Chapter 6

Library Course Pages

n the absence of a course-management system or in to collections of library resources” (Morgan 2000, 166). an environment where for technical or cultural reasons This is generally accomplished through a database- Ithe library is unable to participate in the CMS project, driven Web page of library electronic resources, such as there are still methods by which the libraries can achieve databases, e-journals, e-books, and Web sites that each a similar end—the collocation of appropriate library patron can individualize and customize. A simple login resources at a course level. and password feature ensures the patron can access her Most often this is accomplished through the creation personalized library resource guide from any computer of library course pages that reside on the libraries’ Web with an Internet connection. site(s). These are collections of links to databases, books, journals, indexes, Web sites, and services offered up by Library Technology Reports Technology Library Reports the academic library in support of a given course. The For more information see the December 2000 course pages are largely the creation of the respective issue of Information Technology and Libraries subject librarian, with some level of consultation with the devoted to MyLibrary issues course instructor. In this chapter, you’ll fi nd examples of library course pages created by academic libraries across the While the original intent was for these systems to be United States and Canada. These examples range from used by library patrons to craft their own personal library sophisticated, dynamic, database-driven systems to hand- pages, in some instances the MyLibrary’s were found to coded HTML pages. The array of academic libraries that be a very popular tool for librarians to create subject, and, have undertaken these projects include from some of the more relevant to this report, course guides. largest and the smallest. All of this underscores the point www.techsource.ala.org that regardless of the size and wealth of a library, the goal of creating some number of useful library course pages is Virginia Commonwealth University within reach. The Virginia Commonwealth University’s (VCU) My Several library course page projects can trace Library system is a homegrown Perl program launched in their origins back to the MyLibrary movement of the the fall 1998 semester. Early usage statistics found only late 1990s. While the MyLibrary system developed a small percentage of the users of My Library accounted by Eric Lease Morgan when at North Carolina State for the vast majority of the systems activity. This lead the

University Library has received the most attention, creators of the VCU system to conclude, “While we fi rst May – June 2005 similar MyLibrary projects were underway around the believed that My Library would be an ideal solution for all same time at other institutions, including the University of our students and faculty, it appears that only a small of Washington, Virginia Commonwealth University, and percentage have found it to be an enduring access point Cornell University. for their research” (Ghaphery and Ream 2000, 188). The idea behind the MyLibrary systems is to create On the other hand, Ghaphery and Ream (2000) “implementations of user-centered, customizable interfaces reported the My Library system is very popular with

33 34 Library Technology Reports www.techsource.ala.org May – June 2005 Reprinted with permission. University Library’s My Librarysystem. Material reproducedfromtheVirginia Commonwealth Figure 4 suchasPHPand current Web technologies, database architecture using likely MyLibrary beeasiertobuildthe recommends itwould Ghaphery dated. isquite itself code and Ream 2000).Whileasoundarchitecture, the passwords, (Ghaphery logins, andusercustomizations relatively fi simple,usingPerl andatext scripts le tostore andonlinereferenceservice, (seefi forms gure 4). loan interlibrary suchashours,the information library present are search Also linkstohelpful engines. Internet Britannica and title, journal catalog, library performs AsimplesearchWeb anddatabases. box journals, sites, 2002). sessionsare held(Ghaphery bibliographic instruction classroom where physical library ofthe occurred outside Moreover, activity. accesses My Library 82percent ofthese total to43percent11,155 accesses,whichequates ofthe andReam 2000). (Ghaphery assignments” page tofi relevantnd allthe resources research for their classeslike comingbacktoasingle againthat and time semester. pages hasproven “Heavy useofthese time pages averaged just fi fewer than ve usesperstudent per ficourse pages. Injust the course ofuse,the rst sixmonths sessionquickly. instruction provide they abibliographic guides for eachclassthat resource areof HTML,librarians abletocreate library any knowledge tool.Without asaninstruction librarians The architecture of the VCU My Library system is system VCUMyLibrary The architecture ofthe pages include linkstorelevantThe