Opinions and Attitudes

K R C R E S E A R C H

ASSOCIATION OF COLLEGE AND RESEARCH LIBRARIES

a division of THE AMERICAN LIBRARY ASSOCIATION

A REPORT OF FINDINGS FROM TWELVE IN-DEPTH INTERVIEWS WITH ACADEMIC FACULTY AND ADMINISTRATORS AND FOUR FOCUS GROUPS OF UNDERGRADUATE AND GRADUATE LEVEL COLLEGE STUDENTS

Prepared by KRC RESEARCH

©American Library Association and Association of College and Research Libraries

A D i vi s i o n o f W e b e r S ha n d wi c k 700 Thirteenth Street NW Suite 800 Washington DC 20005 202.585.2800 Fax 202.585.2779 K R C R E S E A R C H

October 2002

A D i vi s i o n o f W e b e r S ha n d wi c k 700 Thirteenth Street NW Suite 800 Washington DC 20005 202.585.2800 Fax 202.585.2779 ACRL/ALA Report of Findings 1

BACKGROUND AND METHODOLOGY

KRC Research is the full-service public opinion and market research firm of Weber Shandwick. Our strategic research and analysis clarify situations and issues, anticipate changes and trends, identify and take advantage of opportunities, and solve problems. KRC’s research can be used as a guide to develop messages that are important and persuasive to target audiences.

The following report is based on the results of twelve in-depth interviews with faculty and adminstrators of college and research institutions and four focus groups of college and university students.

Research Objectives The objectives of this research program were threefold:  To assess awareness and knowledge of academic and research libraries;

 To explore the attitudes of key internal and external audiences about academic libraries; and,

 To find language that most effectively and uniquely communicates about academic libraries - but that also fits within the overall communications of your library campaign.

Faculty and Adminstrator Interviews A total of twelve in-depth interviews were conducted with faculty and administrators from college and research institutions. The interviews were conducted over the telephone by a professional research facilitator and were approximately 45 to 60 minutes in length. The interviews were conducted between July 31 and September 13, 2002.

Six interviews with faculty members and six interviews among administrators of various institutions were conducted. The participants represent a mix of types of institutions –

KRC RESEARCH ACRL/ALA Report of Findings 2 public, private, 2-year, and 4-years institutions – and geographic locations. The participants also represent a mix of gender, race and ethnicity, and academic backgrounds. Interviews were secured with participants in the following institutions:

Administrator Interviews: Colgate University, Hamilton, NY Bowling Green State University, Bowling Green, OH Western Iowa Tech Community College, Sioux City, IA Florida Atlantic University, Boca Raton, FL St. Charles Community College, St. Peters, MO Hartnell Community College, Monterey, CA

Faculty Interviews: Anne Arundel Community College, Arnold, MD Washington State University, Pullman, WA University of Colorado at Colorado Springs, Colorado Springs, CO University of Evansville, Evansville, IL Northwest Vista College, San Antonio, TX University of Albany – SUNY, Albany, NY

Student Focus Groups Additionally, a total of four focus groups were conducted among college and university students. The two evenings of focus groups were held on September 10th in Cambridge, Massachusetts and September 12th in Chicago, Illinois. Each focus group was approximately two hours in length, consisted of 8 to 10 participants, and was facilitated by a professional moderator.

The groups were divided into two groups consisting of graduate and undergraduate level students. In all four groups, participants represented a mix of gender, race and ethnicity, full and part-time status, public and private institutions, and areas of study. A group of undergraduate students and a group of graduate level students was conducted at each of

KRC RESEARCH ACRL/ALA Report of Findings 3 the two locations.

Qualitative Methodology In opinion research, qualitative research (i.e. focus groups and interviews) seeks to develop insight and direction rather than quantitatively precise or absolute measures. Qualitative research allows us to explore key audiences’ thoughts and concerns in their own words; determine the intensity of their attitudes; and discover the sources of their ideas and opinions.

Because of the limited number of respondents and the restrictions of recruiting, this research must be considered in a qualitative frame of reference. This study cannot be considered reliable or valid in the statistical sense. This type of research is intended to provide knowledge, awareness, attitudes, and opinions about issues and concerns and to inform message development.

KEY FINDINGS  Significant differences exist in both the perceptions and relationship of undergraduate students, graduate students, and academic and research faculty and administrators towards their libraries.

 While nearly all of the participants acknowledge that academic and reseach libraries are important and have value, graduate students, faculty, and administrators are much more connected to and knowledgeable of their institution’s libraries and librarians, and tend to use these resources more often and in a more sophisticated way than do most undergraduate students.

 There appears to be a basic disconnect, perhaps the result of unfamiliarity and intimidation, on the part of undergraduate students towards their libraries and librarians. Implementing mandatory library orientations or placing information literacy classes in their core curriculum could help solve this problem.

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 Graduate students would also like to have a library orientation program, but one that would be tailored to their specific fields of inquiry. Based on the focus groups, it appears that much of the current orientation process is indistinguishable from undergraduate material and information.

 Across audiences, there is a nearly universal attachment to the academic and research library as a physical place, though many worry that it is inevitability technology that may make the physicality of the library and the librarian obsolete.

 Many participants, especially graduate students, faculty and adminstrators, say librarians are the most critical piece of the library experience and critical to guiding them to the resources they want or need.

 However, most all of the participants believe that librarians primarily play a support role – finding them the information or resources they need in the most efficient way. They do not tend to see librarians as educated professionals who play an active role in the academic community. Addressing this misperception is a major challenge in future communication campaigns.

 Across all audiences, technology is the main and best change most say they have seen and/or will see in the future in college and research libraries. However, most participants say that allowing new technology to replace the physical library and resources or the human connection of librarians would be the worst mistake institutions’ could make in the future.

 The messages that resonate best and are most believable across all of the audiences relate to the role of technology in expanding available resources – “College and research libraries offer you a world of knowledge” and “College and research libraries are using cutting edge technology.” These are also the messages that excite participants most about the future of academic and research libraries.

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 Participants also tend to like messages that focus on what college and research libraries and librarians have to offer them personally – vast resources, global connections, and help finding the information they need.

 Also, threading campaign messages with statements highlighting the navigational skills and depth of knowledge librarians have of information, services, and resources will help shore up their image as critical professionals in college and research communities.

 Generally, participants across groups tend not to like messages that contain what they see as exaggerated claims about libraries or librarians and those that use “clichés” or “cheesy” phrases.

GENERAL ATTITUDES & USAGE Significant differences exist in both the perceptions and relationships of undergraduate students, graduate students, and academic and research faculty and administrators towards their libraries.

However, nearly all of the participants acknowledge that academic and reseach libraries are important and have value to their institution and to them personally. There is also a nearly universal attachment to the academic and research library as a physical place, though many worry that it is an inevitability that technology may make the physicality of the library obsolete.

Many participants, especially graduate students, faculty and adminstrators, say librarians are the most critical piece of the library experience and critical to guiding them to the information and resources they want or need. However, these participants characterize the role of librians as a support role and tend not to see librarians as professionals with an active role in the larger academic community.

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Libraries Undergraduate Students For undergraduate students, the relationship with academic and research libraries, if it exists at all, appears somewhat tenuous, with a focus on both the social as well as the academic offerings found in the library.

When asked in a general sense to discuss the best and worst “facilities, resources, or services” available to them on campus, no one cited their libraries or librarians as candidates for either category. And, when asked specifically about their feelings toward their institution’s libraries, many acknowledge they rarely think about their library and have a difficult time articulating their perceptions.

However, most undergraduate students believe their institution’s libraries have value and are important. The physical space of the library, which accomodates various activities, and the access to technology and computers are the most important aspects of academic and research libraries to undergraduate students.

Many undergraduates acknowledged that the true importance and value of their libraries has yet to be realized in their still formative academic careers. They admit that it is nice to know the library is there for when they do or will need its resources.

Frequency of visits varied widely among undergraduates, ranging from every day for some, to a few times a semester when in need of a specific book, to perhaps only being able to recognize the library building while on campus.

Several participants in both the Chicago and Cambridge groups use the library solely as places to sleep, read the paper, meet with friends and generally escape. Beyond any social or academic pursuit, for several participants the library served the role of a town center where one can check out DVDs, have access to a printer or copy machine, check e- mail, surf the Internet, hang out between or after classes, or locate financial aid forms and scholarship information.

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“To me it’s more like a meeting place, a place that’s central to campus life.”

“I see it as a connection to other students…going to a common place and finding emotional support.”

Many undergraduates praise their libraries for providing a structured environment conducive to study. Among the positive elements that foster this learning environment are quiet-only sections, late night study sections, group meeting rooms, free Internet access and an abundance of computer stations.

“It gives you a chance to get away, to just hide out in the stacks in the basement.”

“I study in the library most of the time. Our library contains several study rooms which are comfortable and good for studying.”

