Monday, April 11, 2016

April 2016

      The BRCC Magnolia librarians would like to remind you about the upcoming annual book sale. The annual book sale always has some great finds! Paper back books are $1.00 and hard back books are $2.00-$3.00. So stop by the week after LCTCS and see what you can pick up.

Reprinted from Inside Higher Ed
Inside Higher Ed. (2016, April 4) A Larger Role for Libraries Retrieved April 4, 2016

A Larger Role for Libraries

Study explores faculty members' views on scholarly communication, the use of information and the state of academic libraries and their concerns about students' research skills.
April 4, 2016
Faculty members are showing increasing interest in supporting students and improving their learning outcomes, and say the library can play an important role in that work, a new study found.
Ithaka S+R’s latest national faculty survey, released this morning, shows two storylines in higher education intersecting. The results suggest the pressure on colleges to improve retention and completion rates and prepare students for life after college appears to be influencing faculty members, who are more concerned than ever that undergraduates don’t know how to locate and evaluate scholarly information.
At the same time, many faculty members view university libraries -- which are engaged in a process of reinventing themselves and rethinking their services -- as an increasingly important source not only of undergraduate support but also as an archive, a buyer, a gateway to research and more.
“We have a number of findings that show faculty members are paying more attention to students' skills and that they’re looking at the library as a partner,” said Roger C. Schonfeld, director of Ithaka S+R's libraries and scholarly communication program, who co-authored the report. “It suggests real opportunities for universities that wouldn’t necessarily be possible if it was just an administrative initiative rather than a set of perception changes.”
Ithaka S+R, a nonprofit consulting and research company, has conducted the survey -- a wide-ranging exploration of how faculty members feel about information usage and scholarly communication -- every three years since 2000. This year’s edition includes responses from 9,203 faculty members representing all arts and sciences and most professional fields at four-year colleges and universities in the U.S., collected last fall.
In an interview, Schonfeld said faculty members’ thoughts on their own students’ research skills are one of the most interesting developments since the 2012 survey. More than half of respondents (54 percent) described those skills as poor, up from 47 percent in 2012. Faculty members in the humanities were particularly critical, with about six in 10 respondents saying their students struggle.

Most faculty members -- about two-thirds of respondents -- said they see improving undergraduate research skills as an important goal for the courses they teach, but they are not alone in that pursuit. About half of faculty members now say librarians contribute significantly toward students being able to discover and use primary sources in their course work -- “substantial increases” from the 2012 survey.
The increase in the number of faculty who see libraries as a support service for students can be seen in the qualities instructors value in their libraries. Traditionally, faculty members have rated services related to research -- acquiring new journals and monographs, serving as a starting point for research and archiving information -- as the most important aspects of a library. Those functions are still important, but this year’s respondents rated undergraduate support as the second most important service the libraries provide (behind acquisitions).

