treading in the uncharted water an experience of the open university of hong kong library edith wu /...
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Treading in the Uncharted Water
An experience of the Open University of Hong Kong Library
Edith Wu / April 2007
The OUHK : History
• 1989: Hong Kong Open Learning Institute– Established by the Hong Kong Govt.
• 1997: The Open University of Hong Kong– Self-financing – Non-profit making– Self-accrediting
The OUHK : Organization
• Full-fledged university
• Academic: 4 Schools– Arts and Social Sciences– Business and Administration– Education and Languages– Science and Technology
The OUHK : Organization
• Administrative Units– User Support
• Information Technology Unit
• Education Technology and Publishing Unit
• Library
– Others• Registry …
The OUHK : Distance learning programmes and students
• Programmes– Numbers: 154 – Levels: sub-degree to post-graduate degree
• Students (headcount)– 15,075
The OUHK : Face-to-face learning programmes and students
• Programmes– Numbers: 25– Levels: undergraduate
• Students (headcounts)– 2,201
The OUHK: Library
• Organization– Reader Services Division
• Information Services, Circulation, Serials
– Technical Services Division• Acquisitions, Cataloging, Systems
• Staffing – 26 full-time staff members
The OUHK: Library
• All-around Library service
• Open at least 12 hours on most of the calendar days
• Print and electronic collections
• Face-to-face and digital services
Challenges to Library
• Surge of the number of face-to-face students – 2005: 521 to 1,342
– 2006: 1,342 to 2,201
• Two groups of users – Distance learning students
– Face-to-face students
– Differences in needs, study modes and characteristics
Challenges to Library
• Net Generation – Campus time– Digitally competent– Team-oriented– Fast, interactive, experiential
Challenges to Library
Out ofOut of our
comfortcomfort
zone!
Library Initiative 1: New forms of information literacy programmes
• School-based, subject-focused
• Year 1 students – Overview
• Years 3 and 4 students – Tailored to course needs
• Quiz and souvenirs
Library Initiative 1: New forms of information literacy programmes
• InfoSkills Workshops – During lunch time – Tutorial style– Library resources and Internet resources– Citation, plagiarism
Library Initiative 2: More opportunities for collaboration with Schools
• Arising from Library Workshops – Proactively to offer and propose formats– Part of the course schedule– Co-ordination by Schools – Resources to be featured
• Partnership to support students
• Interaction, mutual understanding
Library Initiative 3: New engagement of students in learning support
• Library Ambassadors Pilot Programme– Voluntary work of 20 hours– Good response esp. from face-to-face students– Assisted in Library routines, projects– Knew more about Library work and service
Library Initiative 4: Enhanced promotion of Library resources
• Library Service Updates – Electronic, quarterly newsletter proactively
pushed to all students and staff – Featured subject area– Hot Topic
• Display boards – Visual impact
Library Initiative 5: New staff service skills
• Old dogs must learn new tricks
• Understand style and service needs of the young students
• Do a reality check to acknowledge – the differences between the two user groups,
and therefore potential “conflicts” – Library’s constraints
Library Initiative 5: New staff service skills
• Initiative to serve
• Communications skills – Not to instruct but to explain
• Do not “shhhhhuuuuu”
– Message presentation
Learning points
• Get connected in the enterprise of the University
• Show our determination, capabilities and efforts to collaborate with academic staff and other learning support agencies
• Know and reach out our users.
Learning points
• Articulate and strategize our vision, value and long-term plans, and advance it to the whole Campus
• Enhance faculty and student experience in the Library
• Advocate information literacy
Learning points
• Face the need of assessment
• Nurture Library professionals – Perform in broad perspectives and with acute
awareness– Able to work effectively across institutional
units– Encourage them to make differences in a
change-resistant environment.
Summary quote
• “Libraries could someday find themselves in the same situation as daily train commuters. Just because the train schedule remains the same for thirty years doesn’t mean that hapless commuters might not one day find themselves standing on the wrong platform, waiting for the wrong train, unaware that there was a schedule shift in their world order.” (Gandel, 2005)
Thank you.
Edith Wu / April 2007