VCUMyLibrary 2001calendaryear,In the 68classpages received have tothe enthusiastically Students responded very searches popular aswell asqueries with Encyclopedia produced seventy-fi fi the approximately Within system. became heavy usersofthe resources, ofonlinelibrary librarians create personalizedlists MyGateway.Libraries’ ofWashington University popular toolfor isthe librarians becamea that system exampleofaMyLibrary Another University ofWashington related resources couldprovide they (Gibbons 2003). course- other toexplore ledlibrarians the which inturn tonavigatecourse-specifi ability the c Web pages,” redesigned Libraries’ Webthe would have site toinclude tocoursespecifi generic catalog the c syllabimeantthat professor’scopy ofthe syllabus.“Moving from e-reserves from adigital chosetolinke-reserves andthus class itself, language andchronology inthe ofthe materials reserve East Asia, list reserve as East Asia” inthe seventh was listed a fi rst reading in assignmentof“Chapter4:Imperialism offithe MARCrecord. found inthe Consequently,cial title were lists reserve order, displayed inalphabetical using coursesyllabus,the language ofthe the order andwith did notfi intuitive. modulevery ofthis interface nd the Endeavor’s Voyager, module,students areserves contains onlinecatalog, Libraries’ the Although materials. reserve e- more their easily needtohelpstudents locate from the tobealibrarian’s tool(seefiintended gure 5). of Rochester’s CoURseResources was system always University tool,the usersofthe primary asthe patrons were systems designedwith MyLibrary While the University ofRochester Perl scripts. current the toupdate totry MySQL orColdFusion,than www.macromedia.com/software/coldfusion Macromedia ColdFusion www.mysql.com MySQL www.php.net PHP www.lib.rochester.edu/index.cfm?page=courses University ofRochester’s CourseResources The libraries decided itwouldThe libraries bebest topresent inthe ofdisplayingInstead materials e-reserve CoURseResources ofthe stemmed system The origins rst year ofuse,thirty-fi which is the title of the monograph. ofthe title whichisthe 1 ve courseguides(Jordan 2000). 2 While designed for library patrons to patrons Whiledesignedfor library membershad staff ve library Modern Library Technology Reports www.techsource.ala.org May – June 2005 35 Fundamentals of Fluid is available both as a paper copy in the is available library Using the ISBN number, theUsing thelink system a can create ISBN number, ME241, calls up theWhen a student for course page In its system the sixth CoURse Resources semester, ts. actualized some veryThe librarians benefi have real to be system has proven The CoURse Resources is a lack of of theA draw-back system, however, Microsoft SQL Server www.microsoft.com/sql/default.mspx directly into the book’s full item record in the into thedirectly full item catalog book’s record the item’s location which displays physical automatically, query 1998). A second .M86 is sent TA357 (call number: comparing the with ISBN book’s a table that contains the ISBNs of all electronic books to which the libraries have access. immediately it becomes apparent Mechanics stacksas an online text. and passes script A nightly corresponding any which returns ISBNs to Amazon.com, 6). gure (see fi images book-cover available contains thannow more with 2,700 library resources close to 6,000 course associations, connections which are between On average, and course. a library resource with a CoURse provided 450 classes per semester are half of which equates to approximately page, Resources the each semester on the Campus offered courses River is generated A course page of the University of Rochester. if the course has materials on reserve, upon the request of thebibliographic or as a tool for faculty member, instruction sessions. nishes designing a course page, when a librarian fi Usually, “Thishe invites comments the from professor. course’s the dialogue between increased facultyhas greatly and librarians, which in turn has led to other faculty/librarian initiatives” (Gibbons 2003). a very useful tool, particularly those for librarians design. Simple Web page unfamiliar with HTML and Web theforms drive entire system, so no technical knowledge minutes librarians can create a few “In only is required. guides within library a professional-looking resources template consistent with the of the rest Libraries’ Web (Gibbons site of HTML encoding” without knowledge any 2003, ibid). exibility categories and their in the resource naming. fl nd a home fi All a course must potential for resources tabs: Assignment resource within of seven one or more Sites, Information, Articles, Background Web Resources, Journals, Books, and Media. While this standardization nd the same that expectensures students to fi can always in consistenttypes locations all of their across of resources thecult for librarians to quite it can be diffi course pages, data as newspapers, resources—such unusual place more materials—intosets, the and archival