35 per person for ACRL/NEC members and $40 for non-members (includes food)

 

Fall 2006: "Why Won't They Listen to Me? Improving Influence for New and Experienced Managers and Supervisors."

The ACRL-NE Access Services Interest Group (ASIG) invites you to join us for our fall 2006 program. It will be an interactive presentation by Pat Wagner on supervision in libraries for new and experienced supervisors. Pat spoke at our fall 2005 program, she is widely acclaimed for her wonderful information combined with her informal and entertaining style.

 

Wednesday, October 18th, 2006
Bentley College
Waltham, MA

 

Information on Pat Wagner:

Pat Wagner has been working with innovators in the information community since 1978 as a researcher, trainer, and consultant.

She specializes in improving productivity and workplace relationships and is known for her effective and good-humored approach. Her classes and coaching sessions address personnel, management, leadership, strategic planning, and career development issues, as well as project management. She trains for many well-known library-training organizations, including Infopeople, Solinet, Nelinet, and Palinet. She speaks frequently at state and national library conferences, including SLA, ALA, MLA, ARMA and AALL and is the LAMA/ALA regional institute trainer for project management, conflict management and influence.

Pat and her husband, Leif Smith, run Pattern Research, Inc., a 31-year-old research and training business in Denver, with clients in most states and several countries. They have served inventors, scientists, authors, venture capitalists, entrepreneurs, and professional researchers, including journalists and special librarians. Without a staff, she books, on average, over 130 workshops each year in over 25 states, including everything from researching topics to finding hotels rooms to designing curriculum to opening the phone, as well as responding client requests. Her furniture is dusty, but she has time for life's important things and is never late for a workshop.

Details:

Who: Pat Wagner, from Pattern Research
When: Wednesday, October 18th, 2006 9:30am-3pm
Where: The LaCava Center at Bentley College, Waltham MA
What: An interactive day designed to refresh experienced supervisors and invigorate new supervisors; including information on coaching and conflict management
Cost: Cost is $45 for members of ACRL-NEC, $65 for non-members. (Includes lunch.)
Bonus: Tour Bentley's newly renovated Solomon Baker Library at the end of the day!

 

Spring 2006: A Breath of Spring: An Access Services Roundtable Discussion Program

 

The Access Services Interest Group (ASIG) of ACRL-NEC invites you to join us for our spring program.

 

Friday, March 31, 2006
9:00am-2:30pm

Held simultaneously in two locations:
Northern Location: University of New Hampshire, Durham, NH
Southern Location: Trinity College, Hartford, CT

 

The ACRL-NE Access Services Interest Group (ASIG) invites you to join us for our  annual program of roundtable discussions on various topics.

This program will provide an opportunity for active sharing by Access Services staff, both professionals and paraprofessionals, about a variety of current topics. To make the program more accessible to the New England region, it will be held in two locations concurrently: the University of New Hampshire, Durham, NH and Trinity College, Hartford, CT.

The program will consist of three hour-long interactive discussions with other program participants. Different topics will be discussed at different tables during each period. Each participant will be able to discuss three topics during the day.

 

 

Fall 2005: Customer Service As If Your Library Depended on It

 

 

Tuesday, November 1, 2005
8:45 a.m. to 3:30 p.m.

College of the Holy Cross
Hogan Campus Center
Worcester, Ma. 01610

 

Our fall program was a full-day workshop conducted by Pat Wagner, nationally recognized author, trainer, and speaker. Pat is an experienced and dynamic speaker who mixes humor with practical ideas. Pat lead us in a participatory and entertaining discussion about the many frontline issues that affect Access Services staff. She also helped us to define the role and importance of Access Services in the larger academic library.

Some of the topics she covered included:

  • Why everyone is a teacher in a college or university library
  • How to appropriately break rules at the Circulation Desk
  • Communicating with upset students
  • Why manipulative library patrons are a symptom of inconsistent enforcement of library policies
  • Communicating with people different from us

Pat Wagner

Pat Wagner and her husband Leif Smith own Pattern Research, Inc., a 30-year-old research and training business in Denver. Pat has provided consulting and training for libraries since 1978, focusing on workplace issues. She is a frequent presenter at college and university libraries around the United States dealing with the frontline, supervisory, marketing and strategic challenges facing changing libraries. She is known for her practical and good-humored programs. 85% of the programs Pat currently conducts are with libraries and library organizations such as state and national associations and state libraries, as well as host institutions such as universities. She has worked with the library community in 42 states, from Alaska to Florida.

Recently, she finished an online class for the University of North Texas on co-worker issues and presented at ALA on intergenerational workplaces and outreach to staff. Pat is also the LAMA/ALA trainer for project management, conflict management and communication. She was a contributor to Conflict Management for Libraries: Strategies for a Positive, Productive Workplace (Jack G. Montgomery and Eleanor I. Cook, ALA Editions, 2005).

You can see her website at: http://www.pattern.com/

Spring 2005: Renovating Access Services

 

Just as our library buildings age and need renovation, so do library departments such as Access Services. Over time, our services get out of date and fail to meet changing needs. This program provided colleagues across New England to join for a day of presentations and discussions about the ways in which we can “renovate” Access Services to meet the changing needs of students, faculty, and staff.
At the ASIG Spring Program we looked at our patrons, students and faculty to see how learning and teaching styles are changing. We considered our services in light of these needs and the changes that will be required to meet them and the skills we need as librarians and paraprofessionals to deliver these upgraded services.