“I always enjoy the fact that there is a lot of space to relax. I study like an hour at a time and than nap 15-20 minutes.”

In terms of using their college or university library in pursuit of books or other academic materials, the usage patterns varied widely. Many only go to their libraries when it is their only source for class-related material (textbooks, journal articles on reserve, etc.). Some of the participants use the library as a free source of academic materials that they would be otherwise forced to buy.

One factor contributing to this light usage appears to be a heavy reliance on the Internet, which was perceived by many as obviating the need for either hard copies of material or librarians. While a few undergraduate students know that library databases are separate and more credible search areas, most are unaware and simply use general Internet searches.

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“I will go to the Internet first and then go to the library only if I don’t find what I need. Maybe I’ll end up going more after my freshman year.”

The bulk of students use their own institution’s libraries for most of their needs, which are fairly basic. Only one or two undergraduates report using a library on another institution’s campus. Interestingly, however, some, especially those in the Chicago group, prefer to go to their local town or county library when conducting academic research. The reasons appear to be related more to approachability and familiarity with those institutions than availability of resources.

“It just seems easier. I’m better able to use it for research…able to find the books I need.”

“It always takes longer to get books out of my college library.”

Undergraduates are divided on whether their college or university libraries are well organized with easily accessible materials or not. For these undergraduates, the most commonly mentioned negative attributes associated with their college or university libraries centered around issues of accessibility. It appears many have not received a formal orientation of their institution’s libraries, while others are dissatisfied with the level of orientation they received.

“The library at BU is not easy to navigate. A first time user will probably leave out of frustration – empty handed.”

“It’s a drag to try and find old newspaper articles on microfilm, it takes hours.”

“It’s hard to find exactly what you are looking for.”

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Notably, the shallowness and infrequency of their current usage does not negate in their minds the eventual importance of academic and research libraries. For some the value inherent in libraries almost transcends their own specific needs. As one student noted:

“A college that has a good library is supposed to be a good school.”

Graduate Students Not surprisingly, usage and perceived value is much higher among graduate students relative to their undergraduate counterparts.

Although social as well as other non-academic issues comprised a part of the library experience for this group, it was not a major factor driving library utilization.

For this group, accessibility to their libraries as well as quick and easy access to a wide breadth of relevant academic material is key.

It is important to note that despite their heavy reliance on libraries, as with the undergraduate students, libraries do not appear to be resources or facilities that are top of mind. When asked in a general sense to name the best and worst “facilities, resources, or services” available to them on campus, libraries or librarians are not mentioned.

A key area of differentiation between both groups relates to the familiarity and level of comfort demonstrated by graduate students when conducting academic research. Based upon these four groups, it appears that it is the level of comfort in conducting research that most heavily determines a participant’s perceptions and expectations of their library.

The most striking example of their advanced proficiency is that, unlike most in the undergraduate group, these students interacted with their institution’s libraries both in person and online. Additionally, their online use of the library takes place both inside the library itself and remotely from their homes or offices.

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Among the best and most important attributes cited by graduate students related to their ability to access their libraries online – from their offices or homes. This accesibility, according to graduate students, allows them to find what they need in the most flexible way and in shortest amount of time – which is critical to these students.

“What’s great about it is that it’s all electronically accessible.”

“It’s all on-line available through my desktop.”

Most graduate students say the resources and services offered by their institution’s libraries are significant and fulfill most of their needs. However, they do report using other college or research libraries somewhat frequently, though not nearly as frequently as their own. In addition to researching their own library’s resources online, many graduate students take advantage of their institution’s membership in region-wide consortiums in an effort to gain access to specialized materials or unique collections that their institution may not offer.

“We will get anything that we don’t have in our own library from another library.”

“The consortium is like a candy store if you like books. Anything you want you can get.”

Although many say they do not need to conduct most research in person, the library’s hours of operation are critical to their overall academic and research needs. Much like the undergraduates who used the library frequently, this required having libraries that were open seven days and stayed open past midnight. Many express a desire for libraries that remained open 24 hours a day to accommodate their study and work demands.

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Perhaps reflective of the institutions from which the participants are affiliated, most in the Cambridge groups are effusive in their praise of their library’s hours of operation and general accessibility, while many in the Chicago group voice dissatisfaction.

As with the undergraduates, most in the graduate groups have not gone through a formal orientation process or an orientation specifically geared towards their field of inquiry. Unlike the undergraduates, however, most graduate students have taken the initiative to discover the myriad of available resources.

“As an incoming grad student, the only information about the library at all is printed in a big handout that we get. No one ever mentioned even where a library is and at BU, there are obviously multiple libraries. And there is an art library in the college of fine arts and nobody ever said a word. So you’re basically on your own.”

Several joke, in fact, that they simply would not be able to complete their courses of study without full knowledge of the library and its resources.

Additionally, despite the frequent use of library resources online, graduate students feel strongly that the library should remain a physical space on campus. In their view, it is a critical piece of their educational experience and they believe it will be very hard to replace the ability to browse books and references in person. Many also believe it is important to have a library space on campus to think, write, and explore new ideas.

That said, however, many also say they see a day in the future that library buildings will be made obsolete by technology. They believe this is unfortunate, but somewhat inevitable. A few also note that funding cuts in the future may demand an entirely computurized library system.

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Faculty and Adminstrators Much like graduate students, academic and research faculty and administrators are aware of the value their institution’s libraries hold from them personally and use the resources and services often.

“The library is my starting point for gathering materials.”

According to faculty and administrators, their libraries’ main value is as a repository of information, resources and materials, such as current literature, reference materials, journals and special collections. A few also note that the library is a place on campus where you can go to be part of the university and to be with other people who are pursuing similar interests.

“The academic library is immensely important because it serves as a resource and repository of information.”

“The library is a place where you can get away – a tranquil place.”

“The library links students to a community of scholars.”

Faculty and administrators tend to be satisfied with their institution’s libraries and believe their libraries offer most all of the resources and services they need. The only resource that many participants believe needs bolstering is the breadth and scope of journal articles. Although most realize there are budgetary reasons for limited journal availability, several suggest their library should explore more electronic subscriptions to cut down on cost.

While both administrators and faculty use their library and its resources frequently, there are differences in how and how often they use the library. Faculty participants use library resources both remotely and in-person. They use their institution’s library as a resource for conducting research, hunting down specific cites and articles, for inter- and intra-

KRC RESEARCH ACRL/ALA Report of Findings 13 library loans, or just to browse through the books and journals for ideas or general learning.

Faculty participants report using the library on a consistent basis. They typically use the library, either remotely or physically, at least once a week to nearly every day. Many say they access the library on-line remotely somewhat more frequently than going to the library in person, though a few – especially those concentrated in literature and other liberal arts areas – prefer going to the library in person to use hard copies of books and articles.

Most faculty participants admit their needs could be met by or take place at other academic or research libraries, but due to convenience and proximity they typically do not use these other libraries. For those who have used another college and research library it seems that this only occurs once or twice a year, because they are seeking a specific resource that their library does not offer or they want to get ideas for resources and materials that their own library can order. A few who live or work in major metropolitan areas, especially those at smaller community colleges, use large public libraries for these activities as well.

In contrast, administrators typically access the library on-line remotely from their office much more frequently than they physically visit the library. In fact, one or two admit that they had not physically visited the library in some time and only go when they really have no electronic option. And, on the whole, administrators typically only access the library once every couple of weeks.

“I wish every piece of literature was in electronic form – then I could dial-up electronically from my office and access the literature.”

“I can either get it at the library, get it faxed to me, or get it on-line.”

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Administrators’ use of their library’s resources is fairly limited as well. Looking up specific journal articles is the most frequent use, followed by searching for or checking out books and requesting items through inter-library loan.

Additionally, administrators use other college and research libraries even less frequently than faculty, because they feel that their institution’s library provides all of the services that they require.

Not surprisingly, faculty and administrators have a much more developed sense of the role libraries play in and the value they add to college and research institutions than do undergraduate or graduate students.

“Libraries are beyond valuable – they are essential.”

“They (libraries) are absolutely valuable – they lead people to the right information.”

However, much like students, most administrators and faculty believe that role is to support faculty and students in their academic endeavors by providing research and reference tools. For a few, their library also plays a social or community role - a study center, a media center, or a meeting ground for students. A couple of participants also comment, much like the students, that for their university to stay competitive it must have a competitive library.

“For a university to be competitive it needs to have a competitive library.”

“Libraries must have certain journals, online resources, and print books to be highly rated. This rating contributes to the university’s overall rating.”

Faculty and administrators are less sure of the role and value that college and research libraries have within the greater community. While a few say members of the

KRC RESEARCH ACRL/ALA Report of Findings 15 community visit their institution’s library occasionally, according to most faculty and administrators, the community at large is not the intended audience for college and research libraries. However, one faculty member notes because her school is located in a rural area, and there are few surrounding libraries, their institution’s library was of great value to the larger community - especially to high school students.

