Current State
From Library Self Study
Contents |
Introduction
Mission and Values
Drake's mission is to provide an exceptional learning environment that prepares students for meaningful personal lives, professional accomplishments, and responsible global citizenship. The Drake experience is distinguished by collaborative learning among students, faculty, and staff, and by the integration of the liberal arts and sciences with professional preparation.
The Library's mission is to support the educational goals of Drake University by providing services, collections, technology, and learning opportunities that make it possible for faculty and students to successfully access and use information. In fulfilling its mission, the Library works in partnership with faculty and other members of the Drake community, and seeks to contribute to the overall goals of the University. Primary emphasis is placed upon materials and services that expand upon and support the curriculum, and that support faculty teaching. (from “Collection Development Policy” 2004)
The mission of Cowles Library is to create opportunities for learning by empowering members of the Drake community to successfully access and use information. Cowles Library is committed to creating and maintaining a dynamic learning environment focused on service and guided by the principles of intellectual freedom. (from Cowles Library Strategic Plan for 2004-2006, August 2004)
Cowles Library values keywords: Cowles Library is a team-oriented learning organization; utilizes an approach to service framed by a set of service and professional values; is based on the concept of collaboration, as well as professionalism; maintains a process of assessment; and advances the development of a diverse and multicultural environment.
Strategic Context
Succinctly states primary environmental factors that have driven library development over the last 5 years; link to strategic planning process and document
Principle Accomplishments
As one reviews the following impressive list, two things should stand out; first, that most of these are ongoing, mature accomplishments; and second, that these accomplishments are the direct result of comprehensive, collaborative processes. Indeed, it should be noted, a good process usually equals a good outcome.
1. Web Site Update. The Cowles Library WorldWideWeb site (http://www.lib.drake.edu) is the result of a thorough and library-wide workgroup driven process that began in 2004 and culminated in the result of the current Web site in April 2005. Cowles Library personnel utilized both an internal committee, as well as assistance from the Web consulting firm Solutions, Inc., to conduct this Update, which included focus groups and a major usability study. Web site improvement is, of course, an ongoing process, and other new features (such as improved subject access to our databases) have been added since the initial rollout.
2. Electronic Delivery of Services. Cowles Library has made tremendous strides in this area; we have an online Electronic Reference Chat forum that has been in use for two years; there are online Suggestion and Book Request forms, as well. Also, the Library’s subscription to a Web-based product called RefWorks allows easy access to all Drake students, staff, and faculty. Statistics show heavy use of our online Subject portals by our patrons (thus modeling the “Reader’s Advisory” activity of librarianship). Also, Librarians and staff answer dozens of research- and technical-related e-mail inquiries every semester. The Electronic Resources Subcommittee of the Library (known as ERSC) is in charge of prioritizing and evaluating new and existing electronic services.
3. Content and Content Delivery. Although the number of “paper” subscriptions that the library utilizes has declined in recent years, the number of “electronic” journals and books the Library provides access to has burgeoned. At present, Library patrons have access to nearly 15,000 electronic journal titles, and 30,000 full-text “electronic books.” Patrons may access this wealth of material either on-campus, or through a proxy server from any Internet-connected computer anywhere in the world (not an exaggeration; we’ve had faculty and students accessing our databases from China and Australia, among others). In addition, the Library provides timely InterLibrary Loan access to materials not in its collection; for the past two years, this has included direct delivery of scanned journal articles via e-mail. Finally, Library visitors have access to more than 400,000 books and 1700 current journals; a small but growing DVD collection also is heavily used. Collection development is a responsibility of all Library staff and faculty; the Library’s Collection Development Policy outlines procedures, as well as policies that defend the Library’s central role in building the collections. ERSC is also involved in the evaluation and selection of electronic resources.
4. Staff Position Upgrades. Cowles Library is in step with a campus-wide initiative to rationalize and regularize job descriptions and salary grades for its staff. In addition, the Library has made considerable strides in upgrading positions, gradually replacing lower-paid clerical positions with higher-grade technical and managerial support positions. This movement has benefited both the staff, who have more room for personal development in the upgraded jobs, as well as the Library, which benefits from a higher-skilled, highly-motivated workforce.
5. Faculty Position Upgrades.
6. Library Instruction.
7. Library Facility and Technology. Until recently, the web has largely been viewed as just another publishing tool, one that is not substantively different from print media or television. However, an important shift is taking place which has been dubbed "Web 2.0." Whereas the focus of Web “1.0” was on information and its dissemination, it is now shifting towards people, virtual communities, and the harnessing of collective intelligence. For example:
• Wikipedia, an online encyclopedia with over 1 million articles, has been authored and edited almost entirely by volunteers. • Sites like del.icio.us and Flickr have championed a new type of collaborative and organic categorization of information called "folksonomy." • Much of the technology that now powering the web itself have been developed in open-source projects by thousands of individual programmers from around the world that have never met in person. • Blogs are changing the way we view traditional news media.