Friday, June 3 , 2005
Franklin Pierce College
20 College Road
Rindge, New Hampshire

 

Program Agenda

9:00-9:30am
Registration with refreshments sponsored by Franklin Pierce College Library

9:30-10:30am
Welcome: Mary Ledoux, Director of Library Services, Franklin Pierce College
Keynote Address: Irene Herold, Director, Mason Library, Keene State College

10:30-10:45am
Break

10:45-11:15am
Assessing our Patrons’ Needs – Mickey Zemon, Executive Director, Emerson College Library

11:15am-12:00pm
“Blackboard and Blogs: Using Technology for Training and Staff Development” – Leslie Inglis, Public Services Librarian, Franklin Pierce College, and Kathy Growney North, Access Services Librarian, Southern New Hampshire University

12:00-1:15pm
Lunch (included with registration)

1:15-2:00pm
Library Spaces and the InfoCommons – Lesley Milner, Associate Dean of User Services, Northeastern University, and Gail Scanlon, Director of Access and Technical Services, Mt. Holyoke College

2:00-2:15pm
Break and refreshments

2:15-3:00pm
Wrap-up questions and answers for the speakers, moderated by Walter Stine, Head of Access Services, Northeastern University

 

 

Fall 2004: Extreme Makeover: Access Services Edition Conversations with the Experts (You!)

This program provided an opportunity for active sharing by Access Services staff, both professionals and paraprofessionals, about a variety of current topics. To make the program more accessible across the entire New England region, it was held in two locations concurrently: Dartmouth College, Hanover, NH and Boston College, Chestnut Hill, MA.

The program consisted of three hour-long interactive discussions with other program participants. Different topics were discussed at different tables during each period. Thus, at a minimum, each participant was able to discuss three topics during the day.

 

Thursday, November 18, 2004
9:00 AM - 2:30 PM
2 Locations:

Dartmouth College, Hanover, NH and
Boston College, Chestnut Hill, MA

 

Program Agenda

9:00-9:45am Registration and Welcome
9:45-10:45am First Session

10:45-11:00am Break

11:00-12:00pm Second Session

12:00pm-1:00pm Lunch

1:15-2:15pm Third Session

2:15-2:30pm Wrap Up

After the close of the program, the host libraries will offer library tours to interested participants.
 

Discussion Topics: The proposed topics for discussion are listed below. (Note that some topics may not be offered, depending on interest. Participants can opt to discuss these topics at a Miscellaneous Topics table or during the lunch period.)

  • Student supervision and training
  • E-Reserves and traditional Reserves
  • Security and Library Access – issues such as pornography, computer use policies, who can use your library, etc.
  • Distance Learning – providing support and services to students out of our geographic area
  • Resource sharing – including ILL , and document delivery
  • Circulation issues – circulating laptops, self-check, circulating media and more
  • Combined Service points – where Circulation, Reference, and more meet
  • Stacks Issues – stacks maintenance, inventory, offsite storage
  • Career Development – how to identify opportunities related to Access Services (programs, conferences, etc.)
  • Assessment & Statistics
  • Course Management software and systems – how does your campus use/support these networks?
  • Evaluation, supervising and mentoring – tell us about the practices in place in your library
  • Marketing – who is your target audience, how are you reaching them, do you market differently internally vs. externally?

Spring Program 2004: The Role of Service in Access Services: New Demands, New Services, and New Technologies

 

Thursday, May 20, 2004
9:30 AM - 3:00 PM

College of the Holy Cross, Hogan Campus Center
Worcester, MA

Free Parking
Lunch will be served.

 

Program Highlights:

  • Keynote Speaker and Moderator: Nancy Sartanowicz

    Nancy is President of Workplace Strategies, a consulting company that helps individuals, teams, and businesses to reach their goals and improve their performance. Her specialty is helping people to understand behavioral style and its impact on our interactions in the workplace. She presented: "Increasing Effectiveness In Your Service Teams" with a focus on the basic understanding of behavioral styles and ways to improve our interactions with patrons, coworkers, and others.

  • Panel discussion on new service challenges: the combined Circulation/Reference Desk, Assessment, and Access Services Competencies.

    Panelists: Marguerite Most, Collection Development Librarian, Boston College Law Library; Jennifer Taxman, Head of Access Services, Dartmouth College Library; Kathleen Williams, Manager, Circulation Services, O'Neill Library, Boston College; moderated by Nancy Sartanowicz.

  • Program participants had an opportunity to share their own experiences about new service challenges. We focused on the topics introduced by the morning panelists and broke into small groups to discuss them. Presentations from each table were made to the whole group as to their discussion and findings.

Summer Program 2001: Student Hiring and Training in College Libraries

 

Tuesday, June 26, 2001
8:30a.m.-12:00p.m.
Curry College

1071 Blue Hill Avenue
Milton, MA 02186
Free Parking
Light Refreshments will be served.

 

Program Highlights:

  • Student Employee Evaluations by Leslie MacPherson Artinian from Hilles Library, Harvard University
  • Student Employee Hiring and Training by Leslie Becker from Levin Library, Curry College
  • Tips for Using Blackboard.com for Supervision of Student Employees by MaryAnn Gallant from Academic Computing, Curry College
  • Student employees panel - library student employees discuss their experiences and provide insight from the employees' view.

Workshop on Copyright Law with Arlene Bielefield, MLS, JD

May 17, 2002 Friday 9am-3pm
College of the Holy Cross
Hogan Campus Center
Worcester, Ma.

Advances in Library Services and Techniques for Managing Change

November 4, 2002 Monday 9:30am-2:30pm
College of the Holy Cross
Hogan Campus Center
Worcester, Ma.

(Directions)

Presented by the ACRL/NEC Special Interest Groups, ITIG and ASIG, and the Continuing Education Committee.