Much like students, most faculty and administrators stress the importance of the physical attributes of their institution’s libraries – the books, the quiet space, the ability to browse physical materials to create new thoughts and ideas. In fact, several faculty members bring up the importance of the physicality of their library unprompted.

“For me, nothing can replace actually holding a book.”

“Students and faculty are becoming too dependent on technology and loosing value for the actual book.”

“If we don’t keep around some of the more traditional stuff, some of the old fashioned training, a bad server or computer crash will bring things to a grinding halt.”

However, despite this strong physical connection, several participants worry that the value of the library’s physical space is decreasing due to advances in technology and the costs of maintaining a library building. Administrators, not surprisingly, are the most aware of and sensitive to cost issues, and are more likely to stress the future of technology in academic and college libraries than are faculty.

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Librarians Undergraduate and Graduate Students Much as with libraries, graduate students have more experience with and a better understanding of college and research librarians and the role they play. However, both undergraduate and graduate students see college and research librarians main role as a support role, helping them locate the materials they need in the most efficient manner.

Librarians are often mentioned by graduate students as the best part of the library experience. According to graduate students, librarians are a crucial component of their libraries and to their personal success in locating the resources and materials they need. College and research librarians’ value is derived through their knowledge and ability to find relevant material quickly, as well as to suggest other areas of inquiry and related materials that may not be obvious to the student.

“The people in the library are so helpful. I’ve had experiences where I’ve gone to the library looking for a book and they make suggestions that change my whole way of thinking. The library changes people’s lives.”

However, several graduate students noted that while librarians are helpful, their support or student staff often is not.

“The staff that works there has been exceptional. They are willing to help you with interlibrary loans or help you find where the articles you are looking for are. The student staff, however, is horrible because they are lazy and not knowledgeable at all.”

In contrast, the perception of librarians among undergraduates is decidedly more mixed. While many praise librarians for helping them to locate needed materials, others are more critical. Many participants, several of whom express a basic lack of familiarity with libraries and describe them in terms of being “big” and “overwhelming,” are put off and intimidated by librarians who are often seen as unhelpful, unpleasant and disinterested.

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Several of these students who recite bad experiences with librarians say they simply either have avoided asking for help since or have not gone back to their library.

“If I can’t find it first on a computer, I’ll go to a librarian. It just depends on their mood if they are helpful of not.”

“She just pointed to the books; she was mean.”

“They don’t smile; they’re not very nice.”

In addition to locating materials for students, the primary function of librarians according to undergraduate students is keeping the libraries clean, organized, and quiet. In fact, when asked what their library would be like without librarians, most simply say “messy” or “chaotic.”

Faculty and Administrators Overall, faculty and administrators tend to have a broader and more experienced view of college and research librarians and their role on campus than do students. Much as graduate students, faculty and administrators believe librarians are integral to the functioning and value of their library.

“Reference librarians are valuable because they are trained in how to organize information and because they can function as liaisons to different departments because of their academic specialties.”

“How would the library function without the good judgement, professionalism, and efforts of the librarians?”

Much like students, most faculty and administrators believe these librarians predominantly play a support role – helping students and faculty find the materials, resources and information they need in their academic pursuits. Most say their librarians

KRC RESEARCH ACRL/ALA Report of Findings 18 are very knowledgeable and professional and assist faculty and students in finding “otherwise hidden information.”

Notably, the few that cite experiences with librarians who are very involved in the campus, are faculty members, curriculum collaborators, or those who assist with the teaching of students. These groups are more likely to view college and research librarians as professionals who are part of the broader learning and teaching community.

“Our librarians see themselves as partners in the educational process.”

“They wear two hats. One the one hand librarians ought to be seen as part of the faculty but one the other hand they serve a support role.”

CHANGE Across all audiences, technology is the main and best changes most say they have seen and/or will see in the future in college and research libraries.

However, most participants also say they do not want increased technology at the expense of the physical library and resources or the human connection of librarians.

Undergraduate and Graduate Students Across the student groups, the trend toward greater online accessibility, currently in wide use among graduate students, is perceived to be the most dominate change sweeping college and research libraries.

Specifically, participants cite the ability to conduct research, order books, and communicate with library staff electronically. Other changes include more computers, better search and locator software and databases, and expanded DVD and other media technologies.

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In the future, graduate and undergraduate students want their libraries’ to implement easier remote access to library resources and materials and offer access to a broader range of on-line materials and resources. In the physical library, students want electronic self- checkout options and more computer terminals that offer Internet connections.

Some also put a better-trained library staff and more friendly and proactive librarians on their wish for the future. Notably, while they focus first on technology, many students also quickly assert that these changes should not occur at the expense of human contact, physical buildings, or hard copies of material.

They believe librarians, books, magazines, meeting and quiet study rooms will remain critical the role libraries play on campus and getting rid of these aspects would be the worst change they could imagine.

Faculty and Administrators Faculty and administrators also cite technological advances as the main change they have witnessed in college and research libraries. As noted earlier, the remote online search databases and inter-library loan are the best and most helpful changes according to these participants.

However, much like students, faculty and administrators point out the “double-edged sword” of technology. They worry that the focus on increased technology will eventually mean the loss of the physical library building and resources, which is the worst change they could imagine. While most everyone supports the shift to electronic access, almost all of the administrators and faculty want their libraries to strike a balance between technology and “tradition” in the future.

Looking to the future, faculty and administrators say the best technology changes that their libraries could make are increased remote online access to materials and resources and increased number of journal subscriptions (both hardcopy and electronically).

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Additionally, they also say they would like the books and articles they order through inter-library loan delivered to their offices.

Several participants also focus on students and student education when discussing future changes. They believe their institutions' librarians need to reach out more to students in the future and do a better job of educating these students about the ways the library can support and enhance their educational experiences. Specifically, they suggest better integration of technology education into library education (and vice versa) and implement (or increasing) library education courses, possibly even making them part of the core curriculum.

Others suggest creating a more proactive role for librarians in future. They suggest librarians should more proactively acquire materials or resources faculty and students need for research and classes, educate students, faculty and other uses about “information literacy,” play a more prominent role in campus life and activities, and make more of an effort to bring students into the library.

“Librarians need to meet these students at least half way and they are not doing that now – they sit behind the counter and wait.”

“I would like to see them (librarians) play more of a leadership role in the university.”

MESSAGES Across all of the external audiences, the messages that resonate best and are most believeable relate to the role of technology in expanding available resources – “College and research libraries offer you a world of knowledge” and “College and research libraries are using cutting edge technology.” These are also the messages that excite participants most about the future of academic and research libraries.

Participants also tend to like messages that focus on what college and research libraries

KRC RESEARCH ACRL/ALA Report of Findings 21 and librarians have to offer them personally – vast resources, global connections, and help finding the information they need.

They tend not to like messages that contain what they see as exaggerated claims about libraries or librarians and those that use “clichés” or “cheesy” phrases.

Undergraduate and Graduate Students The messages that resonate best and are most believeable among both graduate and undergraduate students relate to the role of technology in expanding available resources – “College and research libraries offer you a world of knowledge” and “College and research libraries are using cutting edge technology.” While undergraduates interpret these messages largely through the general prism of the Internet, graduate students tend to cite more specific examples of how this expansion was taking place.

“They offer journal articles from other countries like Germany.”

“E-Journals and databases.”

“Online journals.”

Many students like the language that libraries “put information from around the world in your hands.” They believe this is true and an important aspect of their college careers. Others, especially graduate students, also like the balance of “traditional resources” and online resources noted in the “cutting edge technology” message.

While both undergraduate and graduate students tend to agree that college and research librarians are “knowledge navigators” and that it is an important message about librarians, several students noted that librarians were leading students to information, not knowledge. Knowlegde, in their view, is what they get from the information they get or from their professors – not directly from librarians. Generally, most believe this message is a “bit over the top.”

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“They point you to the things you need, but they don’t light the way to new discoveries.”

“Facilitators of research, not really contributors.”

“Wouldn’t go this far! They help students get what they want.”

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What’s happening at the campus library? On a typical day at 3 o’clock, a class is meeting in the multi-media room, another class is meeting in special collections to examine original 12 11 8 9 manuscripts, a campus club is starting in the meeting rooms, seniors are preparing for on-campus interviews, and students are searching library databases for information for their assignments. College and research libraries are a place of opportunity. Campus libraries offer access to wide-ranging research and resources, new learning experiences, 15 2 6 multi-media materials and technology, 18 cultural and historical archives, and music and art collections for everyone to use and enjoy. College and research libraries are dynamic places. You can share information or create new knowledge, read books or listen to music, 16 14 4 7 collaborate with other scholars, explore new technologies or experience new cultures and perspectives.