design. to the to all courses in the Music Reprinted with permission. Fundamentals of Fluid Mechanics Whenever possible metadata for a resource is pulled possible metadataWhenever a resource for Through a six-month a of gatheringThrough process The system is written in ColdFusion Markup An association between a and a library resource Figure 5 Figure River Material reproduced from the University of Rochester, site. Campus Libraries’ Web Department) and very fi (such as Sondheim.com ne strokes Department) and very fi associations site Music 141). These resource to only Web carry the semester from to semester; therefore, over very little, if any, class requires a repeated for course page on thework part of the it to be for librarianorder in reused. the from directly online catalog, eliminating the need to re- and update informationkey in two example, locations. For to add the book system, the librarian enters the only ISBN (2001046756). A query is then the sent to online catalog, Endeavor’s cial title (MARC the which returns offi book’s Voyager, eld 245 | a). fi specifi cations bibliographers and reserve from staff as well specifi studentsas from set of system and faculty, a requirements tailored on the are Included pages course developed. was recommendations of digital and print and journals, books article as sites, and multimedia databases,resources Web as access to a digitizedwell syllabus copy of the professor’s with embedded links to reserve items. The librarians can in the of their thelist order and add choosing resources descriptionscustomized to each. (CFML) withLanguage SQL relational a Microsoft database that resources links, or associates, recommended with individual courses. course can be done with as (such very strokes broad DictionaryGrove of Music 36 Library Technology Reports www.techsource.ala.org May – June 2005 http://sourceforge.net/project/stats/?group_id=76156 CourseBuildercode Library www.lib.rochester.edu/index.cfm?Label=toppages Rochester, RiverCampusLibraries Web pagestatisticsforthe Universityof Web site. Material reproducedfromtheUniversity ofRochester, RiverCampusLibraries’ Figure 6 more effi resourcesciently becausethe have already been isspentused that resources, classtime library andthe available aboutthe andrelevant students educating time [coursepages have] needtospendclass the easedthe CoURseResourcesto the “For system. someprofessors, become soreliant onapast coursepage. had somestudent aresemester’s, atalossbecausethey next andreplacedarchived endofsemester bythe atthe pages coursepages. are Whenthe dependent uponthe course page. have canbefound just beenintroduced from asingle resources library towhichthey allofthe knowing that sessions leave bibliographicinstruction Students their usefulsupplementtobibliographicinstruction. a very bynamehasincreased librarians subject steadily.their requestingnumber research ofstudents assistancefrom CoURseResources ofthe the system, introduction the specialist oncampus.Since for eachdisciplinetaught unaware asasubject was whoserved there alibrarian were ofstudents majority the indicating testing usability course.Thiswas response indirect assigned tothe early librarian photographfor andoptional the information, Faculty membersalsohave positively respondedFaculty very become An ironic somestudents drawback isthat coursepagesFor have the proven students, tobe Included name,contact oneachcoursepage isthe Reprinted with permission. St. CharlesBorromeo Seminary pages. Consequently, coursepages are the builtindividually, aColdFusionprogram course anddatabase-driven to support Computers inLibraries in inanarticle system tothe made alterations how they fi didnotquite that t, McColl,Jones,andKoklus describe asuit oftailoring metaphor making changes. Usingthe fi began librarians the Library, Ryan Memorial t for the inPhiladelphia. located Seminary, ofSt.CharlesBorromeo Library Ryan Memorial as the own for system environment, their such architecture ofthe somehavesoftware, ideaand beenabletoadapt the CoURseResourcesenvironment the neededtorun While many donothave ColdFusion libraries the 210downloads. than CourseBuilder. hasbeenmore there Library Since then, name project source codeunderthe the distributed was madepublicly available inMarch 2003.Sourceforge in asinglemonth. 