In fact, respondents in 2015 rated everything libraries do as more important than they did in 2012. The undergraduate support function saw the largest increase, from less than 60 percent in 2012 to about 75 percent in 2015.
Schonfeld pointed out that there are obviously differences between individual colleges and how their libraries are viewed by faculty, but over all, “Libraries writ large can take that as a sign of success,” he said.
Other notable findings include:
More than half (52 percent) of faculty members said they shape their research and pick their publication outlets based on what they think will work in their favor in tenure and promotion decisions. That is particular true among female respondents (59 percent) compared to male respondents (47 percent) and faculty members in the social sciences (57 percent).
“We know that there are issues around equity, and not just on a male-female basis in higher education,” Schonfeld said. “This is a good example of evidence that we have not solved these problems.”
On a related note, faculty members said some research methods are more important than others. More than half of respondents rated analysis of new quantitative (59 percent) and qualitative data (53 percent) as the most important research activities, while analyzing text, mapping data, using simulations or writing code ranked toward the bottom of the list with less than 20 percent.
Interest in all-digital scholarly monographs remains flat, even as more faculty members grow comfortable with the idea of an all-digital journal collection. About 75 percent of faculty members said they would be fine if their library stopped subscribing to a print version of a journal but continued offering it electronically. A growing number of faculty members are even warming to the idea that libraries should discard their entire print collections.
That does not apply to print monographs, however. Less than 20 percent of faculty members said they see ebooks catching on in the next five years to the point where print books will be superfluous. Print, respondents said, is easier to read cover to cover, in-depth and skim, while ebooks provide a better way to search and explore references.
“As I look at that finding, it suggests that some of the enthusiasm that faculty members had a few years ago for the potential of digital books … hasn’t been realized,” Schonfeld said.
Faculty members believe they themselves are best suited to preserve research. More than 80 percent of respondents said they preserve, organize and manage their own data, while less than 10 percent said they rely on libraries to do so. Once a project has reached its end, a majority of respondents (about two-thirds) still said they take responsibility for preserving it, most of them using freely available software. Only about 10 percent said libraries and publishers assume preservation responsibilities.
“There are some real risks here,” Schonfeld said. “There’s a preference for solutions that are seen as self-reliant.”
Dedicated scholarly databases are losing influence as a starting point for research as library websites and general search engines capture more of the market. In every previous edition of the survey, a plurality of respondents have said they start the research process by visiting a database such as JSTOR. This year, slightly more faculty members (about one-third of respondent) said they start on a general-purpose search engine such as Google.
The results also contain encouraging news for libraries, which have over the last several years invested millions of dollars in discovery services. About one-quarter of faculty members said they start their research on the library’s website, a jump from about 20 percent in 2012.
“The flux there is really interesting, and it’s important,” Schonfeld said. “It’s really powerful to see the mind share of faculty members shift away from publishers or other kinds of specific electronic resources and toward these newly developed library discovery services and general web search.”


Reference Librarian, Kathy Seidel assisting
students from the English 101 pilot program.

Technical Services Librarian, Laddawan Kongchum leading
a bibliographic instruction session in computer science.

      Your BRCC Magnolia Librarians continue to work making research a valuable and tangible resource that students can use. This helps with retention and encourages student learning and inquiry.  There are many ways to involve the library with the courses you teach. Contact your liaison librarian, call the reference desk (216-8555), or email ( to get more information. If you are uncertain who your library liaison is, the list is linked here:

Reference Librarian, Peter Klubek leading a
biblographic instruction session in LA History.

Reference Librarian, Lauren McAdams leading a
 bibliographic session in computer science.

      There are many opportunities to gain from your library, some of which might be somewhat unexpected. This centerpiece was created in your BRCC Magnolia Library.

Book themed centerpiece for LLA

     The annual Louisiana Library Association (LLA) conference was held last month here in Baton Rouge. Dean Joanie Chavis and Associate Dean Jacqueline Jones were heavily involved in the planning of this event, and featured these centerpieces in the grand ballroom of the conference. 

Centerpiece created in your BRCC Magnolia Library
on display at the annual LLA conference. 

      Graphic Design student Joshua Johnson, one of the library student workers, helped to design and create the centerpieces. Through this experience, he had the opportunity to showcase his design skills and gain real-world design experience.   

Library Student Worker Joshua Johnson
working on a centerpiece.

Johnson adding the final touches to his centerpiece. 

       The centerpieces were a huge hit at the conference with many librarians from across the state commenting on their uniqueness. All of the centerpieces were sold to benefit the state library association. Demand for them was high, and we are still getting inquires about how they could be purchased even though there aren't any left. Congratulations to Joshua Johnson for creating a successful and appealing design! 

      Continuing the creative thread, Reference Librarian Peter Klubek presented a group project at the Art Librarian Society of North America (ARLIS/NA) annual conference in Seattle, Washington. Klubek lead an pop-up postcard maker space at the conference that attracted librarians from all over the country.

Postcard maker space at the ARLIS/NA conference.

      The maker space offered conference attendees the opportunity to create and mail their own unique handmade postcards directly from the conference. It also opened a dialog between participants about introducing creative outlets in the library.

Samples of  postcards created and ready to be mailed. 

Rutgers University Art Librarian Megan Lotts and
BRCC Reference Librarian Peter Klubek demonstrate a completed postcard.

      Maker spaces have been embraced by libraries everywhere and can include anything from 3-D printers, to science experiment stations. The following article from Information Technology & Libraries explains more about how libraries are involved with makerspaces. 