The biggest divergence between undergraduate and graduate students concerns the role of librarians as central and active partners in the learning community. While graduate students perceive librarians as a key component to a student’s overall success and believe that it is and important message to communicate, undergraduates did not really believe this message and see the role of librarians as much more limited.

“They just show you where the book is; they don’t know anything.”

“This may be the ideal, however, I feel that librarians probably are not part of the curriculum department or initiating research projects.”

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As so many students focused on librarians helping them “find” or “search” for items, the message below was created and tested only in the last group of graduate students:

“College and research libraries are the ultimate search engines. They help you find what you need, when you need it, and they may help you find something you didn’t expect.”

Nearly all of the graduate students in this group agree that this statement is even a more accurate description of the important role librarians play for them personally.

“In some cases it’s true. Sometimes you go in there and they will just tell you what you need and stop right there. But other times they actually look the information up for you…they will look it up and even print it out for you.”

“Some will even give you alternatives.”

Undergraduates, however, are more apt to see their libraries as places of opportunity “for everyone to use and enjoy.” Several connect their own experiences using media materials, computers and the Internet to this message. Additionally, the undergraduates’ who are attending smaller or community colleges are especially drawn to this message. (This is especially true of the Chicago group, where many of the participants were commuters.)

Both graduate and undergraduate students tend to feel fairly neutral about the “What’s happening at the library?” message. While many believe it is true, students at smaller institutions or community colleges say their libraries do not offer all of these activities. Additionally, many students say this is not a particularly important or unique message to communicate about college and research libraries.

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Likewise, the message that “college and research libraries are dynamic places” rings true for many students, but is not a message that would necessarily excite them or catch their attention. They do like the assertion that you can experience new technologies and new cultures and perspectives, but say that collaborating with scholars and creating new knowledge is stretching the truth.

Faculty and Administrators Importantly, like students, faculty and administrators believe the most important and exciting messages to communicate relate to the role of technology in today’s libraries - “College and research libraries offer you a world of knowledge” and “College and research libraries are using cutting edge technology.”

“The library will only survive if it learns to adapt to the technological revolution.”

The technology messages stand out to faculty and administrators because they work at dispelling the notion that a college or research library is just a place filled with books. Also, much like students, many faculty and administrators like the reference to access to global materials and resources. Their only caution is to keep the focus balanced between the traditional physical resources in the library as well as the new technologies. There is also some acknowledgement that institutions that cannot afford a lot of “cutting edge technology” may not be able to use these messages as effectively. They also want to avoid clichés.

Faculty and administrators also tend to like the idea of the “place of opportunity” message, although it is not a top favorite, but believe it would need to be “tweaked” to better fit a range of institutions. Many point out that not all institutions have such vast collections and access to new technologies. Others like the focus on the range of resources that college and research libraries have to offer faculty and students.

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Faculty and administrators have mixed feelings about the messages focused on librarians. Many tend to believe the “librarians are central to a learning community” and “librarians point you toward the information you need” language and would like to see it worked into the technology messages. They want to see any messaging reflect the professional value that librarians bring to the institution and challenge old stereotypes of librarians.

“Librarians are professional experts at information retrieval.”

“If scholars were on their own without the assistance of librarians life would be very inefficient – like trying to learn software without a manual.”

However, most believe the rest of this message goes too far, especially the references to “groundbreaking research” and “developing new curricula.” These participants believe that most librarians do not take part in these activities and it simply would not be believable to most people. Additionally, they want to avoid clichés such as “knowledge navigators” and “lighting the way to new discoveries.”

Also garnering mixed reactions is the message that “libraries are dynamic places.” Some like this message because it fairly accurately describes what goes on in their own libraries.

“A library that is functioning correctly ought to be a central part in learning.”

However, others echo the students and say this message inaccurate, pointing to “collaborating with other scholars” and “creating new knowledge.” A few also say it is similar to the “place of opportunity” message but slightly less effective and more “jargony.”

Finally, the “What’s happening at the library?” message, while mostly perceived it to be generally accurate, did not excite these participants. A few also note that they do not necessarily want to see this much activity and socializing in the library, as it is a quiet

KRC RESEARCH ACRL/ALA Report of Findings 27 space for research and studying. Others comment that they would like to see their libraries this active in the future.

“This seems to be a library that is overextending itself.”

“You cannot preserve the sanctity of the space if there are too many activities going on.”

“The idea of a vibrant library is very appealing to me.”

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APPENDIX I: FACULTY AND ADMINSTRATOR DISCUSSION GUIDE

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ACADEMIC LIBRARY MINI-CAMPAIGN FACULTY AND ADMISTRATOR INTERVIEW GUIDE July 2002 (Total Duration: 60 minutes)

I. Introduction (5 minutes)

As you know, this interview is part of a research study we are conducting for the Association of College and Research Libraries, a division of the American Library Association.

As part of this research, we are talking to a number of college and university faculty members and administrators across the country. While the Association of College and Research Libraries will know who we have interviewed, the content of all of the interviews will be confidential—that is, we will not be sharing any of our notes specific to individual interviews or reporting on the interviews in any way that allows an individual’s comments to be identified.

Before we begin, let me offer a little background. The Association of College and Research Libraries has told us that they have a particular interest in talking to university and college faculty and administrators for two reasons. First, they know that faculty and administrators are important users of college and research libraries and often work with academic librarians on a variety of projects. Second, faculty and administrators often talk with others within the academic and the larger community about college and research libraries.

In conducting research for the Association of College and Research Libraries, our goal is to learn what academic leaders such as yourself know and think about college and research libraries and what you think of the resources and services that college or research libraries offer. In addition, we are looking for input on what college and research libraries could do to raise awareness and update their image. I will be telling you more about that as we go through the interview.

II. Value of College & Research Libraries (10 minutes)

. What are the first things you think of when I say the words “college and research libraries”?

. Are college and research libraries valuable? If so, in what ways?

- What do you personally find most valuable about the library on your institution’s libraries?

- What is most valuable to your institution as a whole? The community?

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. What about college and research librarians - are they valuable? If so, in what ways?

III. Usage & Change (15 minutes)

. How often do you use the libraries in your institution?

- In what ways do you use the library?

- Which of these can you do other places? Which can you only do at the libraries in your institution?

- Do you have additional needs that your library cannot meet? If so, what are they?

. How often do you use other college and research libraries?

- In what ways do you use those libraries?

- What do these libraries offer that the ones in your institution do not?

. What role do college and research libraries play in your institution?

- What role would you like them to play?

- Do other college and research libraries you use play different roles?

. What role do college and research librarians play in your institution?

- What role would you like them to play?

. Have college and research libraries or librarians changed since you have been in academia?

- If yes, how so?

. What are some of the things about today’s college and research libraries that are new?

- How do you feel about these changes?

. What are some of the things that are traditional?

- How much of a problem, if at all, is this for you?

. From your perspective, what would be the best changes that academic and research libraries could make? (probe: information, services, resources, etc)

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- What could they do to be most helpful to you personally?

. What would be the worst changes college and research libraries could make?

IV. Messages (25 minutes)

Now, as I mentioned earlier, one of the goals of this research is to get your input on what college and research libraries could do to raise awareness about their value and update their image.

. If you were charged with communicating the most unique and valuable aspects of college and research libraries to others inside the academic community, what would you say?

- What would you not include?

- What if you had to communicate to those outside of the academic community, what would you say?

Now, I am going to read you a few statements about college and research libraries – one at a time - and I would like to get your reactions to them. The first one is….

. College and research libraries offer you a world of knowledge. They can connect you to information and resources around the world. Today’s college and research library’s use technology to put information from around the world in your hands.

- What are your first reactions to this statement? (probe: positive and negative)

- What makes this statement true? What makes it not true?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

. College and research libraries are using cutting edge technology. In addition to traditional materials and archives, today’s college and research libraries offer wide- ranging resources on-line -- making knowledge more accessible than ever.

- What are your first reactions to this statement? (probe: positive and negative)

- What makes this statement true? What makes it not true?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

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. College and research librarians are central to a learning community. College and research librarians are active partners in educating students, offering new perspectives, developing new curricula, and contributing to groundbreaking research projects.

- What are your first reactions to this statement? (probe: positive and negative)

- What makes this statement true? What makes it not true?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

. College and research librarians are knowledge navigators – pointing you toward the information you need, leading the technological evolution on campus, sharing new information and research, and lighting the way to new discoveries.

- What are your first reactions to this statement? (probe: positive and negative)

- What makes this statement true? What makes it not true?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

. What’s happening at the campus library? On a typical day at 3 o’clock, a class is meeting in the multi-media room, another class is meeting in special collections to examine original manuscripts, a campus club is starting in the meeting rooms, seniors are preparing for on-campus interviews, and students are searching library databases for information for their assignments.