Program

10:00- 11:45 Special Interest Groups Discussions. (Please choose one.)

Noon-12:45 Lunch

12:45 - 1:00 Welcome to ACRL/NEC, Helena Rodrigues, Chair

1:00-2:30 ACRL/NEC Continuing Education Committee

Tools for Project Management: Using Microsoft Visio and Project to visualize and manage project workflow. Presented by John Howard, Countway Library of Medicine, and Susan Lieberthal, Countway Library of Medicine.

  • 9:30-10:00 Coffee and Registration
    • ACRL/NEC Information Technology Interest Group (ITIG)
      Virtual Reference, Practical and Technical Aspects of Providing This Service.
      Panelists: Heather MacFarlane, Wesleyan University (eGain); Sarah Tudesco & Linda Zieper, University of
      Massachusetts (LivePerson); and Susan McMullen & Janice Schuster, HELIN Library Consortium (LSSI).
       
    • ACRL/NEC Access Services Interest Group (ASIG)
      Up Front and Behind the Scenes Structured discussion around the following topics:
      (Click on the pictures below to enlarge to full size. It will open to a new window.)
      • § Key challenges facing Access services in the next five years.
        § Statistics Collection and Utilization. (Please bring in any statistics you may have to
        share.)
        § Migration Issues: Moving from one on-line system to another. Facilitators: Walter Stine, Northeastern University; Joyce Sullivan, Rivier College; Cathy Cronin, Bentley College; Linda Roscoe, Lesley University; and Kathy Williams, Boston College.

Crossing to Safety: Coping with Change in Access Services

May 29, 2003 Thursday, 9:30am-3:00pm
College of the Holy Cross
Hogan Campus Center
Worcester, Ma.

(Directions)

The program looked at...

  • How technology is affecting everything we do.
     
  • What skills and attitudes are needed to be effective in this changing environment.
     
  • How to work with staff and library users to move from old to new procedures.

Speakers & Summaries of their Presentations:

  • David Ives, Chief Information Officer, Nelinet
    "A Technology River Runs Through It"

    David opened the program by discussing how librarians and library staff should approach technology change along three dimensions: attitude, skills, empowerment, and communication with IT. David made the point that good work and life skills are more important than specific technology skills. These include organizing, the ability to focus on tasks, and a good work ethic. As for empowerment, the ideal workplace would exhibit a balance of control between library staff and IT staff. Each group should have a range of control over how technology is used. To improve communication between the two groups, everyone should avoid jargon and focus on clear spoken communication. IT's job is to make technology understandable and everyone should feel comfortable asking questions if they don't understand. In the end, technology is neutral. It's just like any other tool that we use to do our work, so a positive attitude is important for dealing with change.
     
  • Tracey Leger-Hornby, Associate CIO, Brandeis University
    "Coping with Change in Access Services"

    Tracey spoke about change in general and how change requires us all to "redesign the aircraft in mid-flight" and learn as we go. She also spoke about the concept of the "mirage of continuity" which entails trying to fit new ideas into old models. She discussed the issues facing librarians and IT staff and the similarities and differences in these issues as well as the stereotypes of librarians and IT staff and how these can be overcome. Her emphasis was on the importance of forming alliances for both groups with each other and with other academic, administrative and student groups. Ways of encouraging change are to start small, realize that failure is a possibility, and that continuous training is a necessity. It is important to refine as you go and keep looking at the forest as well as the trees. Most importantly recognize success and have fun!
     
  • Rockie Blunt, President, Blunt Consulting Group
    "Change: Coming Out on the Other Side"

    Rockie demonstrated with an audience participation exercise the feelings that unexpected and unprepared for change brings about, the audience reported feeling uncomfortable, manipulated, resentful, and curious. People were unhappy that they had no choice and were given no reasons for the change. This led into a discussion of the importance of the stages of change: denial, resistance, adaptation, and involvement. Managing and communicating change require creating a vision, developing support, managing transition and sustaining momentum. Communicating change is critical, among the steps necessary are listening to employees at all levels, acknowledging anxiety, understanding the impact of change and honesty about the process as well as the goal. Mr. Blunt emphasized that the goal of communication is to develop a common understanding rather than just talking. The transition process involves insecurity and confusion on the way to coming out on the other side.

"Musical Chairs: What's your Hot Topic this Semester?"

Thursday, November 13, 2003
10:00 am - 2:00 pm

Northern location: Dartmouth College, Hanover, NH
Southern location: Trinity College, Hartford, CT

The program...

It provided an opportunity for active sharing by Access Services staff, both professionals and paraprofessionals, about a variety of current topics. To make the program more accessible across the entire New England region, it was held in two locations concurrently.

The program consisted of three 45-minute interactive discussions with other program participants. Different topics were discussed at different tables during each period. Several popular topics were offered at two different times to accommodate the number of people signed up. Thus, at a minimum, each participant was able to discuss three topics during the day. Each table had a moderator and scribe to record the discussion.

The program was free of charge.

Table Topics & Discussion Summaries:

Trinity College (Southern location) Table Topics:
Circulation/Reference Overlap

  • Group 1
    Topics:
    • Circulation desks/staff frequently get Reference questions after Reference closes. Circulation staff does not answer pure Reference questions, only directional.
    • Reference staff frequently giving out wrong information in response to Circulation questions received at Reference desk. Creates confusion for customer.
    • Library reported that Reference staff was training Circulation students. This was not a good idea because of poor or incorrect information. Circulation desk staff is students only at night and Reference not staffed at all.
    • Other libraries reported that Circulation and Reference do not answer other area's questions.
    • Physical location of each area was significant, e.g. how far apart each area is. Can you see one area from the other? Can customers easily spot each area?
    • General thoughts:
      • Reference should refer Circulation questions to Circulation rather than give incorrect information.
      • Circulation functions are more complex than the general perception, e.g. Circulation does much more than just check out books.
      • Cannot staff Circulation desk with just students because of security issues, cash receipts, bad information given to customers and no continuity without staff.
      • No reference staff on weekends creates large problems for circulation staff. Non-resident campuses have many walk in users that requires reference staffing.
         
