Library Activities Beyond theTraditional Library Mission:
New Learning Support Services
Lisa Janicke Hinchliffe
ljanicke@illinois.edu

JANUL Workshop

Touchstones for Inventing the Future

Engagement
Innovation

ValueEngagementtaking part;devoting effort and attention;
being in gear

Innovation

creation of something new;re-creation of something existing"Entrepreneurship is therecognition and pursuit ofopportunity without regard to
the resources you currently
control, with confidence that you
can succeed, with the flexibility
to change course as necessary,and with the will to reboundfrom setbacks."Bob Reiss, Author of Low-Risk, High-Reward: Starting and GrowingYour Small Business With Minimal Risk

Valuedegree of importance;
relationship between cost and expectation

The Context for Value
Few libraries exist in a vacuum,
accountable only to themselves.
There is always a larger context forassessing library quality, that is,what and how well does the library
contribute to achieving the overall
goals of the parent constituencies?

Pritchard, Sarah M. “Determining Quality in Academic Libraries.” Library Trends 44, no. 3 (1996).

The Value of Academic Libraries:
An ACRL Initiative• Align libraries withinstitutional outcomes.
• Empower libraries tocarry out work locally.
• Create shared knowledge
and understanding.
• Contribute to higher
education assessment.
http://www.acrl.ala.org/value/Assessing(Data, Analysis,Interpretation,Decision-making)

Planning(Context,Priorities, andStrengths;Outcomes andCriteria)

Implementing(Actions, Timeline,Resources, Fidelity Check)

The Standards
1. Institutional Effectiveness2. Professional Values
3. Educational Role
4. Discovery
5. Collections
6. Space
7. Management/Administration
8. Personnel
9. External Relations

3. Educational Role: Libraries partner inthe educational mission of theinstitution to develop and support
information-literate learners who candiscover, access, and use information
effectively for academic success,research, and lifelong learning.

3.1 Library personnel collaborate with faculty and others regarding ways to incorporate
library collections and services into effective education experiences for students.

3.2 Library personnel collaborate with faculty to embed information literacy
learning outcomes into curricula, courses, and assignments.

3.3 Library personnel model best pedagogical practices for classroom teaching,
online tutorial design, and other educational practices.

3.4 Library personnel provide regular instruction in a variety of contexts andemploy multiple learning platforms and pedagogies.

3.5 Library personnel collaborate with campus partners to provide opportunities
for faculty professional development.

3.6 The library has the IT infrastructure to keep current with advances in teaching andlearning technologies.

Learning Support Embedded Throughout

1.5 The library articulates how it contributes to student learning,collects evidence, documents successes, shares results, and makesimprovements.
4.3 The library develops resource guides to provide guidance andmultiple points of entry to information.
4.6 The library provides one-on-one assistance through multiple
platforms to help users find information.
5.1 The library provides access to collections aligned with areas ofresearch, curricular foci, or institutional strengths.
6.4 The library uses physical and virtual spaces as intellectual commons,providing access to programs, exhibits, lectures, and more.
6.5 The library designs pedagogical spaces to facilitate collaborationand learning, and the creation of new knowledge.

“To be information literate…
… a person must be able to recognize when
information is needed and have the ability tolocate, evaluate, and use effectively theneeded information.”

Final Report of the American Library Association Presidential
Commission on Information Literacy. 1989.
http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm

The information literate student:
1.determines the nature and extent of theinformation needed.
2.accesses needed information effectively
and efficiently.
3.evaluates information and its sources
critically and incorporates selected
information into his or her knowledge baseand value system.
4.individually or as a member of a group,
uses information effectively to accomplish a
specific purpose.
5.understands many of the economic, legal,
and social issues surrounding the use of
information and accesses and uses
information ethically and legally.

Higher Education Engagement“turn the prevailing undergraduate
culture of receivers
into a culture of inquirers,a culture in which faculty,
graduate students, and undergraduatesshare an adventure of discovery”
The Boyer Commission Report, Reinventing Undergraduate Education,
http://naples.cc.sunysb.edu/Pres/boyer.nsf/Knowledge of Human Cultures andthe Physical and Natural World
Through study in the sciences andmathematics, social sciences, humanities,
histories, languages, and the arts

Intellectual and Practical Skills,
includingInquiry and analysis
Critical and creative thinking
Written and oral communication
Quantitative literacy
Information literacy
Teamwork and problem solving

Personal and Social Responsibility,
including
Civic knowledge and engagement—localand global
Intercultural knowledge and competence
Ethical reasoning and action
Foundations and skills for lifelong
learning

Integrative Learning, including
Synthesis and advanced accomplishment
across general and specialized studies

http://www.aacu.org/leap/documents/EssentialOutcomes_Chart.pdf

Degree Qualifications Profile:
Use of Information Resources
At the associate level, the student:•Identifies, categorizes, evaluates and cites multiple information resources necessary to engage inprojects, papers or performance in his or her program.
At the bachelor’s level, the student:•Incorporates multiple information resources presented in different media and/or different
languages, in projects, papers or performances, with citations in forms appropriate to thoseresources, and evaluates the reliability and comparative worth of competing informationresources.
•Explicates the ideal characteristics of current information resources for the execution of projects,
papers or performances; accesses those resources with appropriate delimiting terms and syntax;
and describes the strategies by which he/she identified and searched for those resources.
At the master’s level (and in addition to the competencies indicated for the bachelor’s level), thestudent:•Provides adequate evidence (through papers, projects, notebooks, computer files or catalogues)of contributing to, expanding, assessing and/or refining either a broadly recognized information
resource or an information base within his or her field of study.

