Please take a catalog card.
Write down one question you would
like to have addressed in this session.
Shifting to a Learner-Centered Focus in a Changing Climate
“How Many Things Can You Change At Once?”
Shifting to a Learner-Centered Focus in a Changing Climate
Institutional Climate
LibraryClimate
Instructional Climate
• Univ. identity & mission• Academic reorganization• Accreditation reviews
• Overall learning• Quality enhancement plan• Information literacy instruction
• Staff• Space• Migration to III Millennium• Access to resources
Institutional Climate
LibraryClimate
Instructional Climate
• Univ. identity & mission• Academic reorganization• Accreditation reviews
• Overall learning• Quality enhancement plan• Information literacy instruction
• Staff• Space• Migration to III Millennium• Access to resources
Institutional Climate (1/3)University’s identity and mission
Reaffirmed through Centennial celebration and new strategic plan.
Increased student enrollment projected.SWU Learning Outcomes to drive most aspects
of educational planning
Institutional Climate (2/3)Academic Reorganization
From 7 divisions to 3 Schools/ CollegesMore governance autonomy within
Schools/CollegesLibrary moved from reporting to Provost into
Academic Services wing.Librarians’ faculty status reaffirmed.
SWU Academics 2005Academic
Dean/VPAA
Business
Education Fine Arts
Modern Languages
Religion
Science Social Sciences
Admissions Academic Records
Library
SWU Academics 2006-2008Provost
Enrollment Management
School of Business
College of Arts and Sciences
School of Education
Academic Services
Admissions
------------------
Academic Records
Fine Arts
Modern Lang
Religion
Science
Social Science
Other Academic Services
-------------------------
Library
New Boss 2005
New Boss 2007
Institutional Climate (3/3)Accreditation Reviews
New Accreditation NASM (Music) – Sept. 2007 NCATE (Education) – Oct. 2007
Reaffirmation SACS – March 2009 Quality Enhancement Plan (QEP) required to target
5-yr. assessable improvement in student learning
Library Climate (1/4)Staff
6 staff (3 are professional) for 2500+ students50% turnover from July ‘05-March ‘07Broader responsibilities for new staff Hope for additional staff through increased
budget with additional students and through QEP
Library Climate (2/4)Space
Entire building intended for 100,000 volumes 115,000 vols. in 57% of building space Instructional space disappearingDreams of Information Commons for Summer
2009Possibility of CTL moving to libraryNew building being whispered about
Evatt Heritage Center
Future Learning Commons
Library Climate (3/4)Migration to III Millennium System
Funding challengeNew capabilities for staff and patrons
Online renewals, e-mail notices Interface with PASCAL Delivers
High learning curve for staffImplementation issues
Diacritics, overlaid records, consortial decisions vs. local decisions
Library Climate (4/4)Access to Resources
Intranet vs. External web pageEditorial control and web page redesignProxy server needed for databasesMoving toward e-books and more databases for
distant students’ useConsortial funding issues
Instructional Climate (1/4) Overall Learning
SWU Learning Outcomes (Spring ‘06) Developed by Academic Council Drives changes in General Education requirements
General Education Review (2007-09) Reduce requirements from 54 hours Include interdisciplinary courses Curriculum addresses SWULOs
Instructional Climate (2/4)Overall Learning
Center for Transformational Learning (CTL) Directed by VP Academic Services, to whom library
now reports Includes initiative for course development using
“curriculum caucus” model, possibly with librarian participating in caucus.
Instructional Climate (3/4)Quality Enhancement Plan
Proposed by library, ratified by faculty, selected by Board of Trustees
Planning Committees broadly representativeUncertain of outcome: 3 objects may be
assessed with rubrics, may/may not address original library concerns and goals
Instructional Climate (4/4)Information Literacy Instruction
Current program deemed inadequate by librarians and faculty
Challenges for including students at 5 regional sites
Vision Document (July 2006) shifted paradigm for library and Provost
Collaboration with Modern Languages and First Year Program with mixed results
Move towards tutorials, faculty involvement – not just presentations by librarians
The Punchline…RReimagining the library’s role in the learning
process has led to increased involvement in “external” institutional and instructional conversations and has sparked “internal” reappraisal of library services and space utilization.
What’s next for this session?Would you like to:Ask general questions? Discuss the suggestions on your handout?
(blue)Select a couple of “Proposed Questions for
Discussion?” from conference handout
Suggestions for Contributing to Climate ChangeBe visible, talk with peopleLobby intelligently for a “place at the table”Collaborate with faculty interested in student learning
Be careful about your approachWork with other learning centers on campus
More Suggestions…Establish credibility in the academic communityGet everyone in the library on the same pageAssess barriers with perceptions of the libraryCultivate relationships with “friendly” colleaguesChoose battles carefullyProtect your strategic position – don’t get caught
in someone else’s struggles
Questions for Discussion1. To what extent can/should the library be
involved in climate change at the institutional level?
2. To what extent can/should the library be involved in climate change within the institution’s instructional environment?
3. What can librarians do on the institutional level to initiate a paradigm shift so that the library and its services are seen as participants in the instructional mission of the institution?
More Questions for Discussion4. How do key administrators and faculty view
the library’s role and the librarians’ ability to participate in the instructional mission of the institution?
5. In what way can the library’s traditional services be re-envisioned to contribute to the teaching and learning mission of the university?
More Questions for Discussion6. In what ways can the library/librarians be
catalyst agents for increasing students’ use of information across the curriculum? Is this a desirable role for the library/librarians?
7. How can libraries participate in shaping a strategic conversation about learning? Should they?
The Punchline:
Reimagining the library’s role in the learning process has led to increased involvement in “external” institutional and instructional conversations and has sparked “internal” reappraisal of library services and space utilization.
We hope you have enjoyed the ACL conference. See
you on the cruise!
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