  • Group 2
    Topics:
    • How far Circulation staff should answer reference questions while no coverage in Reference area.
    • How people train Circulation staff or student workers to answer reference questions in the absence of reference librarians. Do any libraries use any software or Pre-Asked-Questions to help students answer Reference questions?
    • Do you think Circulation jobs are expanding?
    • General responses:
      • At Wesleyan University Circulation students are not encouraged to answer reference questions. It is recommended to refer to the reference desk. However, students are allowed to answer simple questions if they are absolutely sure of the questions/ answers.
      • CCSU has reference staff available all hours that the library is open. Their system (Innovative) is user friendly so that patrons can do all they need to do for themselves. They rarely get "how-to-do" reference questions at the circulation desk.
      • Tufts is covered by staff up to 9pm and relies on student workers from 9pm to closing. Staff should fully cover all open hours at the reference desks. Otherwise extensive student training is required at the circulation desks.
      • Pine Manor College has reference desk coverage during all hours. Evening and weekend reference staff supervise circulation students evening/weekend hours. Students try to answer reference questions even though reference assistance is available.
      • Notheastern requires frosh student orientation for the library, which is handled by Reference. It does help students understand the library functions.
      • UConn Law School Reference assistance is not available many evening/ weekend hours; feels that Circulation must answer reference questions instead of turning patrons away.
      • Many people wear many different hats in the libraries whether it is Reference or Circulation area.
         

E-Reserves

III module

ERes System

Web CT

Voyager module

A brief discussion was held on file sizes for PDFs.

There was also a brief discussion on how to promote electronic reserves.

  • 7 attendees
    • 2 currently use III (Innovative Interfaces, Inc.) E-Reserves module
    • 1 currently uses Docutek's ERes system
    • 1 currently uses Web CT
    • 3 do not currently provide electronic reserves, but are looking into the different options available
       
    • Media management - not recommended for scanning software. Prefer Adobe 5.
    • Decent reports - can get statistics on course and individual item usage counts.
    • Provides copyright tracking.
    • Faculty like it and are coming back to the library to post items on electronic reserves instead of on their BlackBoard courses.
       
    • Stand-alone, web based system.
    • Recommend the Adobe 5 scanning software as well.
    • Decent reports - can get statistics on course and individual item usage counts.
    • Provides copyright tracking.
    • Faculty like it.
       
    • Works okay for posting documents, but it is an online course software and is not tailored specifically for electronic reserves.
    • Can get statistics on course access.
    • Can not get usage statistics on individual items. A suggestion was made that someone in that college's IT department might be able to write a script or program that could gather this information.
       
    • No one was actively using the Voyager module, but several libraries have had demos. Those who had said it was somewhat cumbersome and hard to use.
       
    • Everyone agreed that the smaller the PDF file size the better. File size effects the server (amount of space taken up on it), download time for students trying to open the file, and printing time.
    • Adobe 5 has a distiller feature to help minimize file size.
    • Scanning in Black and White versus Color also reduces file size.
       
    • Email announcements to the faculty and students.
    • Posters and/or brochures in the library.
    • Have your student workers spread the word to their friends, instructors, and classmates.
       

ILL/Document Delivery Issues

  • Group 1
    CCAR (Connecticut regional courier service)
    CCAR is still an issue for the academic libraries of Connecticut. One library was suddenly dropped off the schedule so that if they want to send an item through CCAR, they have to call ahead to arrange a pickup. Two of the other academic libraries only use CCAR for returns. Only one of the academic library's present has seen a marked improvement since the partial privatization in June 2003.

    Bookrate can take weeks to arrive, even for delivery in the same state. Some states are slower than others, among them Massachusetts and Rhode Island.

    Due to the library's specialization they do not lend too many returnables, with the exception of older editions requested by law firms which need to know the history of thought at the time of an incident, not necessarily the most current views. The majority of their service is for non-returnables for which they charge a fee. The librarian's position is one example of a position funded by these funds, not by the state.

    All four academic librarians bemoaned their colleagues across the country that have Ariel but repeatedly use the mail to send articles. Most of the libraries present provide scanned articles and will only mail if it is a tight binding or if the article must be copied at a departmental library which will not allow the journal to leave the building and does not have a scanner.

    Load Levels: One library processes between 40-178 requests daily in lending, much more in borrowing. Their numbers are lower because they do charge. They have 3 FTE. One of their scanners cannot use the thumb erase option or it will erase 1/4 of the document, so there are documents shipped with thumbs.
    Overhead scanners are faster and provide better quality.

    One library checks all articles scanned articles before shipping.

    Document Delivery: The special library and one academic library provide document delivery of materials owned by their library. The charges range from $3.50 to $5 for a pull and scan service.

    Online requesting: Two institutions only accept online ILL requests. Though one institution did find that some students shy away from online requesting. This could be an income issue; poor students have had less access to and experience with computers.

    ILL Management Software: One library uses Docline. There are issues with the large variety of management programs available; they don't always interact together. Stats and billing have to be taken in a variety of ways. The specialized library has to enter billing information for law firms and some public libraries individually and it is time-consuming, since the systems do not work together seamlessly. Public libraries sometimes send requests by fax and don't always include their address and phone number. This causes major headaches. They have also purchased Endeavor ILL module but they cannot use it, since it will not work with one half of the ILL operation.