It is the central challenge for libraries to understand how these technological and social changes affect our role in education. This requires a shift in how we view ourselves. The notion of the library as a “treasure box” of information is being supplanted with the goal of building communities, both virtual and physical, to facilitate the sort of collaboration and learning seen in the examples above. We must explore ways to harness this collective intelligence and treating our “users” as co-developers of knowledge.
Cowles Library has been a leader, both on the Drake campus, and in the broader academic library/information technology sphere, in introducing change and bringing a spirit of innovation to the Web. The Library has operated a functioning Web site since 1994. Moreover, even before that time (“pre-Web”), the Library’s patrons were able to access information databases through the Internet or dialup connections. Today, the Library’s entire “electronic collections” of 15,000 journal titles and 30,000 electronic books are equally available to Drake students sitting in a dorm room, or taking “study abroad” courses in Italy or China. This facility is a primary reason that Drake is able to offer rigorous academic courses entirely over the Web, to students in India and Australia; the “electronic library” that these students can access, often dwarfs the limited “physical libraries” available to such students.
To continue to grow the Drake digital environment, this history of innovation needs to be coupled with a renewed determination, as well as supporting resources, to wed that history to the emerging opportunities of “Web 2.0,” as described above. Students, at whatever physical remove, should be given the opportunity to participate in, comment on, and evaluate the Library Web presence. Vigorous student employment experiences could be built around integrating new communication technologies into online offerings. Such instantaneous and ubiquitous access to a quality information environment can only help students and faculty to think of “our library” at Drake.
8. Internal Library Processes.
9. Digital Initiatives. Cowles Library Digital Projects already include a wide array of the research and publications of both Drake students and faculty. As such, the Library is positioned to be a key player in the “Open Access Initiative” (OAI). OAI is a worldwide movement to “open up” access to the scholarly research and output of the world’s research institutions; unlike “traditional” publishing efforts, wherein research is amassed by journals, who then turn around and sell the results back to libraries in pursuit of profit, OAI relies on individual institutions to archive and make available, using the Internet, and without charge, the intellectual output of the institution. Drake University is a leader in this nascent movement, and Cowles is the only library in Iowa that provides this service to its researchers and students.
Cowles Digital Initiatives also extend to the Drake Heritage Collection, which, like OAI, is free to all researchers everywhere in the world. The Heritage Collection is dedicated to preserving the history of Drake, as well as the surrounding community, through digitization and other projects (such as collecting oral histories of prominent Drake alums). Cowles partners with other libraries throughout the state to host and preserve valuable historical assets; these are available to students, researchers, and educators everywhere.
Potential projects could encourage faculty/student collaboration with the Library to create learning objects that would be interactive and technologically-based. These projects could easily have an international flavor, as, for example, Drake students studying abroad could compare and contrast how the values of differing cultures affect preservation efforts. Drake faculty abroad could collaborate on building collections and publishing the intellectual output of their international colleagues. Drake Faculty and the various colleges and centers of the institution would view the innovation and resources supplied by this gift as a powerful incentive to optimize their collaboration with the Library’s growing initiatives.
10. Campus-wide Leadership.
Operations
I. Planning:
The Library has written a Cowles Library Strategic Plan which includes: mission, vision, organizational attributes, and Strategic Goals as the basis for our actions. This document is developed with input from library faculty and staff. The mission statement and goals are aligned with the University Mission and goals and are clearly linked. This document is updated regularly.
Bi-annually the library updates its Cowles Library Program Development Priorities. This document is prepared by the Unit Heads of the Library (in conjunction with the Library Dean), and consists of Key Project Descriptions, Assignment (Lead Units), Target Date, Resources, Linkage to Library Strategic Goals (as identified in the Cowles Library Strategic Plan), and the desired Outcomes.
Bi-annually each Unit in the Library updates its Cowles Library Unit Program Priorities. This document is directly linked to the Cowles Library Program Development Priorities, and includes the specific Unit Goal, Assignment, Resources, Linkage to University Strategic Goal, Linkage to Library Strategic Goal, and the Objectives.
Annually, each library faculty and staff member in each unit develops his/her Personal Performance Goals for the upcoming fiscal year. These goals are linked to the Cowles Library Unit Program Priorities, and the Cowles Library Program Development Priorities.
