Libraries for Users. Services in Academic Libraries

211 Pages·2011·2.78 MB·English

by  Luisa Alvite and Leticia Barrionuevo (Auth.)

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Libraries for Users 6
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3344RR
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CHANDOS
7 INFORMATION PROFESSIONAL SERIES
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9 Series Editor: Ruth Rikowski
(email: [email protected])
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Chandos’ new series of books are aimed at the busy information professional.
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They have been specially commissioned to provide the reader with an authoritative
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view of current thinking. They are designed to provide easy-to-read and (most
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importantly) practical coverage of topics that are of interest to librarians and
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[email protected] or telephone number [phone].
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email [email protected] or telephone [phone].
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Libraries for Users 6
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Services in academic libraries 1100
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LUISA ALVITE AND 2200
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ETICIA ARRIONUEVO
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Chandos Publishing
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www.chandospublishing.com
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Chandos Publishing is an imprint of Woodhead Publishing Limited
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9 Woodhead Publishing Limited
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UK
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Tel: [phone]
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First published in 2011
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7 ISBN:
978 1 84334 595 4
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9 © L. Alvite and L. Barrionuevo, 2011
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British Library Cataloguing-in-Publication Data.
1 A catalogue record for this book is available from the British Library.
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All rights reserved. No part of this publication may be reproduced, stored in or
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(electronic, mechanical, photocopying, recording or otherwise) without the prior
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person who does any unauthorised act in relation to this publication may be liable to
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The Publishers make no representation, express or implied, with regard to the accuracy
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responsibility or liability for any errors or omissions.
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List of fi gures 6
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1.1 Measuring impact or outcome 12
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3.1 Key concepts of an LRC 41
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3.2 T he Teaching Resources Factory at the Polytechnic
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University of Catalonia 47
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4.1 AquaBrowser Library© in Queens Library 62
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4.2 LibraryThing 65 4
4.3 Leon (Spain), University Library Website 82 5
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4.4 C hat in Virtual Reference Service, Library of the
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University of Amsterdam 91
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4.5 Marketing cultures in libraries (Singh, 2009) 99
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4.6 Images from The Inspiration Campaign 103
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4.7 One of the ten successful messages 106
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5.1 Information skills model 124 2
5.2 Assessment techniques 131 3
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5.3 ROARMAP 137
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5.4 TDL repository 147
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5.5 S tanford University libraries, digital collections
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and services 153
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5.6 OCLC collections grid 158
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5.7 Europeana 169 3300
5.8 Web 1.0 and Web 2.0 compared 171 1
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5.9 2.0 tools 175
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Preface 6
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The intention of this publication is to present the current
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status of services provided by university libraries. We have
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striven to explore the way in which academic libraries are
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adapting their traditional services and adding new ones in
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order to adapt to the demands of the new model of society,
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the Knowledge Society, and the new environment in higher
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education marked by globalisation and competitiveness.
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The fi rst few chapters shed light on academic institutions
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and describe the unstoppable trend towards reinforcing higher
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education’s commitment to assessment and quality in the
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quest for excellence in teaching and research. As a key part of
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the institution, the university library is one of the prime
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indicators for measuring the quality of the institution. Its
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assessment is, in turn, linked to user satisfaction and therefore
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directly related to the quality of the services provided.
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Users and their needs are the engines of change in the
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library’s role and in academic information services. The
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challenge of the new teaching-learning paradigm espoused
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by the European Higher Education Area and the challenges
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posed by e-science are asking that library services not only
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support but also truly foster learning and research. The very
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concept of academic library, already thrown into upheaval