    SFX is used at one library by patrons to request articles directly from databases but has trouble transferring information into their management software. Citations so not transmit in their complete form. This occurs at one of the other libraries, though with completely different software.

  • Group 2:
    Group 2 touched on many of the same topics as Group 1. The CCAR issue immediately came to the front, since there were three CT librarians there. There was one new ILL librarian in the group, so we answered any specific questions that she had and talked about each of the libraries and the types of software that we use.

    One new trend that was highlighted, with the end of RLIN, all the libraries have noticed an increase in lending requests from the former RLIN libraries.

    The question was asked if any libraries strip patron information from their archived ILL records in response to the Patriot Act. There is a module available for Clio libraries, but it is not known if there is one for ILLiad. The question was asked about what date to start stripping, since some patrons do come back and ask for information on what they had asked for in previous semesters. It was suggested that the question be posted to the Clio listserv. Most of the major library catalog vendors have this as on option for regular circulation records. The libraries in this group all have this turned on.

    The circulation of books with CD Roms was posed. Two of the four libraries do not circulate CD Roms, one library will if asked. Another library will conditional the borrowing library to see if they want the CD Rom. The fourth library circulates the CD Rom with the book.

Services to Distance Learners

On these visits, she brings her laptop and projector. The sessions can last anywhere from 2 to 8 hours depending on the topics covered. In some cases, the sites will have internet access, so the librarian can have database access. Otherwise, instruction is done through PowerPoint presentations. The library offers a toll free number and email online request form for reference help.

This patron type receives an extra week that is built into their loan period to allow for shipping and renewals can be requested either online through their catalog or by calling the toll free number. These students do get the full compliment of services that an onsite student would receive, including interlibrary loan. When shipping, the library sends the books in a jiffy bag with the library's name and address on it. Then, they slip a manilla envelope over that with the patron's name and address. The packaging materials and shipping labels are provided by the library, all the patron needs to do when returning the item is take it to the post office and pay for return postage.

Library student workers help out either in Circulation or ILL as needed. So far this year, the librarian has made eight site visits. The Access Services Librarian tracks statistics for off-site students' Reference questions that are handled through her department. The Reference Department tracks statistics for the questions that they handle. The Reference Department does not distinguish between onsite and off-site students. The volume of circulation for the off-site students is increasing every year. They are currently not comparing that statistic to regular circulation. They use Serials Solution to email links for full text articles. Currently, the librarian has no time to write online tutorials, but does this as needed.

Another institution from CT, SCSU has some online programs, including the MLIS. They currently have online tutorials, they send articles and they grant database access to off site students. They are currently in the process of adding a Distance Education Librarian, so they anticipate the need to increase at that time.

Tufts, Fletcher School has an international program that uses distance learning. They have just started sending physical materials.

Northeastern has two satellite campuses that they supply materials for.

All of the attendees use on-campus proxy servers except one, which contracts their off-campus database authentication through Obvia. One institution raised a question about the server timing out when downloading large PDF files. The school with this problem does not have a systems staff that supports proxy servers. The problem may be with the firewalls or timeout settings. EZ Proxy was mentioned as a possibility. When the file is too large, the librarian will put the file on E-Res so that the timing-out will not be a problem. They also post some documents electronically using E-Res for some off-site instructors. Most online instructors use Blackboard to post their materials.

  • Full distance learning was available at only one institution, Fitchburg State University. This University has programs that run at different locations through out their state. The library's Access Services librarian travels whenever possible to the site for instruction. In many cases, this site visit is the first encounter that the students have with anyone from the main campus. Along with doing library related instruction, she also collects forms for the campus' card office for each student. After entering the students into the circulation system, she then forwards the forms to the campus card office for processing.

Stack Maintenance

The main discussion was about reshelving quality. We discussed various aspects, including:

    • Training: We discussed ways to train reshelvers in LC classification: LC Easy (software program is good), index cards, pretend shelf of books made of wood blocks.
    • Checking quality: Sterling Library at Yale has a sophisticated system. As books are shelved, the go on shelf spine up with a flag sticking out. (Flag has shelver number on it.) Regular staff and some experienced students then check all reshelving within 24 hours and push books up into right position. They note problems by type to improve training. They use results to determine quality of casual staff. Their error rate is 1.9%. There is less need for shelf reading with this system.
    • Special techniques: use color coding on books and shelves for high use areas that are often out of order (ex. QA). Color coding makes it easy to see if books are in wrong location.
    • Shelfreading: most everyone hates to do it. Keep it to 1 hour maximum per shift.
    • Sorting areas: really helps to organize books before loading on trucks.
    • Staffing: Motivation is an issue. Some libraries take students from circ desk to have them shelve.
    • Book labels: Automated labels provide greater consistency, fewer labeling errors.
       

Staff and Student Recruitment, Training, and Development

  • Motivation Techniques
    • Create pleasant employment environment.
    • Express appreciation for work they do.
    • Provide treats and parties throughout semester.
    • Bulletin board with staff pictures and highlighting students who emulate a particular characteristic.
       
  • Student Responsibility for shifts and Discipline
    • Three strikes you're out!!
    • Provide phone and email list at beginning of semester.
    • How do you get students to find their own replacements if they cannot come to work?
    • Confront and provide "corrective teaching" (Corrective teaching is confronting wrong choice and discussing appropriate choice for similar situations in the future. The student actually is asked to articulate correct thinking process and action for future.)
    • Keep records for student workers on a shared drive- all permanent staff must report absences, tardiness, etc. in these records.
       