II. Services:
There are three service points throughout the library at which users can check out and use materials – Circulation/Reserve; or request help and instruction from a librarian – Reference; or retrieve periodicals or microforms – Periodicals Information. The interlibrary loan service, which was moved to the circulation area, has been relocated to its former office and processing room at the west end of the first floor near the Information Commons. The Information Commons, which could be considered as another service point is actually an extended service of the Reference area. Those who wish to print items from a PC or Mac can do so from a print station in the Information Commons area.
Sirsi is the integrated library system used by Cowles Library. It was installed in 2001, replacing the Data Research Associates (DRA) system used previously. ILLiad, a full service interlibrary loan product, replaced Clio as the ordering agent for interlibrary loans and uses Ariel as a connector. The lending side of ILLiad became operational in May 2004, and the borrowing side became operational in January 2005.
The library is open for 104.75 hours per week, with Reference services available for 68 hours per week. Virtual reference – AskUsOnline and electronic reserves – through Docutek are available 24 hours a day. The library is open extended hours during finals week. Hours information is available on the library web site. In addition, information about the library and its services is printed on pamphlets and information sheets available through the library.
As a service to the Drake community as well as the surrounding Des Moines community, the librarians give tours of the library by appointment or walk in request.
We welcome users’ opinions, comments, and questions which may be offered in person, or on a suggestion/comment form on the library’s web site. Librarians and staff are available to users at all times.
Evaluation: LibQUAL+ (qualitative), comparison of annual statistics to previous years (quantitative), feedback from library users, assessment. Future considerations: develop quality training program for student assistants, continue to update Sirsi and ILLiad, investigate feasibility of linking citations from databases to ILLiad request forms.
III. Instruction
We have three librarians whose duties revolve around instruction. One is a First Year Librarian; her position is unique in that, as far as we can discern, this is the only First Year academic Librarian in the country who is required to teach a class of First Year students as a part of her duties. The other two teach sections of LIBR 046, a two-credit, once-a-week course. LIBR 046 has been in existence since Fall 2001. There is also a "Web only" section of the course taught in the summer (since Summer 2005). Each section has 20 "seats," which means that, each year, we provide 100 or more students the opportunity to fulfill the Drake Curriculum's Information Literacy "Area of Inquiry." The addition of the Electronic Classroom with associated personal computers (purchased via the Information Technology fee) has greatly enhanced the library's efforts in instruction.
Our instructional efforts surpass this course, however; we also provide one section of the "First Year Seminar" (as noted above) and provide a one-session "introduction to the library" to the other forty sections of this course (all library faculty participate in this process). Our instructional librarians also support numerous other curricular programs; for example, one librarian is currently involved, as Interim Director, of a program to provide technology-and information-laden "concentrations" to undergraduate majors of all stripes; while another is team-teaching an Honors Course with a Journalism faculty member.
Finally, the reach of our instructional efforts extends past the classroom and into the Drake Curriculum. Two years ago, an instructional Librarian served a one-year term as Chair of the Drake Curriculum; and several librarians have served on the campus-wide Curriculum Committee. These Librarians have provided valuable input and support into the Drake curriculum-building process, particularly with the Information Literacy and Critical Thinking requirements. In addition, Librarians do regularly (upon request of the faculty member) provide in-class instruction in First Year Seminar's as well as many other classes.
Every section of LIBR 046 is evaluated by its students at the end of the semester. Also, the Library Faculty has begun a process of occasional in-class "peer review" of teaching performance; we hope to extend this to "one time" instructional sessions, as well. IV. Resources (Collections)
Effectiveness governed by quality, accessibility, availability and delivery of resources on site and remotely; relevance to the institution's current programs, and the degree to which they are used --Governed by Cowles Library Collection Development Policy --Joint effort/responsibility of Cowles librarians and discipline-based faculty --Each Librarian is assigned particular discipline(s) for which they are primarily responsible for the development of the collection; they are also named to be the Librarian Liaison for particular disciplines (see Communication & Cooperation section below for more information about the Library Liaison program/process). --Resources are to support the curriculum and faculty teaching --Monograph, Serials, Electronic databases, electronic monographs, electronic serials, digital collections --Approval Plans --Electronic databases/serials has been vastly enhanced via the Information Technology fee; it has allowed the library to enhance this area without it having to be at the expense of another (monographs) --Serials Format de-duplication project whereby $24,296.73 was reallocated to free up money for enhanced electronic database access; reallocated $13,911 by canceling duplicated or non-vital microfilm subscriptions Measurement of scope/depth of the following components: I. Monograph collection: --Conspectus Targets --WorldCat Collections Analysis --Resources for College Libraries II. Serials collection: --Ulrich's Serials Analysis System --Serials Solutions III. Electronic serials/databases: --Usage statistics from individual vendors --Serials Solutions Future considerations: Greater integration of resources into course instruction
V. Access:
Cowles Library operates under an open stacks policy. Users are allowed to “browse” the shelves to look for materials. Monographs are classified in the Library of Congress system, periodicals are shelved alphabetically by title in a separate area, and government documents are shelved by the SuDoc system, also in their own area. Some government documents have been added to the catalog so that those titles are accessible electronically. In addition new books and browsing books are displayed in separate areas and are available for check out before they are shelved in the stacks. Reserve materials can be located by students through a dedicated computer at the Circulation desk.