Reprinted from: Colegrove, T. (2013). Editorial Board Thoughts: Libraries as Makerspace?. Information Technology & Libraries, 32(1), 2-5.

Editorial Board Thoughts: Libraries as Makerspace? 

Recently there has been tremendous interest in “makerspace” and its potential in libraries: from middle school and public libraries to academic and special libraries, the topic seems very much top of mind. A number of libraries across the country have been actively expanding makerspace within the physical library and exploring its impact; as head of one such library, I can report that reactions to the associated changes have been quite polarized. Those from the supported membership of the library have been uniformly positive, with new and established users as well as principal donors immediately recognizing and embracing its potential to enhance learning and catalyze innovation; interestingly, the minority of individuals that recoil at the idea have been either long-term librarians or library staff members.

I suspect the polarization may be more a function of confusion over what makerspace actually is. This piece offers a brief overview of the landscape of makerspace—a glimpse into how its practice can dramatically enhance traditional library offerings, revitalizing the library as a center of learning.

Been Happening for Thousands of Years . . .
Dale Dougherty, founder of MAKE magazine and Maker Faire, at the “Maker Monday” event of the 2013 American Library Association Midwinter Meeting framed the question simply, “whether making belongs in libraries or whether libraries can contribute to making.” More than one audience member may have been surprised when he continued, “It’s already been happening for hundreds of years—maybe thousands.”1

“The O’Reilly/DARPA Makerspace Playbook describes the overall goals and concept of makerspace (emphasis added): “By helping schools and communities everywhere establish Makerspaces, we expect to build your Makerspace users' literacy in design, science, technology, engineering, art, and math. . . . We see making as a gateway to deeper engagement in science and engineering but also art and design. Makerspaces share some aspects of the shop class, home economics class, the art studio and science lab. In effect, a Makerspace is a physical mashup of these different places that allows projects to integrate these different kinds of skills.”2

Building users’ literacies across multiple domains and a gateway to deeper engagement? Surely these are core values of the library; one might even suspect that to some degree libraries have long been makerspace. A familiar example of maker activity in libraries might include digital media: still/video photography and audio mastering and remixing. YOUmedia network, funded by the Macarthur Institute through the Institute of Museum and Library Services, is a recent example of such effort aimed at creating transformative spaces; engaged in exploring, expressing, and creating with digital media, youth are encouraged to “hang out, mess around, and geek out.” A more pedestrian example is found in the support of users with first-time learning or refreshing of computer programming skills. As recently as the 1980s, the singular option the library had was to maintain a collection of print texts. Through the 1990s and into the early 2000s, that support improved dramatically as publishers distributed code examples and ancillary documents on accompanying CD or DVD media, saving the reader the effort of manually typing in code examples. The associated collections grew rapidly, even as the overhead associated with the maintenance and weeding of a collection that was more and more rapidly obsoleted grew more. Today, e-book versions combined with ready availability of computer workstations within the library, and the rapidly growing availability of web-based tutorials and support communities, render a potent combination that customers of the library can use to quickly acquire the ability to create or “make” custom applications.

With the migration of the supporting print collections online, the library can contemplate further support in the physical spaces opened up. Open working areas and whiteboard walls can further amplify the collaborative nature of such making; the library might even consider adding popular hardware development platforms to its collection of lendable technology, enabling those interested to check out a development kit rather than purchase on their own. After all, in a very real sense that is what libraries do—and have done, for thousands of years: buy sometimes expensive technology tailored to the needs and interest of the local community and make it available on a shared basis.

Makerspace: a continuum
Along with outreach opportunities, the exploration of how such examples can be extended to encompass more of the interests supported by the library is the essence of the maker movement in libraries. Makerspace encompasses a continuum of activity that includes “co-working,” “hackerspace,” and “fab lab”; the common thread running through each is a focus on making rather than merely consuming. It is important to note that although the terms are often incorrectly used as if they were synonymous, in practice they are very different: for example, a fab lab is about fabrication. Realized, it is a workshop designed around personal manufacture of physical items— typically equipped with computer controlled equipment such as laser cutters, multiple axis Computer Numerical Controlled (CNC) milling machines, and 3D printers. In contrast, a “hackerspace” is more focused on computers and technology, attracting computer programmers and web designers, although interests begin to overlap significantly with the fab lab for those interested in robotics. Co-working space is a natural evolution for participants of the hackerspace; a shared working environment offering much of the benefit of the social and collaborative aspects of the informal hackerspace, while maintaining a focus on work. As opposed to the hobbyist that might be attracted to a hackerspace, co-working space attracts independent contractors and professionals that may work from home.