- What are your first reactions to this statement? (probe: positive and negative)

- What makes this statement true? What makes it not true?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

- How do you see yourself fitting into this statement?

. College and research libraries are a place of opportunity. Campus libraries offer access to wide-ranging research and resources, new learning experiences, multi- media materials and technology, cultural and historical archives, and music and art collections for everyone to use and enjoy.

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- What are your first reactions to this statement? (probe: positive and negative)

- What makes this statement true? What makes it not true?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

. College and research libraries are dynamic places. You can share information or create new knowledge, read books or listen to music, collaborate with other scholars, explore new technologies or experience new cultures and perspectives.

- What are your first reactions to this statement? (probe: positive and negative)

- What makes this statement true? What makes it not true?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

IV. Summary (5 minutes)

I’d like to finish this discussion with a few general questions.

. Thinking back over the statements we discussed, which do you think do the best job of communicating that college and research libraries are important?

. Which one captures what is most important to you personally?

. Which one makes you most excited about the future of college and research libraries?

. Is there a statement or point about college and research libraries we have not talked about?

Thank you very much for you time and thoughts.

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APPENDIX II: STUDENT DISCUSSION GUIDE

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FOCUS GROUP DISCUSSION GUIDE Boston (Sept 10th); Chicago (Sept 12th)

I. Introduction (15 minutes)

 Moderator’s introduction  Ground Rules.  Participant introductions

II. Context (10 minutes)

. What are the best things about your college or university?

. What are the best facilities, resources or services your university offers?

. What are the not so good or negative things about your college or university?

. What facilities, resources or services at your university are not as good or helpful?

III. Value and Use of Academic & Research Libraries (20 minutes)

Now, let’s talk about your college or university’s libraries.

. What are the first things you think of when I say the words “college and research libraries”?

. WRITE. What are the positive or good things about your college or university’s libraries?

. WRITE. What are the not so good or negative things about your college or university’s libraries? Discuss Positive and Negative.

. Are college and research libraries valuable? If so, in what ways?

- In your own life, what is the most important thing that your college or university’s libraries do for you?

. How often do you use the libraries at your college or university?

. EASEL. When you use your college or university’s libraries, what do you do? (probe in-person use versus on-line use)

- Which of these things can you only do at your school’s libraries?

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- Which can you do other places?

- Do you have additional needs that your library cannot meet? If so, what are they?

. How often do you use other libraries? [probe: community or other schools’ libraries]

- How do you use those other libraries?

- What do these libraries offer that the ones in your school do not?

IV. Value of Academic & Research Librarians (10 minutes)

. Now, what are the first things you think of when I say the words “college and research librarians”?

. What about college and research librarians - are they valuable? If so, in what ways? (moderator note: value is meant in terms of importance/helpful not monetary or financial)

- What is the most important thing that your college or university’s librarians do for you?

. Imagine your libraries without librarians. What would be different?

- What would be better? What would be worse?

V. Change (15 minutes)______

. How do you think college and research libraries or librarians have changed?

. EASEL. What do you think are some of the new things about college and research libraries? [LIST IN COLUMN ON RIGHT]

- Now, what do you think are some of the more traditional things? [LIST IN COLUMN ON LEFT]

. Looking at our list on the right – the new things, which of these things do you like?

- Which don’t you like?

. Looking at our list on the left – the more traditional things, which of these things do you like?

- Which don’t you like?

. Imagine ten or fifteen years into the future, what would be the most valuable or

KRC RESEARCH ACRL/ALA Report of Findings 37

helpful changes academic and research libraries could make for students like you? (probe: information, services, resources, physical space vs. internet, etc)

- What would be the least helpful changes college and research libraries could make?

VI. Messages (35 minutes)______

Now, I’m going to show you some statements about college and research libraries and I’d like to hear your reactions.

Each statement describes a different aspect of college and research libraries. As I show each statement, use your handout to tell me whether each strikes you as true or false.

READ AND MARK ALL STATEMENTS: . College and research libraries offer you a world of knowledge. They can connect you to information and resources around the world. Today’s college and research libraries use technology to put information from around the world in your hands.

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DO A HANDCOUNT ON “TRUES” FOR EACH. DISCUSS THE TWO OR THREE MOST “TRUE” STATEMENTS, THEN THE TWO OR THREE LEAST TRUE:

- What does this statement mean? What is it trying to say?

- What makes this statement true? What makes it not true?

- What do you like about this statement? What do you not like?

- What, if anything, would you change?

- Is this aspect of college and research libraries important or not really?

- If so, what makes it important?

. Now read back over all of the statements and circle the two that do the best job communicating that academic and research libraries are important. DO A HANDCOUNT; DISCUSS MOST “IMPORTANT” STATEMENTS.

- What makes this statement the most important?

- Do any of these capture what is most important to you about academic and research libraries? Is something missing?

. Now read back over all of the statements and put an X by the one that does the best job communicating that academic and research librarians are important. DO A HANDCOUNT; DISCUSS MOST “IMPORTANT” STATEMENTS.

- What makes this statement the most important?

- Do any of these capture what is most important to you about academic and research librarians? Is something missing?

AFTER ALL: . Thinking back over all of the statements we discussed, which one makes you most excited about college and research libraries?

. Which one makes you most excited about the future of academic and research libraries and how they are changing?

VII. Summary (10 minutes)______

. What have you learned during our conversation about academic and research libraries?

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- Did anything surprise you? Have you thought about things you haven’t thought about before?

. At the end of the day, what is the most important thing your school’s libraries could do for you, whether or not they do that now?

. WRITE. Now, before you leave, I want you to do one last thing. Pretend that you have been put in charge of communicating the most valuable and unique aspects of your school’s libraries to current and future students. Write down for me what you would say.

Thank you very much for you time and thoughts.

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APPENDIX II: STUDENT VERBATIM WRITTEN RESPONSES

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WRITTEN RESPONSE EXCERCISES FROM STUDENT THE FOCUS GROUPS:

What are the positive or good things about your college or university’s libraries?

Boston, Undergraduate Students  The quantity of books/location – the library is in the same building as my classes. It’s quiet and a pleasant place to study. ATMOSPHERE.  It’s pretty. Has one late-night study room / quiet study room. Order books through inter-library loan. Media/video center. Free printing of research materials from web.  Microfilm computers. Newspapers from the past. Copy machine. Every kind of book. Class books on web.  Lots of reference material that you wouldn’t be able to find at a city library or on the internet. Could offer a quieter place to study than in the dorm.  Internet access. The quiet atmosphere to do homework. Access to copy machine. Place calm to meet with friends and study.  As a psychology major I really only need to look up journal articles from research studies. Boston University has an efficient online way to search for such articles.  There is always someone to answer your questions. You can also take out class books if you haven’t gotten yours yet. They have microfilm, free internet, and you can print as much as you want. They also have a special quiet room. They also have a bin with free books you can have.  Convenience, location, resources, literature, and ordering new books. Access to Lexus Nexis.  Many libraries – management, main, sci., theology libraries. Can find almost all the books you need for papers. Quiet – good to study and get away. Big, spacious.  Librarians are helpful. Quiet talk section and quiet only section. Internet accessibility.

Boston, Graduate Students  Hours. Location. Size. Interlibrary loan. Staff, resourceful. Remote access via web. Common areas and study rooms.  Great collection at central libraries, as well as personal atmosphere in smaller departmental ones (physics). Staff generally helpful. Great hours (everyday until midnight).  Many computers for student use; good, relevant collection for my field; good staff.  Positive: It is electronically accessible, easy to find resources, literatures and nice meeting by staff. Rich literature source exist.  Part of a consortium. Will get anything (if own library does not have) from another library. Internet access/catalog on file. Library dedicated to education and resources (children’s books, teacher materials). No fines if late. Staff in subject area to help you.  The ability to get books from other libraries! The staff is very helpful. The college of fine arts library is too small and the collection does not carry many “modern” artists.

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It also is not a lending library. No facility has a lending video (artist) databank or place to view art videos.  We have access to many online journals, articles, and academic works such as Harvard Business reviews. We can have all the books and materials that we study in the classes from the library.  Huge collection, impressive buildings, skilled librarians, interlibrary loan.  The library has good resources, although more geared toward LA. Never had a problem finding material for research. Good settings.  Inter/Intra library access of materials (i.e., access to stuff we might not have). Space to relax and not have to interact with others. Access to new research materials not yet available outside of university (data from professors and grad students). Library assistance (knowledgeable librarians).