Most areas in the library are ADA compliant (please see the Facilities section for more information). There is the “Arkenstone Room” available for those with sight impairments. Library staff is available to help those with disabilities retrieve information, either from the shelves or on the computer.
Within the Information Commons are 45 workstations (PC and Mac), dedicated workstations (two for CDs such as government documents on disk and one for DVD viewing), and a scanner station. Users may use this area for researching databases, working on projects with installed software, and email.
Eight OPACs are installed within the building; four in the Reference area and one in the Circulation area (both on the main floor); two on the second floor; and one on the ground floor.
Until last year the library had a wireless access system installed in the building and had checked out Ethernet cards to users. Last summer the Drake campus became wireless. Students and others with Ethernet connections on their own laptop computers now may access library resources anywhere inside the building, as well as outside the library.
A proxy server was installed within the past year that allows distance learners and others reliable remote access to the databases, to request interlibrary loans, or to use other features
Cowles Library participates in a state-wide program, AccessPlus, that allows for free exchange of interlibrary loan materials with Iowa libraries. Policies and procedures are available on the library’s web site. Evaluation: LibQUAL+, etc. Future considerations: update workstations as budget allows, update library catalog as updates are available, update web pages to reflect changes, provide workstations in various areas of the library.
VI. Staff:
Cowles Library staff is highly trained, highly efficient, and responsive to the needs of its users. There are ten librarians, ten staff, and one part-time staff who, starting in summer 2005 were assigned to one of four units as a result of the restructuring of the library operations. These units are Access, Administrative, Collection Development, and Instruction & Digital Technology. These units are self-governing and the Unit Head belongs to the Library Management Council, as noted below in the Communication and Cooperation section. One staff position, Quality & Training Coordinator, was recently filled. There is one unfilled staff position, a reference assistant, in the Access Unit. Cowles Library also employs 71 student assistants who work in all departments of the library.
Hiring and work standards are adhered to through the Drake Faculty Handbook and the Cowles Faculty Handbook for librarians and the Drake Staff Handbook for staff. The Administrative Assistant in the Dean’s office works closely with the Drake Human Resources Department to assure compliance with all local and national standards is met. Librarians are faculty with tenure track.
Training and staff development is strongly encouraged. Funding is available for both librarians and staff to attend local and out of state conferences and workshops that highlight knowledge and training in their particular areas. Recently staff members have attended diversity workshops held on the Drake campus and within the past two years, librarians and staff have attended out of state diversity workshops. Librarians and staff also stay current and updated through reading professional journals.
Librarians and staff are also encouraged to participate in Drake committees. This participation is noted in other areas of this document.
As the library now becomes more technologically based, the qualifications and composition of the staff must reflect these advances. The number of staff members has varied by one or two over the past five or so years. However, each time a position is vacated we have looked to our future needs when filling that position. For that reason, within, the past two years we have created the positions of web developer, digital librarian, and media specialist.
Other areas that need attention is that of instruction service and quality. The two aspects of this are: first, the need for incoming Drake students to be comfortable and knowledgeable about the library and its resources; and second, the need for well trained student assistants and staff as well as providing for quality service. The duties of the First Year Experience librarian, who is responsible for educating incoming students, are noted elsewhere in this document. The most recent hire is the Quality and Training Coordinator. She will be responsible for assuring that the student assistants are trained to provide consistent, polite, quality service to library users. Another aspect of her position will be to oversee and coordinate the training opportunities for the library staff.
Another person assigned part-time to the library is a senior advancement officer. She is a member of the College/School Advancement Services division of the Institutional Advancement Office and is also assigned to the School of Education. She works with the library Dean and the head of the Marketing Committee to oversee fundraising efforts for the library.
With a mind always to the safety of the staff and the library users, we work closely with the Security Office to assure a safe and comfortable environment. Recently, we have installed “panic” buttons that will instantly inform security officers if a difficult situation should arise within the library.