  • On-going training
    • Training manuals. Keep up to date.
    • Divide staff into groups of 5 who report to one professional who is responsible for their training.
    • Blackboard course site
    • PowerPoint slides
    • Consistency
    • Check Lists
    • Quiz on training after 6 weeks and review as needed.
       

    More Thoughts on Training:

    Some libraries have established training programs for new student workers. Training manuals are essential and allow students the opportunity to review their job responsibilities. Checklists are also a good way to review the basics of the job. Manuals/checklists can be in paper form, on the Internet, or on a Web service like Blackboard or WebCt. More experienced student workers are good at training new library student workers.

    Students should be hired for a minimum of 7 hours per week in order to provide them with adequate training and mastery of the job. One person
    requires that their student workers to work at least 2 hours during the day, 2 hours during the evening and 2 hours during the weekend.

    Mandatory meetings (several times a year) also keep everyone informed and up-to-date with changes and issues.

    Maintain a board of photographs with student pictures. Gives them a sense of belonging and students get to know each other, even if it's just through a picture. Each semester students are given a list of the names, phone numbers, and e-mail addresses of all student workers.

  • Retention
    • Problem: Wages not competitive enough.
    • Problem: Circulation Dept. is often the starting point for staff, who then move to other departments.
    • Flexibility with students on their shifts
    • How do you deal with cuts in the Work-Study program? - Some students have volunteered to help out once cut from the Work-Study program.
       

    More Thoughts on Retention:

    Once you've hired and trained student workers, the next major goal is to keep good workers. In libraries that can be a dilemma since we're constrained by our library budgets. We can not easily give raises or provide any employee benefits to student workers. Students can make more money working at Burger King or Pizza Hut, so it's easy for them to leave library employment.

    How do we keep good students and provide non-monetary incentives to retain them?

    1. Have a good working environment and show appreciation for their work.
    2. Give them the hours that they can work & give them priority in selecting their work hours.
    3. Parties, food, baked goods, candy, small tokens of appreciation.
    4. Establish different pay levels and advance them up these levels as they master and expand their responsibilities.
    5. Recognize excellent workers with a "student employee of the week or month" citation.
    6. Some libraries hire high school students or casual workers to assist them with shelving and shelfreading assignments.
       

    Students, as employees, should take their library work seriously. Many libraries require students to find substitutes if they're not available to work. Many also apply the "three strikes and you're out" rule to students who don't show up or don't find replacements.

  • Student Compensation Issues
    • Students complain that they do not get paid enough:
    • Emphasize that they are getting valuable work experience and training in how to use library resources.
    • Investigate possibility of providing step increases in pay.
    • Praise good performance.
    • Cultivate team atmosphere/spirit. Work together as a team.
       
  • Communication
    • Email reminders on various issues.
    • Newsletters (one idea is to attach it to paycheck)
    • Communication notebook includes issues or problems that have come up so there is a place to look for answers to questions that have already been resolved.
    • Students shifts divided so they have to work with supervisor at least one shift a week. Example:
      • 2 hours before 5:00p.m.
      • 2 hours after 5:00p.m.
      • 2 hours on the weekend
    • Mandatory staff meetings
    • Poll students to see what would be the best time
    • Provide 2 different meeting times to accommodate T/Th or MWF schedules

Dartmouth College (Northern location) Table Topics:

Circulating Laptops and Media Equipment

  • Group 1
    USM circulates media equipment. Demand is increasing and they are investigating options:
    • Only once a week per patron
    • No III booking yet.
    • Open to students and faculty – students use service more – 3 day loans

    Rivier College uses the booking module from III. Works well for laptops and other media equipment. Sets date and time for loan and that defines the loan period.

    • Reservations important
      Works a lot like “holds”

    Other Colleges circulate 8 laptops, but for in library use only.
    Circulates to faculty for 1 week
    Don’t use booking, and it is sometimes hard to make sure you have equipment on hand for reservation.

    Equipment accessories can come up missing, if there is no inventory list to check upon return (lenses cap, cords, straps, etc.). Check list used at both check in and out.

    How do you protect software? “Deep Freeze” program that reformats computer on shut down.

    USM Equipment support through computing services. Library doesn’t always get the highest priority. Colby-Sawyer doesn’t have that problem because IT is part of the library.

    Do you limit individual patron use?

    • Some do whereas others will book for say “every Tuesday” or whatever is needed.
      Starting to look at restrictions due to limited amount of equipment.
      Fines are $1/hour for students but not strictly enforced.

    Keene just started with 16 laptops for students – in library use only. $10/hour overdue charge. Dealing with inexperienced users jamming drives and not doing well exchanging components (CD vs Disk).

    Laptops as supplement to computer labs. Wireless network has expanded student laptop use – (computers owned by students). Would laptop circulation especially for “in library only” go down if more library computers had Microsoft Office Suite?

    Films – circulating portable VCR’s and DVD if video stations are busy for use in the library.

    Video (VHS) recorders circulate for 3 days.
    Others have gone to palmcorders, but tape size causes problems.

    Where is equipment housed?

    • Circulation
      Reserves
      Lacked cabinet

    Second form of ID should be checked in case ID card was stolen, but small schools are more lax on average, especially if people look familiar.

    Billing for equipment - through the library or through registrar’s office? This varies with each institution – last resort is at graduation.

  • Group 2
    RC = Rivier College SNHU = Southern New Hampshire University UNH = University of NH MC = Middlebury College

    SNHU circulates Dell wireless laptops

    Wireless issues: registrations/update virus protection

    Laptops circulate to students;

    • SNHU – yes
      UNH - mix of staff & some students. Students get special training to check out – circulate in III
      RC – yes. Have paper check list of components, circulating staff signs all components (numbered) out & in.