It is important to note that it is entirely possible for a single makerspace to house all three subtypes and be part hackerspace, fab lab, and co-working space. Can it be a library at the same time? To some extent, these activities are likely already ongoing within your library, albeit informally; by recognizing and embracing the passions driving those participating in the activity, the library can become central to the greater community of practice. Serving the community’s needs more directly, opportunities for outreach will multiply even as it enables the library to develop a laser-sharp focus on the needs of that community. Depending on constraints and the community of support, the library may also be well-served by forming collaborative ties with other local makerspace; having local partners can dramatically improve the options available to the library in day-to-day practice, and better inform the library as it takes well-chosen incremental steps. With hackerspace/co-working/fab lab resources aligned with the traditional resources of the library, engagement with one can lead naturally to the other in an explosion of innovation and creativity.

In addition to supporting the work of the solitary reader, “today's libraries are incubators, collaboratories, the modern equivalent of the seventeenth-century coffeehouse: part information market, part knowledge warehouse, with some workshop thrown in for good measure.”3 Consider some of the transformative synergies that are already being realized in libraries experimenting with makerspace across the country:
• A child reading about robots able to go hands-on with robotics toolkits, even borrowing the kit for an extended period of time along with the book that piqued the interest; surely such access enables the child to develop a powerful sense of agency from early childhood, including a perception of self as being productive and much more than a consumer.
• Students or researchers trying to understand or make sense of a chemical model or novel protein strand able not only to visualize and manipulate the subject on a two-dimensional screen, but to relatively quickly print a real-world model to be able and tangibly explore the subject from all angles.
• Individuals synthesizing knowledge across disciplinary boundaries able to interact with members of communities of practice in a non-threatening environment; learning, developing, and testing ideas—developing rapid prototypes in software or physical media, with a librarian at the ready to assist with resources and dispense advice regarding intellectual property opportunities or concerns.

The American Libraries Association estimates that as of this printing there are approximately 121,169 libraries of all kinds in the United States today; if even a small percentage recognize and begin to realize the full impact that makerspace in the library can have, the future looks bright indeed. EDITORIAL BOARD THOUGHTS: LIBRARIES AS MAKERSPACE? | COLEGROVE 5

REFERENCES 1. Dale Dougherty, “The New Stacks: The Maker Movement Comes to Libraries” (presentation at the Midwinter Meeting of the American Library Association, Seattle, Washington, January 28, 2013).
2. Michele Hlubinka et al., Makerspace Playbook, December 2012, accessed February 13, 2012,
3. Alex Soojung-Kim Pang, "If Libraries did not Exist, It Would be Necessary to Invent Them," Contemplative Computing, February 6, 2012,

      The poetry reading posted last month with Mary Elizabeth Lee was a huge success! Ms. Lee read some of her poems, interacted with our students, and even encouraged them to share their own poetry. 

Ms. Lee interacting with students. 

Ms. Lee reading poetry from
her book Beveled Edges and Mitered Corners.

Jeremiah Rogers sharing his poetry with the group.

Ernest Lee excited to get his book signed by the author.

Vanessa White with the author.

      "What's my movie?" is a fun little web site that can help you remember the title of a movie. Supply some information about the plot and/or some of the stars and you will receive a list of matching movies. Those of us who have experimented with it in the library have found it to reliably predict the movie you are looking for within the first two movies listed. Try it!

Tuesday, March 15, 2016

March 2016

The Magnolia Library Book Club is open to everyone in the BRCC community. We meet once a month to discuss titles that we have selected to read. Books for the coming month are chosen during meetings. This month we are reading Alice’s Adventures in Wonderland, by Lewis Carroll. You surely know the story, but have you read the original book?
This semester we will be meeting on Fridays at 12:30pm in the library third floor conference room. Our next meeting is Friday, April 1 – a fitting time to discuss Alice. If you're curious about joining, please contact Kathy Seidel at Newcomers are always welcome!