Evaluation: LibQUAL+, comparison of number of staff, ratio of funds to students/faculty compared to peer institutions, percent of budget on staff and materials Future considerations:
VII. Facilities:
The original library was situated in Carnegie Hall, located just east of the present building. In 1937 the Cowles Library was dedicated ay the present site and was the undergraduate and graduate library (except for the Law Library) until 1968 when an addition was built. The inside space of the library, including stacks, storage, offices, and public areas is 94,000 square feet. The last major renovation was in 1993/1994. Since then an electronic classroom, a media classroom, an Information Commons, a quiet study area, and a Heritage Room were created out of spaces already existing. The Heritage Room was created by a generous donation from James Collier (GR‘70). The Reading Room was restored to its 1930’s splendor and is now used for quiet study, as well as various talks and training sessions and exhibits.
There is adequate signage, which is updated as necessary, in most areas of the library.
There is a wheelchair accessible study carrel, the Circulation desk is wheelchair accessible, and all floors are accessible via a ramp, an elevator or a chair lift. There is ramp access at the front entrance to the library, as well as a coded door on the street side of the building. Stacks in the renovated sections conform to ADA standards.
The equipment, which includes workstations, photocopiers, microfilm reader/printers, and a print station are updated as the budget allows. Staff equipment, including chairs, is also updated as allowed.
Unfortunately the building is beginning to show its age with regard to the furnishings and the environmental aspects. Other than certain specific additions, new study tables for instance, the furniture has not been replaced since the 1968 addition and is now shabby and outdated. The inconsistency of lighting and temperature control and the condition of the furniture are frequently mentioned by survey takers.
Since the interior space has not been enlarged, staff is occupying the same office space they have for the past several years. There have been some adjustments to individual spaces as necessary. Also, there is no expansion room for books, so there is regular weeding done to make room for new materials. The periodical stacks may have one or two more years of expansion space available.
Panic buttons, located in four (?) areas around the library, are connected to the Security Office.
As mentioned above the library has wireless connectivity and a proxy server that enables remote users and distance students to access the library.
Evaluation: LibQUAL+, survey by Administrative Unit, peer comparisons to seating
Future considerations: rework “green” room, provide spaces for group study
VIII. Communication & Cooperation:
There is effective communication within the Library. The Library has a number of standing Committee's via which much information is disseminated. Especially, the Library's Management Council, which consists of the Unit Heads. Library Management Council meets bi-weekly. The Unit Heads are responsible for disseminating pertinent information to the employees in their respective Units. The Dean also regularly holds “All Staff” meetings whereby the entire Library Staff gets together for an update session and questions/answers. The Dean will also send out e-mail announcements when items come up about which the staff should be informed.
--Staff members are encouraged to suggest new ideas or procedures. There is not a formal mechanism for this, but it does most routinely occur at the Unit level.
--The library has regular mechanisms to communicate with the campus. We have the Library Liaison Program (more below). We send out regular ListServ announcements to those who have signed-up. We put out announcements on the Library's Web page under “News & Events.”
--The major mechanism for communicating with faculty is the Library Liaison program. The Library holds bi-annual meetings (one in the Spring and one in the Fall) to update discipline-based faculty on important library events, services, resources, etc. Each Department assigns a faculty member to be their Liaison. Conversely, each Department is assigned a Librarian. This is done to facilitate cooperation and communication.
--The library works with various departments on campus to help them comply when they are undergoing accreditation reviews.
--The library works cooperatively with the Information Technology Department. The Library Dean and the Web Developer each serve on University Committee's whose purpose is to develop and implement particular IT functions (including web applications) at Drake.
--The Library Provides its own in-house technical expertise in regards to the provision of electronic access (such as remote user issues), and to the maintenance and upgrading of PCs in the Information Commons, including printing.
IX. Budget:
There are three components to the Library Budget: salaries, operations, and acquisitions. The Salary component is based upon the number of employees and their classification levels (staff), and the number of library faculty and their appointment level. Both the operations budget and the acquisitions budget are reviewed annually. A request for additional funds is submitted to the Provost. The library generally is notified of its budget level for the upcoming fiscal year after the Board of Governors meets each Spring. Sometimes the new fiscal year has begun (June 1) before the library receives official confirmation of its budget.
--There is an internal Budget Committee consisting of the Library Dean, the Library Administrative Assistant, The Collection Development Librarian, and two staff members with significant budget responsibility. This committee meets regularly to review expenditures and make budget projections.
--Acquisitions Budget. Ratio of expenditures has shifted dramatically from print to electronic.
--Supplemental Funds: IT fee, Pharmacy Student Fee, Education IT fee, Endowment funds