LIBRARIES SERVE LEARNERSTEACHING“any activity that has the conscious intentionof, and potential for, facilitating learning inanother … can range from completely
ineffective to outstanding … good teaching is amatter of doing the right things under theappropriate circumstances … doing the rightthings is something that can be learned”

Robert Leamnson, Thinking About Teaching and Learning:
Developing Habits of Learning with First Year College and University Students

TEACHING=CREATINGLEARNINGENVIRONMENTS

Learning Environments
DirectedOpen-Ended– Curriculum– Simulation– Performance
Evaluation– Self-Directed Inquiry– Curiosity– Self-Satisfaction– Students– Learners

EnablingContexts

Scaffolding

Learning
Environments

Tools

Resources

Hannafin, M., Land, S., & Oliver, K.
(1999). Open learning environments:
Foundations, methods, and models. InC. Reigeluth (Ed.), Instructional Design
Theories and Models (pp. 115-140).
Mahwah, NJ: Lawrence Erlbaum Associates.

Enabling
Contexts

Scaffolding

LIBRARIES

Tools

Resources

Lisa’s Adaption Based on:
Hannafin, M., Land, S., & Oliver, K.
(1999). Open learning environments:Foundations, methods, and models. In
C. Reigeluth (Ed.), Instructional Design
Theories and Models (pp. 115-140).
Mahwah, NJ: Lawrence Erlbaum Associates.

EnablingContexts

Scaffolding

LIBRARIANSCREATE

Tools

Resources

Lisa’s Adaption Based on:
Hannafin, M., Land, S., & Oliver, K.
(1999). Open learning environments:Foundations, methods, and models. In
C. Reigeluth (Ed.), Instructional Design
Theories and Models (pp. 115-140).
Mahwah, NJ: Lawrence Erlbaum Associates.

Librarian as Educator
Re: Learners

Re: Instructors

InstructorAdvisor
Counselor
Confidant
Designer
Enabler

Collaborator
Resource
Inspiration
Confidant
Designer
EnablerLibrary as Learning Environment: Physical Place
Characteristics• Welcoming• Comfortable• Varied• IntentionalAttention to:• Lighting• Furnishings• Equipment

A Student's Guide to
Evaluating Libraries inColleges and Universities(http://www.ala.org/ala/mgrps/divs/acrl/issues/marketing/studentsguide.cfm)

Academic Library Building
Design: Resources forPlanning(http://wikis.ala.org/acrl/index.php/Academic_Library_Building_Design:_Resources_for_Planning)Library as Learning Environment: Virtual Space• Affordances• Usability• Connections• Convenience• “In the Flow”

http://www.lib.umn.edu/undergrad/

The Commons Movement
Connect, Collaborate, Communicate

Physical
Commons

VirtualCommons

CulturalCommons

Sections, floors, ordepartments
within libraries, orin facilitates apartfrom libraries,
providingworkspace,service delivery,
and access points
to the Virtual
Commons, alongwith tangible tools
and resources.

An electronic
continuum ofknowledge media
conveyed via theWWW, andassociated online
productivity tools
to help users
identify, retrieve,process,synthesize, andgenerateknowledge.

The social,political, legal,regulatory, andeconomic
envelope
surrounding
creativeexpression, publicspeech, popularand academic
publishing, andscholarly inquiry.

The Information Commons Handbook, Donald Robert Beagle, 2006

7 Things You Should Know About™…
The Modern Learning Commons
The learning commons, sometimes called an “informationcommons,” has evolved from a combination library and computerlab into a full-service learning, research, and project space … thelearning commons provides areas for group meetings, tools tosupport creative efforts, and on-staff specialists to provide help as
needed. And yet the successful learning commons does notdepend solely upon adaptable space configuration or the latest
technological gear. Its strength lies in the relationships it supports,
whether these are student-to-student, student-to-faculty,
student-to-staff, student-to-equipment, or student-toinformation. Effective learning commons are alive with the voicesof students working together, establishing the kinds ofconnections that promote active, engaged learning.
http://net.educause.edu/ir/library/pdf/eli7071.pdf

Undergraduate Library Media Commons

Center for Academic Resources inEngineering/Grainger

Assessing

Planning

Implementing

Assessing –How will you
know yousucceeded?

Planning –What do you
want toachieve?

Implementing –What will you do toachieve it?

To Lead• Be brave.
• Attain a state ofcontinuous• Be passionate.
evolution.
• Be decisive.
•Fund
thefuture.
• Be willing tochange your mind. • Say yes.

Thank You!
Questions? Comments? Challenges?