Illustration by John Tenniel

   Librarians Lauren McAdams and Kathy Seidel presented a faculty development session on using Curriculum Builder in Canvas. This unique tool allows users to create reading lists of materials from the library.  This project is ongoing, and if you have any questions, please contact the library (, 216-8555).

The BRCC Library Club is pleased to host a Poetry Reading with Elizabeth Lee, former BRCC Associate Dean, Academic Learning Center. Ms. Lee, who was also a frequent contributor to BRCC’s literary magazine, The Black & Rouge, will share selections from her recent book, Beveled Edges and Mitered Corners: Poems. She will also give insights to the publication process she followed.
Please join us on Tuesday, April 5, 2016, at 6pm in the Library Special Collections Reading Room on the second floor of the Magnolia Building. The presentation will be followed by a Q&A and refreshments.

Thursday, February 18, 2016

February 2016

The library announces the latest library instruction opportunity.  Please encourage your students to attend one of these sessions. It is an excellent source for one on one instruction, and could also be used to help students get started on a research project, presentation, or similar assignment.

There have been many studies that examine the effectiveness of library instruction and why it is an important component of student learning. One recent article, looked at how faculty view library instruction and describes why it is useful to them in their teaching.

Faculty at the University of New Mexico were asked to respond to several questions, including why they thought library instruction was important, why they ask librarians to teach the library skills needed, and to provide examples of how library instruction made a difference in their course.

Many responses cited the need for library instruction because students are entering college without the skills necessary to conduct research. This was stated by over half of the respondents. Many also added that library instruction was needed to counteract use of the internet. The faculty stated that students do not know how to discriminate between a valid source of information and one that is questionable. They stated that they rely on the librarians to teach these needed skills because there is always new information and that they learn something each time the librarian comes to visit. The faculty also reported that use of library instruction served as a time saver because students could then find whatever resources were needed without having to ask for additional help. Half of the respondents also added that library instruction results in better papers, projects and presentations. Finally, the faculty polled stated that library instruction helps to generate a sense of discovery and interest in what the students are learning.

Faculty at BRCC have echoed many of the statements made by those at the University of New Mexico. Using library instruction in your course has many benefits. Any instruction method that will help students learn and make their learning process easier should not be overlooked.  Especially when those methods could result in an increase in enrollment and retention due to an increased love of learning. Consider adding this element to your course by contacting your library liaison, contacting the library directly at 216-8555, or by incorporating the upcoming workshops.

Manuel, K., Beck, S. E., & Molloy, M. (2005). An Ethnographic Study of Attitudes Influencing Faculty Collaboration in Library Instruction. Reference Librarian, 43(89/90), 139-161. doi:10.1300/J120v43n89•10

Thursday, January 14, 2016

January 2016

Happy New Year, and welcome to another semester at BRCC! As you begin to prepare for the spring semester, consider incorporating information literacy sessions into your class schedule. We, in the library, offer several ways to reach your students on how to conduct research, use information as a creative process, recognize the value of research and information, and how to search for useful information as strategic exploration. All of these information literacy skills build curiosity, create lifelong learners, and aid in retention. Last semester we held 51 sessions for a total 973 students. While this is a good number, it represents less than a third of BRCC's student population. With your help we can reach even more students. Some of the services we offer include information sharing sessions, custom bibliographic instruction sessions, library orientation sessions, and library tours.  

Information Sharing Sessions

During the fall semester Magnolia Library offered a series of sessions aimed at helping students conduct research through the myriad of resources available to them in the library. These open sessions were held at strategic times for students to drop in outside of their class schedules. Students had the opportunity to bring their research topics and receive one-on-one expert instruction on the research process.

Librarian Kathy Seidel leading an information
sharing session.