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by the digital revolution, is taking on a new guise as the
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learning and research resource centre, designed so that end
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users receive the highest quality service.
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We have grouped three crucial services under the heading of
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The Challenge of Enhancing Traditional Services: catalogues,
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Libraries for Users: Services in Academic Libraries
1 reference services and marketing. The changes in the access
2 and information retrieval today, dominated by intuitive
3 interfaces and powerful search engines, pose a major challenge
4 for OPACs, a challenge that requires us to adjust the design of
5 the system to users’ real behaviour, study their interoperability
6 with the library’s other electronic collections and refl ect on
7 their possible inclusion in web-based engines and projects
8 immersed in the semantic web.
9 In turn, the information desk and reference collection
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1 which use tools like instant messaging, chats and specifi c
2 programmes wholly designed for this purpose to ensure the
3 effi cacy and user-friendliness of the service. There is no
4 question that innovative, creative initiatives must become
5 allied through the use of marketing techniques and strategies
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7 its clientele. We can witness an increasingly positive attitude
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9 the jobs related to promotion and dissemination of the
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1 The last chapter addresses services that we regard as
2 essential within today’s academic library. This includes
3 strategies like institutional repositories, which contribute to
4 the institution’s visibility and public value by promoting the
5 dissemination of the results of its activities and contributing
6 to the reform of the scientifi c communication system; and
7 in-house digital collections, which foster access to the
8 institution’s collections, often of incalculable historical value,
9 with the library helping to disseminate and preserve them.
3300 Equally important is the role that the library should play
1 to ensure that users acquire competences and skills related to
2 the access, use and evaluation of information. Information
3 Literacy is now a service that goes beyond traditional patron
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Preface
a learning centre. Finally, the inclusion of social technologies 1
and Web 2.0 services provides us with a unique chance to 2
reach a wider audience, get users to participate as creators of 3
contents and develop services with an added value. 4
Despite any oversights and shortcomings, we hope that 5
this publication will be useful for readers interested in 6
refl ecting on the role of university libraries and the challenges, 7
strategies and future perspectives that serve to reinforce the 8
services provided for users, and in maintaining the library’s 9
leadership in the provision of information. 1100
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About the authors 6
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Luisa Alvite, PhD, is an assistant professor in the Department
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of Library and Information Science at the University of León,
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Spain. She has focused her research interests on Information
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Retrieval, Interfaces, Electronic Libraries and Digital
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Contents. She has published several works related to these
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subjects in different congress proceedings and scientifi c
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journals.
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Leticia Barrionuevo has a degree in Information Science
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from the University Carlos III of Madrid. She completed
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a doctorate on ‘Knowledge Management and Transfer in
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the Organizations’ and she is now writing her doctoral
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dissertation on evaluation of institutional repositories. She
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has been in charge of the Library of the Faculty of Philosophy
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and Letters in the University of León from 2005, and she has
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worked in the fi eld of archives and libraries for more than
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nine years. She is involved in the design and implementation
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of the open and institutional digital archive and she lectures
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on electronic resources and Open Access initiatives to
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university teaching staff.
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The authors may be contacted at:
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E-mail: [email protected]
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E-mail: buffl @unileon.es
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Academic library services:
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quality and leadership 7
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Universities in a globalised setting 1
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Even though there is no agreement on the elements that 3
comprise excellence in higher education, in the past decade we 4
have witnessed a veritable explosion in university rankings. We 5
can cite, for example, the Academic Ranking of World 6
Universities (ARWU)1 published by the Center for World-Class 7
Universities and the Institute of Higher Education of Shanghai 8
Jiao Tong University. This system emphasises publications, 9
citations and academic prizes, especially in science and 2200
technology. The QS World University Rankings2 relies heavily 1
on academic peer review (which accounts for 40 per cent). The 2
SCImago Institutions Rankings (SIR)3 is built with data from 3
Elsevier database Scopus. The SIR 2009 World Report ranks the 4
best 2,000 worldwide research institutions and organisations 5
and analyses their research performance in the period 2003–7 6
through fi ve global output indicators. In turn, Webometrics 7
Ranking of World Universities4 produced by the Cybermetrics 8
Lab (National Research Council of Spain), offers information 9
about more than 8,000 universities according to their web 3300
presence, a computerised assessment of the scholarly contents 1
and visibility and impact of the whole university web domain. 2
Obviously, the results are not all similar because of the 3
relative weight assigned to the indicators used, which means 3344RR
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