100 Web somereceiving 1,000hits pages, more with than individual coursepages top usually canbefound inthe whenclassesare insession.At leastmonth adozenorso whichaveragesof number ofvisits, around 20,000 per homepage libraries’ is usually interms secondonly tothe coursepages pointintothe coursepages. Theentry the domake useof students that fact Web bearoutthe site wereof whichthey notpreviously aware. resources aboutnewlibrary learn sometimes admit it,they Moreover, to membersare hesitant whilesomefaculty congregated ontoasingleWeb page” (Gibbons2003). The library did not have the technology nor infrastructure norinfrastructure didnothave technology the The library was notagood Rochester software the Realizing that The source CoURseResources codefor the system River CampusLibraries ofthe The usage statistics Koklus 2004, seefi gure 7). (McColl,Jones,and cost software byaddingusingfree andlow-form discussion forum andonlinefeedback toinclude anelectronic functionality her colleagueswere its abletoextend wassystem simplifi ed, McColland diffi become more popular, ithasproven However, coursepages have asthe scopeofavailablethe resources. was within initially semester, task the asmallnumber coursesper supports library HTML.Asthe using static positive. In answer to the question, question, In answer tothe positive. are calledE-Courses,hasbeenvery coursepages, which tothe students demand. cult tokeep upwith . The response of faculty and The response offaculty ofthe infrastructure While the Library Technology Reports www.techsource.ala.org May – June 2005 37 Unlike the Unlike 3 MyCybrary is written and runs in CFML offof a in, the logged sees a complete student Once of list theOnce selects student a class, additional information Apache www.apache.org LibData http://libdata.sourceforge.net University of Minnesota CourseLib http://courses.lib.umn.edu University of Winnipeg University In January 2005, the University Library of Winnipeg itslaunched new MyCybrary service. and Minnesota Rochester systems described above, MyCybrary library able to pull all of a student’s is course together upon login,pages rather that than the require navigate to each separately. to student MySQL database. A primary of the goal MyCybrary design personal and course resources is to pull together relevant them and display disparatefrom within sources a uniform 9). gure interface (see fi is which is registered, currently courses to which she data the pulled from Student Information System. Other c information outstanding any includes student-specifi interlibrary the and, from loan requests library’s Innopac Library of library System, comes a list items currently 10). gure out and thosechecked items coming due (see fi is pulled into the interface. the This includes titles of textbooks, as a link as well and required recommended to the in the reserve course list Library’s catalog. Based rmative Reprinted with permission. Figure 7 Figure Library Ryan Memorial Material reproduced from the St. Charles Borromeo Seminar, site. Web c to Librarians can select from 415 In the 2004 calendar year, As with system, the CoURse Resources Rochester LibData contains three independent applications: The component that builds the pages course-related The LibData system incorporates very many useful the individual classes can be added. style different sheetsseveral and withalter the the of resources order click of a mouse. The system also the for optional, automaticprovides generation of a table of contents for the course page. available, were CourseLib pages elements. 22,191 page built from During that time, more there were than 42,800 visits to the course pages. University of Minnesota University of Another example of a sophisticated system homegrown that supports the creationof library is course pages University of Minnesota Libraries’ LibData. LibData is described as a “library-oriented application Web-based consisting of an integrated database and architecture authoring the for publication environment of subject and all purpose pages, nders, course-related Web pathfi (Bramscher 2003). pages” code. Unlike as open source LibData is available system, LibDataRochester’s is built entirely with open components, Apache, MySQL, and PHP. source including under a GNU Public It is distributed Sourceforge.net from than A demo License and has had more 680 downloads. site. the from Sourceforge instance is also available and general pages, nders, course-related subject pathfi A library pages. purpose installing LibData Web can opt one, two,to use only or all three of the components. constructed are is called CourseLib. The CourseLib pages A wide to each course offered. by linking library resources including inclusion, for available are of resources range sites, data, indexes, and stylejournals, books, Web guides. Contact information both for the librarian and instructor 8). gure (see fi as well included are be copied using may example, a course page For features. the Clone” command. This “Create a librarian a template to create allows a for withpage a base set of resources particular discipline and then create specifi clones to which resources “Would you like more of your courses to be E-Courses?” courses to be E-Courses?” of your more like you “Would of facultyseventy-eight the in percent responded affi (McColl, Jones, and Kokolus 2004, 22). Since its 2004, 22). Since inception, and Kokolus (McColl, Jones, the of faculty page an E-Courses number for requests with each semester. increases 38 Library Technology Reports www.techsource.ala.org May – June 2005 permission. lib.umn.edu/page.phtml?page_id=1341. Libraries CourseLibWeb site.Available athttp://courses. Material reproducedfromtheUniversity