Custom Bibliographic Instruction Sessions

The library has long offered custom BI sessions, and we will continue to do so. These sessions are designed for a librarian to come to your class and demonstrate the resources available to students. These sessions are usually timed to a project, paper, or presentation assigned in your class and allow students to see what they can use from the library to help them with that specific project. In these lessons, the librarian works directly with the instructor to create sessions that vary in time, content, and presentation, depending on the requirements set forth by the instructor. BI's do not have to take up your entire class time, sessions have been conducted in as little as 15 minutes.      

Librarian Peter Klubek conducting a BI session on
Architecture at the Acadian Site. 

Library Orientation Sessions

These sessions are similar to BI's, but usually occur at the beginning of the semester and are aimed at an entire cohort of students rather than one specific class. These sessions also tend to be lengthier than a typical BI, as they are meant to demonstrate the resources available to students that they might use throughout their time at BRCC.     

Librarian Lauren McAdams leading a
nursing student library orientation at the
Frazier site.

Library Tours

Like the BI, these sessions are usually custom tailored to the instructor requesting the tour. We can emphasize any or all of the resources available within the library here at BRCC. Oftentimes students do not realize the extent of what's available in their library. It is not uncommon for a tour to conclude with students remarking that they did not know they had access to such a great library. Instructors too, are often pleasantly surprised. Did you know about the "Freedom Shrine" on the third floor, the institutional archive available through archives, or what's included in the two special collections (Carville Earle Collection and Multi-Cultural Children's Collection) on the second floor?   

Librarian Laddawan Kongchum leading a
dual enrollment group tour of the library. 

Information literacy and how to use the library are critical skills in this contemporary information age. Why not encourage your students to attend an information sharing session when you see the flyers in your inbox? Invite your librarian liaison to your class for a BI, library tour, or set up a program orientation. At a recent LCTCS conference one attendee asked one of our librarians their subject and how many students they teach. When they found they were speaking with a librarian, their response was "..oh! You teach all of them." At some point your students will have to use information resources, and we need your help in making certain our students leave BRCC as information savvy individuals that are able to pursue multiple avenues of knowledge as new understanding develops.  

Book Talk
The Crossover
Kwame Alexander
Thursday, January 21, 2016
Magnolia Library 2nd floor

The Magnolia Library is pleased to announce a book talk by Newbery Medal author and poet, Kwame Alexander.  Mr. Alexander received the 2015 Newbery Medal for The Crossover, a sports novel in verse, which also earned a Coretta Scott King Honor award.   The story is about basketball, and of course much more.  According to The Horn Book Magazine, “Alexander has the swagger and cool confidence of a star player and the finesse of a perfectly in-control ball-handler.” You can learn more about him

We hope that you will recommend this presentation to your students.  Kwame Alexander will speak for 30 minutes, then a Q&A, book signing and reception will follow.  Books will be available for purchase at the event.  If you would like to bring a class or would like a sign-in sheet for your class, please let us know.

Thank you for your support, and have a great semester!!

Thursday, December 10, 2015

December 2015

    Baton Rouge Community College and the academic library community lost a valued member and leader on November 24, 2015, with the death of Shereen Marx.  Shereen earned her Masters of Library and Information Science degree from Louisiana State University in Baton Rouge, Louisiana in 2010 and was a tireless advocate for libraries and reading as a bridge to student success.

   She mentored countless library student workers and prepared them for future careers, served for 6 years as General Services Librarian at Baton Rouge Community College Magnolia Library, and was a longtime member of ALA and many state and national organizations devoted to the preservation and promotion of libraries and archives.

    She was elected to the Beta Phi Mu International Library & Information Studies Honor Society, and her professionalism, energy, and joie de vivre were an inspiration to her coworkers, colleagues, and students. She will be greatly missed.

    In recognition of the significant contributions of Shereen Marx over the course of her career and the mourning of her death we extend our condolences to her friends and family. Especially her beloved husband, Max Marx. 

    Contributions in her memory may be sent to “Shereen Marx Book Donation” care of the Friends of the Magnolia Library, BRCC Foundation, 201 Community College Drive, Baton Rouge, LA 70806.

Wednesday, November 11, 2015

Vol 1 issue 9

The BRCC Library Club is pleased to sponsor the "Toys for Tots" toy drive for BRCC again this holiday season. "Toys for Tots" in an initiative of the U.S. Marine Corps Reserve, whose goal is "to deliver, through a new toy a Christmas, a message of hope to less fortunate youngsters that will assist them in becoming responsible, productive, patriotic citizens."