Chicago, Undergraduate Students  Location, also the convenience. Able to find whatever I need at any time.  Oakton Library has a lot of information I need. It is well organized, so I can log on any time I want. As you know, all libraries in the Chicago area are connected between each other. It is a good thing for me to use them.  Rent DVD’s, large amounts of CPU’s, friendly help.  Nothing yet. I haven’t been in it much, I am glad it’s there if I need it.  Lots of information available. Catalog on line-other universities in IL. Some staff willing to help you find what you need.  Easy to find books, articles. Computers all over. Helpful people that work there.  The librarians are very educated about the resources in the library, and they are in touch with many large projects given at school. They don’t give up until they find me an answer.  DePaul’s library is very big. There are several places to go and study and I imagine they have anything you are looking for. Stays open late.  It is well organized, nice size, late hours. There are plenty of computers for everyone to use.  It’s not large so things are easy to locate but I am not sure.

Chicago, Graduate Students  Newer facility. Plenty of computers available for internet searches. Clean, well- organized.  Learned staff, location, safety, cleanliness  Open 24 hours on 1st floor. Tables, sofas, comfortable chairs for your meetings.  New, well lit. Good collection of books. Many windows, catalog available on www.  Most things are on-line. Order books/journals from other places. Clean.  New, clean, airy, many windows, good hours, nice computer lab. 24 hours area.  Comfortable furniture. On-line resources. Nice view.  Very extensive resources. Large facility, many tables, chairs, study spots. Decent personnel.  Access to resources via the computer. Study rooms if needed for groups (2 people or more).

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 Hours: Mon-Fri 9:00 a.m.- 9:00 p.m., Sat. & Sun. 9:00 a.m. – 5:00 p.m. Location-at the main campus. Excellent for studying.

What are the negative or not so good things about your college or university’s libraries?

Boston, Undergraduate Students  Hard to find exactly what you are looking for - assistance was poor.  Not opened long enough. Longer hours needed on weekends. Not enough room for studying, esp. during finals and midterms. Not enough research computers. Absolutely NO computers available for writing (separate building for computers to do writing/papers) but sometimes you need to write and do book research (not just web research). Not enough extra copies of books, books are always checked out. Computers are slow.  You have to be very quiet when you are breathing. You can’t drink anything. No smoking. Employees are so cold – they don’t smile.  A lot of books cannot be taken out of the library so you have to work there. I actually haven’t been in M.I.T.’s libraries yet and they aren’t publicized to freshman – this could be improved.  It’s small and condensed.  The library at BU is not easy to navigate. A first time user will probably leave - out of frustration – empty-handed. Also it takes too long to request journal articles that are being kept in storage.  It’s always packed. Sometimes it’s hard to get a book. There is no limit on the computers.  Sometimes there are a lot of unregistered students hanging in the library causing distraction!  I wish my library had more non-fiction books for pleasure reading. Few computers to access internet (e-mail, pleasure) on, mostly for research. Some [computers] are old and need to be remodeled. Have to go to different library for books.  It’s a drag to try and find old newspaper articles on microfilm; it takes hours and you end up with a not so good printout of the article that’s needed.

Boston, Graduate Students  Copy cards – no coin option. Administrative decisions with significant impact and no student impact. Student staff: lazy, unknowledgeable. Lighting and dustiness of science library. Ongoing renovations. Finding journal articles – they’re available but hard to look up.  Database design (just recently allow multiple field searches) for books. Lack of access to user account (to renew/hold books, etc.) Space-saving shelves somewhat dangerous (almost got crushed once).  Physical plant in poor condition, excessive overdue fines, difficult for me to get to when I’m not already on campus. Under-funded!  It is (science library) on 5th floor. So quiet (makes sleepy). Three different locations

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for libraries (difficult to go from one to another).  Limited access to computers. No color printing.  The computers in the library are a bit outdated, slow and do not even contain some crucial programs such as Word and Excel.  Limited weekend hours.  More geared LA. Crowded. Older resources. Hours of operation.  Navigating a much bigger system then used to. Librarians that “act” more knowledgeable than they are. Librarians that do not care.

Chicago, Undergraduate Students  It’s kind of small.  Some librarians are not friendly.  Small, cluttered, no couch available.  The one time I went the lady that helped me was mean, I’d rather use my city library.  Not always having the books on shelf. Needing an article that the computer system says it is only available at another location. No bathroom on the first floor.  I haven’t been able to find anything negative about my university’s libraries. I guess I just wish I would go more often.  I think that there are not a lot of workers there to help you. I think one could have trouble finding a book one needs. Also, more computers in the library would be helpful.  I can’t really think of anything.  It’s small so there’s not all the information and resources you might need.

Chicago, Graduate Students  Not enough staff available for guidance or to help answer questions.  Not enough staff. Having to order books and wait.  Not enough copies of materials.  Bad lighting. Not enough small, individual study areas. The computer lab is not big enough. Problems with printer. Server down. Loud (people talking in full voice)  Poor location (remote from classrooms). Very uninviting atmosphere (cold/sterile). Not enough tables to work at. Few or no comfortable “lounge” style chairs/areas. Short hours at some parts of year. Books often missing even when computer says “available”. Loud!  Not enough help.  Close early some nights.  Usually cold. Show school ID to get in. Needs more photocopying machines.  Too many out-of-date books.  Dirty library. Shortened hours. Where do the computers for resource search print out? Library reserve – duration of reference checkout should be extended.  Not being able to check out certain resources. Lack of books (copies).  Access elevator- there is only 2 small elevators. Staff is not enough.

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MESSAGES: TRUE OR FALSE

TRUE TRUE FALSE FALSE Undergrad Grad/Ph.D Undergrad Grad/Ph.D College and research libraries offer you a world of knowledge. They can connect you to information and resources around the world. Today’s college and research 18 19 2 1 libraries use technology to put information from around the world in your hands. College and research libraries are using cutting edge technology. In addition to traditional materials and archives, today’s college and research libraries 19 19 1 3 offer wide-ranging resources on-line -- making knowledge more accessible than ever. College and research librarians are central to a learning community. College and research librarians are active partners in educating students, 6 14 13 5 offering new perspectives, developing new curricula, and contributing to groundbreaking research projects. College and research librarians are knowledge navigators – pointing you toward the information you need, leading the technological evolution on 15 13 6 7 campus, sharing new information and research, and lighting the way to new discoveries. What’s happening at the campus library? On a typical day at 3 o’clock, a class is meeting in the multi-media room, another class is meeting in special collections to examine original 12 11 8 9 manuscripts, a campus club is starting in the meeting rooms, seniors are preparing for on-campus interviews, and students are searching library databases for information for their assignments. College and research libraries are a 18 15 2 6 place of opportunity. Campus libraries

KRC RESEARCH ACRL/ALA Report of Findings 46 offer access to wide-ranging research and resources, new learning experiences, multi-media materials and technology, cultural and historical archives, and music and art collections for everyone to use and enjoy. College and research libraries are dynamic places. You can share information or create new knowledge, read books or listen to music, 16 14 4 7 collaborate with other scholars, explore new technologies or experience new cultures and perspectives.

What are your reasons for marking each comment TRUE or FALSE?

College and research libraries offer you a world of knowledge.

TRUE, Undergraduates  The Internet has information about EVERYTHING, EVERYWHERE.  Internet/web provides fast and endless information.  Computer technology.  From my experience, they do have extensive resources, and can get you things they don’t have from other places.  The Internet offers so many sites to get information.  Internet’s access to large databases of information.  The Internet brings everything to you. You could have a study group with someone around the world.  Technology is changing the world, never mind the library. Generally, computer access and Internet capability allows students to administer more important information in less time.  Internet accessibility.  Books and Internet.  Because it’s easier to locate.  Every library is connected to each other by database.  Through the internet I can access all of the books I want.  They usually help you to get everything.  I feel they do a great job at this (in my experience).  Internet and other computer databases make it easier to connect with a lot more information.  Agree mine does. Internet.  Use of Internet. TRUE, Graduate Students

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 They offer journal articles from other countries – like Germany.  Use of internet/intranet links to resources and other libraries.  Internet connects everybody (find books elsewhere or actual information).  Web access. Database access. Online documents.  Database searches.  I don’t know so much about around the world by they definitely use technology to bring a world of knowledge.  Internet access – on-line journals.  Use of internet.  Gives you information about anything you need to know anywhere.  E-Journals and databases.  It’s a misconception that technology outside the library can provide the same kind of access to information.  Online resources.  They utilize the internet. Video would be helpful.  We have access to other university’s resources from our library.  The ease of materials access.  A good example is interlibrary loans.  Seems self-evident.

FALSE, Undergraduates  No one will put you it in your hands, you need to look for it.  Only area libraries information.

FALSE, Graduates  Aside from KC, I just want them for in the library information in science, all journals are in English of translated

College and research libraries are using cutting edge technology.

TRUE, Undergraduates  Although the search engines are valuable they are complicated and overwhelming.  A lot is available online (search engines, etc.), but I wish they had articles online (that you don’t have to pay for) accessible at the library through computers.  Internet.  There is a lot of information.  I feel I use online resources more than the regular books to lead me to information that I need.  Again, the Internet is constantly changing and libraries are also regularly getting newer technology.  This statement is true and self-explanatory.  CD’s, search engines, connection to the past and present. Connection to the world.  Very easy to access – even from home.  When I need something I am usually able to find it.