    Best to have laptops with all components built in. Usually newer models have DVD & CD & Floppy drives installed.

    Some libraries restrict the circulation. In library use only for 4 hours, RC may circulate for up to 1 week.

    RC books the equipment, UNH no booking, first come first serve, renew if other laptops are available.

    Most colleges bill for missing/lost parts through bursar’s office, blocks patrons with overdue fines. Some have full time billing person in library.

    How busy is laptop circulation?

    • SNHU – hideous
      RC – busy but manageable
      UNH – busy, circulate through reserve desk

    Training for patrons on equipment?

    • RC – as time permits, can make an appointment for training
      UNH – Information Services does the training not library

    Sources of funding for media equipment?

    • UNH – “Parents Grants”, student technology fee
      RC - IT dept., grants through Library Director and Director of Development
      SNHU – IT
      MC – IT

Circulation Reference Overlap

  • Group 1
    Since both desks are frequently in sight of each other many places are trying to see how they can integrate/overlap services.
    • Circulation is usually staffed longer hours than Reference, and frequently has to cover Ref at times when it is not staffed.

    Dartmouth (Baker-Berry) has two information desks (one at each main entrance) and the type of questions seems to depend location as to the type of information requested (locational vs. research)

    Training for the Info desk:

    • Who does the training?
    • What is the emphasis?
      • Basic Reference with referral to reference desk.
    • Baker-Berry info desk has database used to help answer informational/location questions
      • They also record the questions they get asked.
      • Students train specifically for the Information desk.
      • B-B staff are cross-trained for several desks
    • What is Reference’s view toward the information desk? Type of questions being answered may be different
      • Quick Reference vs. Research
      • Information vs. Reference

    How to handle resentment on each side when cross-training?

    • Circ staff feel they are not paid to be Ref. Librarians
    • Ref. Librarians may feel Circ is beneath them?
    • Depends on people/situation involved

    To the patron EVERYONE who works in a library is a librarian.

    At Dana Biomedical Library Ref. Librarians have a pager and can be paged when they are away from the desk (meetings, working in office, etc.)

    Role of Reference Librarians is changing

    • More outreach to depts.
    • More teaching/instruction
    • Committee responsibilities
    • Problem remains how to provide desk coverage

    Need for specific training for Circ student employees as to what is appropriate for them to answer

    • Helpful to have a manual they can refer to
    • Some places have their manual online using their CMS system (i.e. Blackboard)
  • Group 2
    The discussion focused mainly on the responsibilities of the circulation staff to answer reference questions and conduct reference interviews in the absence of a reference librarian. Most if not all college libraries limit reference service hours.

    Cary, (Antioch NE), stated library hours at Antioch are 7:30 AM-9:30 PM, with reference services available 8:00 AM – 5:00 PM. Georgiana, (MIT) noted that the Hayden Science Library hours are 7:00 AM - midnight seven days a week. Reference services are offered Monday – Friday 11:00 AM - 5:00 PM (no weekends or evenings). Online help is available through their Online Help Desk Monday – Friday 10:00 AM -5:00 PM (live) and 5:00 PM - 9:00 PM (one librarian). No online help is available on weekends.

    Linda asked,” How do we help students when reference staff is not in or is busy?”

    Irene (MIT) pointed out the need for training. At the Dewey Library, they offer their circulation staff eight to ten training sessions, taught by Reference Librarians. This course is offered in the summer and is not always convenient. High attrition during the year leaves the staff with varying skill levels.

    Circulation staff and student workers at Ludcke Library (Lesley) hand out brochures that contain information on doing a basic search. Student workers are instructed to “get a patron started” and leave the difficult questions for the reference staff. They also offer an online “Ask a Librarian” service. Linda also handed out a FAQ sheet concerning Reference Service.

    At Colby-Sawyer College student workers man the Reference Desk, Sunday – Thursday. These students train with Reference Librarians and learn how to handle basic reference questions and database searches. Students are directed to send all questions they have doubts about to a librarian. Circulation staff routinely handles basic reference questions.

    Circulation and Reference Desk configuration was also of interest. Debbie (WPI) told of their plan to merge the Circ. and Ref .Desks at the George C. Gordon Library. She wondered about the issues that might arise between paraprofessionals and reference librarians.

    Irene (MIT) said that they had combined the two desks together without much success. Although the students now came to one desk they still needed the distinctly different services offered by two desks. People seemed to get in each other’s way. This often resulted in confusion about who was responsible for what tasks.

    All agreed that because the Circulation Desk is usually the first place a student stops, it is important that the staff know when they are doing more than they should. When the circulation staff crosses the Circ. /Ref line, they may be doing a disservice to both themselves (not paid for reference work) and the students, who may not receive proper assistance.

Stacks Maintenance and Inventory

  • Group 1
    All present had space issues in their library. Some institutions do off-site storage, while others depend on weeding the collection for new additions. Those with off-site storage have a turnaround time that went from 24 hours to once a week deliveries. Some schools share their journal collection that is in storage with other colleges that use the same storage facility. A few of the schools are purchasing more electronic products to help with not enough stack space. Three of the schools are in the process of collection assessment to see what they really need to keep and how much space they will need to continue to grow.

    Most schools have student shelvers who do more than just stack maintenance, most assist at the Circulation desk. Most taught their students shelving by using the program LC Easy computer program and than had students shelve book with slips in the books for staff to check their shelving.