This year the drive will be taken to all BRCC sites. Look for the festive collection box on your campus and please donate new, unwrapped toys. The BRCC toy drive will run from November 6 to December 4, 2015.

Want to learn your way around puzzling copyright questions, especially those that make you wonder if you can place a book on Reserve for your students?

Want to enjoy an hour with colleagues and friends and refreshments?  Then join your colleagues at Teaching with Copyrighted Materials:  How to Analyze any Copyright Question in Five Steps.

Best of all, you'll earn one professional development point!

This one-hour program will be delivered by Peggy Hoon, J. D, on Friday, Nov. 20 at 2:00 p.m. in the T + LC and is co-sponsored by the Magnolia Library and the Teaching + Learning Center.  Hoon is the Director of Copyright Policy and Education, LSU Libraries, at Louisiana State University.  She serves as a campus-wide copyright resource for LSU faculty, staff, and students, providing education, and assistance for authors' rights in their works.

For more information, call the Library’s Reference desk at 216-8555

As we enter the last few weeks of fall semester, and the beginning of spring registration, it is inevitable to think about retention. In a recent article published earlier this year, Sidney Eng, and Dereck Stadler specifically examined the impact that libraries had on student retention. Their study broke down institutions according to their Carnegie Classification; with graduate schools, 4-year undergraduate institutions, and the 2-year associate's college. Interestingly, there was no measurable impact of the library on graduate school retention. However, and this is what is important for us, in the two-year college it was found that if students were exposed to even one library instruction session, the likelihood of that student being retained rose by 2%. This is something to consider if you have never had a librarian come to your class. Learning how to use the library and its resources is an invaluable skill that will help our students throughout their college experience. You may also want to encourage your students to sign up for the LIBS 101 course. This 1 credit course is offered each semester in either  the first or second seven weeks.

If you would like to read the article in full you can access it though this link:

Friday, October 16, 2015

Vol 1 Issue 8

Magnolia Library to Host Research 101

Canvas Library Module

      Don't forget that there are many ways to connect and keep in touch with your library. Magnolia Library has created a course within Canvas to give you direct library access. This course is available in each BRCC students' list of courses. BRCC faculty can also access this resource through your list of courses after logging in to Canvas.  

Architecture Bibliographic Instruction event at Acadian

On September 22, Acadian instructor, Darryl Williams’ drafting class received a customized BI that included information on library services and resources relevant to their course of study along with information beneficial to them in fulfilling a semester assignment.
Librarian liaison Peter Klubek, presented a BI session that included information about the library services in addition to resources relevant in the drafting profession available in the library.

In that the class semester assignment require biographical research on famous or renowned architects, following librarian Klubek’ s BI session, the class was treated to a lecture on  subject architecture and architects by special guest lecturer, Professor Jill Bambry. Dr. Bambry, is a current faculty member from of the School of Architecture at southern University, and recently received her PhD in Architecture from University of Cambridge, UK

   Dr. Bambry also shared several two-minute videos featuring architects and architectural techniques.

Finally, librarian Jacquline Jones also shared some books from the library collection on the topic of drafting and architecture. If you would like to set up a similar event for your courses, contact your library liaison, or the reference desk at 225-216-8555.

Reflections of an academic librarian
Month one

Elise Silva
Reprinted from College and Research Libraries News. Vol. 76 No. 8 September 2015 
The day I submitted this essay to C&RL News this spring, I’d been a librarian for one short month. You read that right, a mere 31 days. Because I am working on my MLS, yet carry the title “assistant librarian” I inhabit a strange, liminal space that affords me both a growing familiarity with academic libraries and the objective eye of an outsider.
These liminal spaces can be difficult to occupy—awkward and bumbling. (“Sorry guys! I accidently sent that email to the whole library listserv! Don’t mind me!”) Yet I’d like to think that it affords me a fresh enough perspective on the academic library to have something worth saying. I should disclose that I’ve worked in academia before, teaching literature and writing courses as a full-time faculty member at my current university for several years. Since my switch to the library, however, I’ve noticed several things that I find intriguing, surprising, and even confusing about my new field. I’ve recorded these observations here and wonder if you seasoned readers will agree with my forming opinions.
I’ve been observing the workings of the academic library (as opposed to my native English department) for 31 days now and have noted the following areas as intriguing, surprising, or confusing. I wonder if you seasoned librarians will agree with my observations.

