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!