    Most schools felt shelf reading was more important than inventory. All agreed that inconsistency in barcode placement made inventory much harder to complete. Most institutions at this time have not done an inventory in quite a few years and have no plans to do so in the near future.

  • Group 2:
    Stacks Management – when shelves are full using a storage facility with box-style storage. Selecting which items to send to storage.

    What is kept on paper periodicals?
    • Electronic access vs. paper
      Elimination of loose-leaf titles (law school)

    Inventory

    • Putting the computer on a cart (not handheld devise)
      Having one trained person doing an inventory for consistency.

    Because of the number of missing items that are handled in a day it is important to change the status to missing.

    Rivier College uses III to manage the missing items. First an imessage (x or y) in III is used to designate books missing during Jan – June or July – Dec. When books are found to be missing the status is changed to missing and the imessage is either X or Y for the date. Then 2 times a year in July and January the previous 6 months books are looked for and the list of missing is given to Cataloging/Acquisitions to make a determination of replacement of removal. This keeps the list moving and smaller. We are finding most of the missing books get reported from ILL not from students. The students don’t ask for help if they can’t find a book.

    Moldy books

    • Should be removed from the stacks
      Should be tested
      Definitely should be removed
      A link from Dartmouth on how to handle mold & mildew

    Security - Books are being thrown out windows to bypass the security system

    Shelf reading

    • How to supervise, motivate shelf readers.
      Pay students more for shelf-reading.
      Raises for returning students.
      Clipboard for shelf reading – sign the log
      How long can someone shelf read – 20-30 minutes for most students.

Staff & Student Recruiting

  • Group 1
    What are grounds for termination for student assistants?
    • One missed shift allowed, second up to supervisor
    • Stealing money
    • Lying about timesheets

    Student employment handbook details absences, warnings

    UNH – formal orientation – go over policies – each department do interviews, hiring jobs – funneled through main office so if they fire a student from one library the student won’t be able to work at another

    • Use blackboard w/policies
    • Require students to attend orientation & three stacks sheets
    • All students start out in stacks – stay there for their first shifts
    • Orientation, pizza party first week of classes
    • Power point
    • Self-check
    • LC easy
    • List of every possible problem with shelving
    • Student match problems w/books

    Most colleges hire for the entire academic year, schedule term to term

    Evaluations – point of reference for future requests for recommendations

    “Hospitality issues”

    • Phone etiquette
    • Friendly greeting
    • Smiling
    • Lead patrons to section of library or to the reference librarian

    Resources:

    Supervision Students in Academic Libraries

  • Group 2:
    Many sites can’t afford to ‘recruit’ students, have to take what they can get through the student job fair
    • Some interview all students applying
    • One has the job application and a quiz online for the students to complete
    • Residential vs. commuter campus – can make in difference in how you hire/schedule students

    Training for student employees

    • 1 on 1
      • Begins with a PowerPoint show that includes basic library information, FAQs
      • Web-based LC tutorial (from Penn state?)
    • Depends on the Dept. size – 5 vs. 25 students
    • Group Training
      • Required of all student employees
      • 1 hr. long
      • Offer multiple sessions to accommodate schedules
      • Supplemented with 1 on 1
      • “Student Updates” weekly informational posting, must be initialed by student employees
      • Don’t use a physical bulletin board – students don’t look at it.
    • E-mail distribution list to get out new information
      • Students must respond to the email
    • BlackBoard (online Course Management System) quiz to supplement updates/training
      • Multiple-choice questions (i.e. “How do you help a patron with…”)
    • Checklist of what needs to be done each day
    • Polaroids of students so they know what each other looks like, esp. helpful if looking for a sub, or if a staff member from another department wants to know who’s working

    Do you allow students to do homework/read at the desk?

    • Yes, after library work is done
    • No, because the don’t show any initiative about doing library work
    • Can become a customer service issue if they become too absorbed in what they are doing
    • Need to stress that being able to homework is a privilege, not a right

    What tasks do students do? (Other than the baseline of shelving, checkout, etc.)

    • Cleaning in summer
    • ILL
    • Loose-leaf filing
    • Course Reserves
    • Shifting
    • 2 students are scheduled at the same time, rotating tasks
      • One stays at the desk, the other can work away from the desk and vice versa
  • “Team Activities” – double shelfreading to alleviate boredom – leapfrog over each other
    • Can lead to peer reinforcement of bad behavior

    How long can a student shelfread?

    • 30 minutes before eyes glaze over

    Scheduling

    • Does anyone use scheduling software?
    • No, just Excel or paper
    • Use a rotating schedule
      • 2-hr shifts, i.e. 8am-10am, 9am-11am so there is always overlap, also people only come and go on the hour

    Student Managers

    • Dartmouth uses them for assisting with payroll, training, on-call sub list, etc.
    • Can create a position that serves as an intermediate step between student employees and library staff
      • More training, more responsibility (i.e. override passwords)
      • Way to reward long-time student workers who are in effect doing this job with higher pay

    Student Evaluations

    • Some places use them, some don’t
    • Can be a way to provide feedback/documentation of performance
    • Evaluation process tied to pay raises

    Student Nametags

    • On lanyards (the things that students wear around their necks with their keychains/ids etc.) so that patrons know that they are working and available for assistance
    • Possibility to recognize good work by affixing ‘gold stars’ or other recognitions to their nametag

    Student Rewards

    • Student Worker of the Month – voted on by Circ staff
    • Pizza party – lets them get a chance to meet each other, good in fall or spring semesters
    • Student Appreciation Luncheon – potluck cooked by staff
    • Student Treat Cups during finals – plastic cups filled with candy and other treats
    • Having Candy available at Circ desk