Librarians break stereotypes

      I suppose this shouldn’t come as a shock, but the diversity found within the walls of the library is astounding. The library is made up of all sorts—not only are the faculty as diverse as their fields, the administration, IT folk, instructors, archivists, and catalogers bring a breadth to the library experience that has been eye opening (in a good way). The multifaceted experiences of each member of the library body speaks volumes to the important work that happens here. It also further shows the importance of the ability of the library space to bring us all together, and significance of librarianship in creating a cultural and intellectual community, as well as a shared vocabulary. This is especially important with such varied personalities, job types, and skill sets all working together.

Academic libraries are…academic

      With academia comes competition, bureaucracy, and assessment. These things are not new to me, having come from another area of campus, but I find they are just as prevalent here in the library. Though the structures of libraries vary from institution to institution. I have noticed that there are a lot of hoops to jump through to get things done, and many items to check off the list before moving forward with a project. And that takes time. So if academic librarians are worried about fitting in with their professorial peers, they shouldn’t be. If you’re having a hard time connecting to a faculty member, I’d suggest bringing up issues your experience with organization and bureaucracy in the library. Chances are the same issues will exist in the faculty member’s department, too (though terminology may differ). And shared woes can help spark a co nversation that could end up changing things for the better—or at the very least communicating in a way that your library services are highlighted. No way to make friends better than by complaining together, right?

Collaboration is encouraged

      I’ve been most impressed with the prevalence of collaboration in the library. This might be specific to my institution, however, it should lend itself nicely to other academic libraries, as well. Because the library is an interdisciplinary space by nature, it would follow that library professionals would work together to solve complex problems, publish, and tackle day-to-day issues.
In my previous academic experiences collaboration happened when forced, but wasn’t as natural as it seems in my new library setting. I find this encouraging in a world that seems to be more and more categorized and narrow. Finding shared areas of interest promotes productive dialogue and mutual understanding. Collaboration is desperately needed in academia, and society, at large. Libraries seem like the ideal place to do this.

Culture of protectiveness

      I find that librarians and library staff are very protective of the library. Library space is fought over tooth-and-nail, and those who work within the library are protective of, and revere, the materials they work with. What surprised me most was that this is true of people, as well—hiring someone without an MLS (like I was) can be quite a challenge because those of us not possessing an MLS when applying may be seen as opportunists, a forever outsider, or not truly cut out for librarianship. Like I said, this varies from person to person, and institution to institution, but I think most would agree that the feeling exists.

Remaining relevant is a concern

      This was both confusing and surprising to me—and here I’ll show my cards. A new MLS student not immersed in the world of academic libraries for long, relevancy never crossed my mind. Of course the library is relevant, I thought. Of course libraries will always be around. Of course research matters. Of course librarianship as a profession is an integral part of the university. Having talked with librarians here at my institution, as well as immersing myself in studying and reading up in these areas in the field, I see the numbers and understand where the anxiety comes in.
If librarians are anxious about remaining relevant themselves, I’d say, from a newbie prospective, to make yourself relevant. Building relationships with faculty (and yes, you are peers—don’t feel like you aren’t—even if you don’t have faculty status) will be one of the most important areas of outreach and relevancy you can attain. Because when you reach out to peers, you reach students, too.

Closing thoughts

      I imagine those of you who are still reading this article may have differing views from mine—that is to be expected given your experience in the library and maturation as a professional. I wonder how your perspective differs, but I wonder even more, how it overlaps. Do my observations make sense? Will they change as I, too, grow into the librarian I hope to become?
Perhaps my thoughts can help some of you as you mentor and help newer staff and faculty within the library. Correct our misconceptions, but also listen to our ideas. A fresh, objective view might do more to create innovative programs than you might realize.

© 2015 Elise Silva