A.) Addendum to meeting agenda- PSC items: discussion of promotional items and an EndNote discussion. The agenda was approved as amended.
B.) Minutes: Bobbie sent out a copy of the meeting minutes to RUL EVERYONE in its former version, but some of us had problems opening it. Minutes will be posted on the site now and in the future.
A.) Activities of the Curriculum Issues Committee from the New Brunswick Undergraduate Task Force. They refer to information literacy and related issues as reasoning and information competence. They are identifying courses that will carry out the competency requirements, including Feminist Inquiry and some research methods courses. The curriculum document should be approved April 22, 2005. These competencies needed be included in an explicit way. These are just for the core requirements and not the whole process.
B.) SAKAI: Jeanne has inquired about a Sakai presentation. Chuck Hedrick and Gayle Stein are happy to come to show the ISC Sakai. It depends on the schedules for the upcoming ISC meetings.
C.) Discussion of SLA conference
D.) OIRT Symposium: April 27th. Speakers
1. Anne Paulet ( http://www.humboldt.edu/%7ehist/drpaulet.htm): head of history at Humboldt State University and a Ph.D. from Rutgers. The department has a nice website on information competency (http://www.humboldt.edu/~hist/informationcompetency.html).
2. Tom Mackey from SUNY Albany's School of Information Science and Policy (http://www.albany.edu/sisp/people/faculty/mackey.htm), who will be speaking via videoconference. He helped to develop the standards for Information Literacy for the Middle States Commission on Higher Education
3. Geetha Ghai, Associate Director- Center for Advanced Food Technology, Rutgers, will talk about the Business and Nutrition Virtual Collaboratory.
E.) Short report on the most recent OIRT symposium.
F.) Eileen has turned off access to SAILS. There were 100 completions/submissions. Unless you have a huge prize like a laptop, student participation is limited. There will be a drawing for 10 flash drives as prizes.
G.) On a related note, SCILS and ETS are collaborating on assessment development. SCILS will pay the students $25 each to participate. Janet Williams will be speaking about this collaboration at the SLA conference.
A.) IRIS Changes: Sam has gone through all of Module 3 (Using IRIS) and attached new IRIS icons to the existing pages. This means he has done 80% of the work before IRIS changes in May. If the group does their work in changing the module by May 6th then Sam can have it changed and into Searchpath.
1. Numbers: Sam reported on recent numbers in SearchPath. Until we have a year or so of experience with Searchpath, we cannot know the significance of the numbers.
It is no surprise that the module about finding articles (Module 4) is the most visited, because that is what students have been asking for help with the most at the reference desk. We would like other faculty to use the modules in whatever way is most helpful to them. Education department faculty looked at instruction needs, and they agreed that Searchpath is good but should be a supplement and not substitute for other parts of the instruction program.
2. Anecdotes about Searchpath:
Eileen Stec reported that she contacted Michael Goeller, the director of the Business and Technical Writing Program, and plans to put it on the Business writing pages. She has been assigning Searchpath to her writing classes and they are sending their quizzes to her.
Steve Chudnick and Bill Hennig have assigned them before writing program classes and found very good results.
A visiting high school group used the modules before their visit, and they were very well prepared.
If we collect case study material, we have material for our assessment of Searchpath. How about a template for recording and analyzing case studies? Conversations with faculty can be translated into the template for real assessment.
3. Faculty Survey:
The time frame for the assessment emailing is somewhat problematic. We are competing with LIBQUAL, and need to limit "assessment overload" for faculty. We can wait until fall for some of our survey results.
C.) Awareness: Targum has published an ad about Searchpath. Focus has chosen to cover Searchpath in one of its future issues. Hopefully the exposure will encourage faculty to put Searchpath into their syllabi and assignments in the fall. Harry is working to develop promotional materials for this budget year (notepads, pens, etc). Searchpath will be added to the My Rutgers portal, in addition to RedLightGreen.
D.) Marketing Ideas/ Brainstorming:
1. Patricia has been working on an ID Card holder as a marketing tool, and has communicated with RU Connection, who distributes cardholders with their logo to new students. Perhaps we can coordinate with them and have a Searchpath logo included on the cardholders? Distribution and coordination may be difficult and the public services committee needs to decide.
2. Reviewing the recent survey research on where Rutgers students get their information would be useful, as sources are changing. For example, the library hits from the RU channels get more hits than the Ejournals listing.
3. There is an upcoming workshop on marketing on May 5th, and there will be an inter-functional management group, including MBA students doing their capstone course, working with the marketing team in the fall to write the marketing plan. It would also be good to ask them about what library services they really use and what they don't use, and to use them as student consultants.
4. All members of the ISC and also the public services committee will be expected to put the Searchpath advert in the signature. Bobbie will ask the RUL Everyone list to put the Searchpath advert in their email signature. We also have to show them how to do it.
5. There is an email release of events on campus. It is sent out every Tuesday night grouping the week's events, and we could submit items for inclusion.
Rebecca Pressman is organizing and updating the finding aids page and the individual finding aids. She will point out the gaps on the finding aids list, and if librarians have existing aids that need to be added to the list they should contact Bobbie.
Procedures Page for Finding Aids? A How-to Guide for submitting finding aids to the list might be good. Finding aids are more useful to undergraduates than subject guides, and they get used most the week after an instruction session. The librarians often negotiate with course instructors about where the link to their finding aid gets placed on a course syllabus.
Unless a finding aid is for a specific class it won't be used very much.
RUL chose not to pay for the data stream with the new IRIS. That module gives helpful web links based on the topics searched. Do we need dynamically generated information?
The ECollege Web pages do need to be updated. We have to address the Ecompanion module. We need to update that tutorial.
ACRL distinguishes between the three arenas of information literacy assessment and emphasizes their use in the formal curricula. Course outlines, programs and syllabi might mention information literacy requirements but they may not use the same vocabularies that librarians use.
Bobbie needs many contributions to this document. She is asking volunteers to add links and real-life examples. When completed, such a document validates what is already going on but needs to be formally announced. Any examples that go in should address the Middle States accreditation process.
The GSE had to address something similar because of the No Child Left Behind Act. They had to include what state standards were being met by their GSE syllabi.
Teaching faculty prepare teaching portfolios. Perhaps we can analyze those.
Sometimes the subject area accreditation process requires such documentation (syllabi), and we can study those if they are not already online.
Syllabi don't always say HOW the instructor teaches. We also need assignment sheets, but they can be separate from the syllabus.
In developing the New Brunswick undergraduate curriculum there will be an array of courses that students can pick to fulfill their critical thinking, quantitative thinking, and other requirements. In some instances new courses need to be created, in other cases courses need to be modified, and some courses already suffice. National and local standards help faculty think about goals, outcomes and objectives whenever they teach. As librarians we also have to consider how we are going to advise instructors when we ourselves can't be in the classroom.
Patricia attended an OIT Meeting for EndNote, and the Libraries must consider our responsibilities for training and assistance. We must address patron expectations, and the issue has come up with the Public Services Council. The Center for Advancement of Teaching is working on support for this, and Patricia and a person from Library Systems will go to their April 15th demonstration.
Resources like RedLightGreen (http://www.redlightgreen.com), NoodleTools (http://www.noodletools.com/), Refworks (http://www.refworks.com), which the University of North Carolina uses, and ProCite, offer similar capabilities, but consumers are choosing EndNote.