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 By internet the school offers. I can research whatever I want to.  Through the internet I can access all the books I want.  Without the on-line I would be lost.  Computer/online information increases rapidly.  Lots of things are available on-line.  I can always find what I need.  On-line internet makes information so much more accessible.  Everything is almost at your fingertips.  Still use old way but new stuff too.

TRUE, Graduate Students  People who don’t own a computer.  Internet access – online journals.  I can get textbook and hundreds of journals online through the library, even from home.  Shifting from traditional “archives” to online resources.  Access to many databases, but the technology might be there but broken, confusing, etc.  Many databases…we as students are just not aware of them.  Instant assistance and vast choices.  Libraries have kept the tried and true books, but are also using newer technology (i.e, web-based research).  Multimedia makes more organization accessibility.  Online chat, email responses.  Online databases can be a good example for the cutting edge technology.  Access to online journals.  Depends on your definition of “knowledge.”

FALSE, Undergraduates  Although there are extensive resources online, it’s not specific to college libraries; you don’t have to go there to find it.

FALSE, Graduate Students  Not to the point of cutting edge technology or making knowledge more accessible than ever.  Accessibly only on campus, but to masses, “multimedia” is not the answer.  Depends on your definition of “knowledge.”

College and research librarians are central to a learning community.

TRUE, Undergraduates  Without librarians the library would be total chaos.  College librarians keep structure, order, and discipline of the learning environment.

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 This theory is correct and every semester students reaffirm this fact!  Because they have added more resources and information I need.  It’s librarians job to help you.  The librarians at my school library have always been very helpful.

TRUE, Graduate Students  Broadening your horizons, giving you more objectives.  They help save time.  Librarians can help students out if there assistance is asked for.  Helpful during crisis (book is gone) and can offer instant alternative choices.  Don’t need them for every visit, but essential for overall use. New ways of thinking about problems.  My experiences.  A nice knowledgeable librarian can be the key component to a student’s success.  When you’re stuck at the library, the first person you go to is the librarian.  Okay if you “are” = “should be” and “often are.”

FALSE, Undergraduates  I’ve never really needed their help.  They just show you where the book is. They don’t know anything.  I don’t know about it if they are.  They help you find the resource book, but that’s it.  This may be the ideal, however I feel that librarians probably are not part of the curricula development or initiating research projects.  I don’t think the teachers and librarians work together that much.  I don’t think BU librarians take any part in that.  They don’t really know that much and not too friendly.  Not all students use library for their education (most are forced).  They just know where things are, not very helpful with anything else.  They help students find books, not become geniuses.  Don’t agree.  You really don’t need them.

FALSE, Graduate Students  They haven’t gained that much ground.  Not really, they act as a guide and assist when needed but I usually get by myself.  They might have an idea of where to point you, but that’s it.  More supporting role (in science at least).

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College and research librarians are knowledge navigators…

TRUE, Undergraduates  They save time and energy.  I do think they are central sources for finding new information.  They can direct you to new research information through different technology.  This is accurate because they direct you to the right way to find what you need.  They are all true except the last one [lighting the way to new discoveries].  Librarians help students in most of the ways mentioned above.  Very helpful in showing you how to retrieve information.  Each student can attest to that.  They know everything in the library.  Without them I would not know where to go to find information.  I’m not sure they don’t do that for me.  They never leave me without and answer.  They point you to the things you need, but they don’t light the way to new discoveries.  Their job is to help us.

TRUE, Graduate Students  Giving you alternatives.  True, librarians are educators; however, they have not reached out anything close to a technological evolution on campus.  That pretty well sums it up.  Make suggestions of other places/methods you can look for information.  For all the above reasons.  Not all librarians are as well prepared/educated to answer questions as others.  Facilitators of research, not really contributors.  This is true if you find the right librarian.  Okay if you “are” = “should be” and “often are.”

FALSE, Undergraduates  Again, I’ve never really needed their help that much. I’ve grown up with computers and Internet so once I know the site, I can navigate on my own.  They could be a little more helpful.  Without them I would not know where to go to find information.  You sometimes need to beg them to help you and they don’t always have an answer.  I feel librarians are kind of old, not up with new technology.  Some are helpful, some are not.

FALSE, Graduate Students  They can point out a database or book, but they often long for the simpler days of card catalogs and microfilm.  Wouldn’t go this far! They help students get hat they want.

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 Not all librarians are as well prepared/educated to answer questions as others.  Librarians should ideally be training users to navigate information, not just doing it for them.  I don’t know if they are leading the tech revolution and lighting the way to new discoveries, but they definitely can help play an important role in this process.

What’s happening at the campus library? On a typical day…

TRUE, Undergraduates  Libraries offer a wide range of resources and places to meet and work.  Campus interviews are not practiced there. That happens at career services in another building.  I’ve seen this happening and been a part of it.  Because that is usually people’s spare time.  I can see many activities at the library.  There’s always people in there.  That’s what I witness, may be different for a commuter school library.  There are several things going on at my library.  The library is full and you have to wait for availability.  Getting large for more people.

TRUE, Graduate Students  Library has become an area for all of these activities.  The library is frequently the hub of campuses, especially when space is constrained elsewhere. But this can devalue the library’s true role as an information center.  A whole culture exists within a campus library.  This does happen. The library is always well used and crowded.  Maybe not all “typical” but it does happen (at least some of these are typical).

FALSE, Undergraduates  There is never that much going on at once; however, that doesn’t mean the number of people in the library is few.  One or two of those meetings might be happening because my campus library is small.  It only happens midterms and finals time.  There are not a lot of groups that meet in our library. There are plenty of other places for that.  Individuals, not classes go there most of the time.  We don’t have full classes go into the library.  Hardly anyone in the library.  I don’t think many groups use the library aside from studying

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FALSE, Graduate Students  Not at ISU – studying or talking.  My library has none of those facilities.  Our facility tends to be more specialized and spread out – decentralized.  This happens, the library is use multitask friendly, but is not typical.  This isn’t realistic.  Few classes require library activity. Most is long studying/researching or working with a librarian.  No classes. Club meetings in student center.

College and research libraries are a place of opportunity.

TRUE, Undergraduates  Quality/Quantity.  There is music and art collections to enjoy.  This is all true, except maybe “for everyone to use,” since some university libraries are not open to the public; but they certainly have wide ranging resources.  They [illegible].  Our library is very extensive and we also have inter-library loan with other libraries.  Always learning something new from librarian, other students, and groups.  True! This is right.  I do enjoy a wide area of choices.  I use internet research everyday.  You can find artifacts at ours.  You can get all of that.  Endless information available.  Libraries have more than books now.  Special collections give you the opportunity to see ancient artifacts that you would have never seen before.  You have access to culture.  Used for finding stuff and getting knowledge.

TRUE, Graduate Students  The arts into your life.  Some have much to offer – however some are outdated.  Offered at all libraries (community ones especially).  As long as they have them, you can use them.  Where else can you find a combination of literature, audio-video, etc.  Although this is true, these resources and opportunities must be promoted to be visible and accessible.  Definitely. You can even rent movies at the library.  Okay, but what is meant by “everyone?”

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FALSE, Undergraduates  Not that much music resources.  We have no cultural, music collections.

FALSE, Graduate Students  Most libraries have a limited collection and rare/obscure things must be ordered.  Non-lending, small variety. Must be very proactive to get much out of it. Try student activities or Google first.  Mostly to their faculty and students.  Okay, but what is meant by “everyone?”

College and research libraries are dynamic places. You can share information …

TRUE, Undergraduates  Nowadays one does much more then just read a book in the library.  Not [illegible] music.  Group projects.  By taking advantage of the technology, a person can achieve the things listed above. Libraries are a great place to explore other cultures and perspectives.  Yes – through books and Internet.  True.  Especially on a college campus, there are many things going on in the library.  You can do all that at my library.  You could have group meetings.  You can do all that there if you like that stuff.  But I don’t use it often.  Multi-media center at my branch.  Many libraries have music rooms. CDs, videotapes students can check out.  I don’t often share IDEAS.

TRUE, Graduate Students  This is hyped up way of saying students can do what they want in libraries.  Yes, but a lot of this happens outside of the library.  Social activities.  Just like being in Disneyland.  Meeting new students and studying.  Again, seems self-evident.

FALSE, Undergraduates  You can do some of this, but this statement seems a bit extreme. Exploring new technologies and experiencing new cultures and perspectives seems to occur more outside the library.  The library is used mostly for research at BU. There is not a lot of socializing or

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discussion of new perspectives.  You can only read, look up information, use computers, and sit. We have no music collections.  I haven’t seen all of that.

FALSE, Graduate Students  No, they are not that much of a socially scholastic place, yet.  Few people interact at the library with others. Some have A/V technology and rent music/movies.  Study, take books and go, silence.  Not many people go physically to the library anymore.  Just like being in Disneyland.

Mark the TWO that do the best job communicating that academic and research LIBRARIES are important. Mark the ONE that does the best job communicating that academic and research LIBRARIANS are important.

Libraries Libraries Librarians Librarians Undergrad Grad/PhD Undergrad Grad/PhD College and research libraries offer you a world of knowledge. They can connect you to information and resources around the world. Today’s college and research 12 18 0 1 libraries use technology to put information from around the world in your hands. College and research libraries are using cutting edge technology. In addition to traditional materials and archives, today’s college and research libraries 10 6 1 0 offer wide-ranging resources on-line -- making knowledge more accessible than ever. College and research librarians are central to a learning community. College and research librarians are active partners in educating students, 0 3 1 4 offering new perspectives, developing new curricula, and contributing to groundbreaking research projects. College and research librarians are 6 3 17 15 knowledge navigators – pointing you toward the information you need,

KRC RESEARCH ACRL/ALA Report of Findings 55 leading the technological evolution on campus, sharing new information and research, and lighting the way to new discoveries. What’s happening at the campus library? On a typical day at 3 o’clock, a class is meeting in the multi-media room, another class is meeting in special collections to examine original 3 4 0 0 manuscripts, a campus club is starting in the meeting rooms, seniors are preparing for on-campus interviews, and students are searching library databases for information for their assignments. College and research libraries are a place of opportunity. Campus libraries offer access to wide-ranging research and resources, new learning experiences, 9 3 1 0 multi-media materials and technology, cultural and historical archives, and music and art collections for everyone to use and enjoy. College and research libraries are dynamic places. You can share information or create new knowledge, read books or listen to music, 2 4 0 0 collaborate with other scholars, explore new technologies or experience new cultures and perspectives.

Pretend that you have been put in charge of communicating the most valuable and unique aspects of your school’s libraries to current and future students. Write down for me what you would say.

Boston, Undergraduate Students  Internet – national and international information. Ability to access/watch films. Size. Atmosphere – easiest place to study/research. Computers for e-mail.  Beautiful, clean, new, modern. Large media center. Quiet study room. Computers for researching and printing long documents. Copy machines. Online access/computers/web. Small private rooms available. Reference, newspapers, journals, microfilm.  Big archive from the past. Helpful knowledgeable librarian. Fast computer online

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system. Scholl research engines. Fast copy machines.  College universities offer an extensive range of resources from books and journal articles to online resources to film and music. They are a great place to go for a serious study atmosphere or for working with a group and offer everything you could need in one location.  This school library offers – internet access, copy machines, hundreds of resource material including reference books, magazines, audio cassettes, and micro-media material. This is a quiet and pleasant atmosphere to come enjoy.  Boston University had numerous libraries specialized for out broad base of majors and areas of study. The resources our libraries offer are great in number. Also if you can’t find what you need at BU, we are partnered with many other universities in the Boston area that allow you access information in their libraries. Your search for information is made simple by our technology and online resources.  I would have to say it would be as basic as this: Make the students come to the library by making it a fun place to go and learn. Once they’re there make sure they know all about the resources they have available. Make it as pleasant as possible.  The most important aspect in the UMass. library are the internet search engines. Internet accessibility is very expensive, especially for locating and downloading/uploading information. Here at UMass. you have full access to a plethora of search engines in several different subject areas.  Internet accessibility, librarian help, independent and group study areas, books on many different topics, special archive sections, CD’s.  Large and spacious, valuable research databases (at no cost), old newspapers, microfilms articles, wide array of books (from sci. to humanities to religion to education to management to law to medical), quiet space to study as individual or small group, librarians willing to help you find your needed materials.

Boston, Graduate Students  MIT libraries have been evolving to fit your need in the last 50 years. An incredible variety of resources are here for your electronic and hard copy research needs. Knowledgeable staff are at the library, on the phone, and on the internet to assist you at any time.  The libraries have most of what you need in order to learn about your subject. Don’t just read textbooks. Explore the wealth of wisdom in other books.  The collection is strongly aligned with the curriculum, the reserve department is a great resource, there are lots of computers, and the staff is very helpful.  Give call number. Push a button and get your book. This is our new mechanical system of the library.  Place of collaboration. You can get practically unlimited resources. You can search for things not on campus. You can get personal and specific help.  The most valuable and unique aspect would be the access to knowledgeable library staff that have the ability and experience to point you in the right direction.  Online resources. Librarians – helpful, knowledgeable, specializes in various subjects.  Knowledgeable and friendly staff. Access to vast amount of materials. Nice

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atmosphere.  You have a tremendous opportunity to take advantage of a vast collection of books and journals. Remember that the goal of education is not or should not be, the mere [illegible] of data, but the [illegible] of wisdom. So use those resources in conjunction with librarians and [illegible].  The most valuable thing about the library is the atmosphere of learning. You go tot he library and you can hide out in the basements and study quietly or you can meet with students and collaborate and work on problems together. It’s just the overall atmosphere that you can use to your advantage.

Chicago, Undergraduate Students  Helpful if you need something as far as knowledge, this would be the place. Access to the Internet and worldwide planning and things that have happened. The quiet place to be!  Learning new things is fun. Learning and searching a new idea and information is just fun  Imagine never having to carry a book again, and have all that you need right in front of you. Free and easy to access.  Libraries are a place where you know you can go for help, even if they don’t want to help you. They are like a backbone to the school.  If there is a will, there is a way. If you want to learn something new, gather information or simply have a quiet place on campus, you can go to the library. With time and effort anything is possible.  They offer a wide range of computers for use of Internet and databases. The library staff is friendly and helpful. They know how to use the resources provided. My school added a small coffee shop as a gathering place. The library is newly remodeled and provides a welcoming environment.  I feel that the technology found at libraries is both important and unique. With the help of educated librarians, you are able to enter one building and find information on just about anything you would like to know.  Libraries can open a door for students to learn and see things they’ve never seen using multimedia, historical archives, special collections, art exhibits, and most importantly, easily accessible internet resources. The library also gives students a quiet area to study and meet.  I would encourage students to use it more often and take advantage of the opportunity to explore and learn in a campus library or public library.  We have all the things you need for homework, papers or just for interest. We got the materials you need to find the facts. Not many people go to libraries but you don’t know what you are missing.

Chicago, Graduate Students  Up-to-date technology. Good hours. Clean, organized atmosphere. For the most part, librarians are friendly, accessible, helpful, knowledgeable.  Long hours, accessibility, ample computers, ample space, well staffed, easy access to finding books (not on campus). Reliable resources and cleanness. Librarians are

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learned approachable, well staffed, well rounded with varying areas of expertise.  Take advantages of the 24-hour floor, not many students use it and it is quiet! Other students are respectful to you and give you your space. Plus, one computer lab is open 24 hours for your convenience. Most librarians are very useful. When you find one that helps you out, just go back to them all the time. If you want more than just what you asked for (similar books, or other ideas), jus ask, they can usually help you out.  We have subscriptions to many diverse databases on almost any subject imaginable. Anytime you need a book or periodical that we do not have, it can easily be found for you. We offer comfortable and quiet places to study and/or relax. You can even renew your checked-out materials online! Whenever you have a topic to research and do not know where to begin, our professional staff of librarians will be able to guide you to the appropriate starting place. Get stuck? They can even suggest other places to try search.  Helpful librarians. Books on-line. Journals on-line. Librarians – extremely helpful, connect you with other resources, creative ideas. True librarians really enjoy their job.  I believe that our librarians are our greatest assets at MWU library. They are always willing to go the extra mile to help you out. MWU library also has hours that are very convenient for all students, as well as a 24-hour lounge. The librarians are very knowledgeable when it comes to information technologies and it would be wise for one to take advantage of this resource.  The library provides 24-hour access from home or the hospital to nearly all the resources you will need, along with a capable staff to assist you in your search for information. The librarians are trained professionals dedicated to helping you use the technology to best find the information that would be most helpful to you.  Our library has a highly technical computer/web-based database. This database provides access to most journals, periodicals and on-line resources you will need to successfully complete your coursework. The library reference and reserve systems are organized in such a way that it will be extremely useful to you in the completion of your curriculum. The library staff is a group of super diverse educated individuals. They will provide you with any necessary information you will need when searching for what you need.  On-line resources, databases, journal articles. Handicap accessible elevators. Visual and auditory material for the visually and hearing impaired. Librarians are helpful, willing to assist you, knowledgeable.  The hours are excellent, if your work or not. Excellent place to study. Location is excellent. If you do need help finding something, there usually is someone who will help you. Once you ask for what you need, they’ll know anything else that might be related to what you are looking for.

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