ofMinnesota Figure 8 makes that DRRrepository from the ofitems compilation resource. ofthe current location to the she isfi her redirects whichthen registry, rst senttothe aresource, easily. heor userselects maintained Whenthe and are canbeupdated stored where they centrally fi digital for the metadata URLs andother les andobjects resources. andlearning The objects learning thousand fi ofdigital a repository ten linkstomore than les with resources”digital (Johnsonetal.2005,1).TheDRRis accessible,andconvenient accessto cost-effective, byproviding andfaculty students serve tobetter Library world. the coursesthroughout offers distanceeducation isCanada’s OpenUniversity,(DRR). Athabasca which Reading Rooms Digital Library’s University Athabasca WebCT linkswithin was inspired library bythe persistent tocreate ColumbiaOpenUniversity used byBritish Collection As discussedpreviously, Library Virtual the Athabasca University service. ment tool,Refworks, andFURL,anonlinebookmarks bibliographicmanage- myCybrary, including the from within professional orcoursehomepage. relevance. linkscanbeaddedtoaprofessor’s Inaddition, guidesare displayedand subject andranked inorder of number, course’s relevant department on the databases A Digital Reading File (DRF) essentially isa Reading File(DRF)essentially A Digital “wasThe DRRsystem AU developed toallow the are promoted services At agloballevel, somelibrary Reprinted with permission. Library andInformationServices Web site. Material reproducedfromtheUniversity ofWinnipeg, Figure 9 resources (Schafer DRRsystem 2004). accessviathe digital canmeasure useofthe that system tracking Bazaar, (Schafer 2004). Notes andLotus learning-management WebCT, systems, three Athabasca’s resources linkstolibrary into persistent toimport system DRR canalsousethe itfor student use.Faculty activates and server production course’s DRFontothe places the library DRFpage. the Onceeditor created the completed, clearance standard copyright procedures, the whilean with whennecessary. materials andorders aswell asdigitizes items, offull-text availability verifi staff Thelibrary staff. library andthe es citations readings list,and supplemental whichare passedtothe (see fisites gure 11). andWeb anddatabases, suchasonlinejournals materials, course’s library aswell e-reserves, asany supplemental coursepage. DRFsare Included the onthe up alibrary http://library.athabascau.ca/drr/index2.html Digital ReadingFiles http://library.athabascau.ca/drr Digital ReadingRoom www.athabascau.ca Athabasca University www.furl.net FURL www.refworks.com Refworks A very useful feature of the system is a statistical usefulfeature isastatistical system A very ofthe The University’sOffi Copyright ce follows through materials reserve the memberspulltogether Faculty Reprinted with Library Technology Reports www.techsource.ala.org May – June 2005 39

4 gure gure 12). Reprinted with ve guides, with ve a The course guides are built using TYPO3,are The course guides a free, A technical staff member is assigned the task and The reference librarians develop the librarians develop course guides in The reference Course Guides at Walter E. Helmke Library, E. Helmke Library, Course Guides at Walter Purdue www.lib.ipfw.edu/617.0.html TYPO3 http://typo3.com Mantis www.mantisbt.org Figure 12 Figure Material reproduced from the Indiana University—Purdue site. E. Helmke Library Web Walter University Fort Wayne, at www.lib.ipfw.edu/1196.0.html. Available permission. open source content-management system, and Mantis,open source a bug-tracking system. The librarian Web-based writesfree, or the in a Word text each course page customized for thele. He then for creation of a enters a request text fi in thecourse page Mantis bug-tracking system. thecreates using the course page TYPO3 content- Indiana University—Purdue University, University, University—Purdue Indiana Fort Wayne Guides at the new Course E. Helmke The relatively Walter Library University Fort of Indiana University—Purdue the of collaborative (IPFW) are efforts result among Wayne the library librarians. technology staff and reference support of the courses taught writing on core and research sixty-fi created far theycampus. Thus have in all (see fi one hundred of approximately goal Reprinted with le” (McGreal n.d., 2). le” (McGreal Reprinted with permission. The DRR systemThe DRR originally as an SQL designed was Figure 11 Figure at Digital Reading Room. Available Athabasca University’s http://library.athabascau.ca/drr/view.php?course=cmns&id= 195&sub=1. Figure 10 Figure Winnipeg, Material reproduced from the University of site. Library & Information Services Web permission. database running on a Linux server. Unfortunately, the Unfortunately, database server. running on a Linux and thus not on standards, not based was system was withinteroperable other “The repositories. implementers therecognized importance it interoperable of rendering using thebased on the standard IEEE LOM CanCore metadata implementation profi Consequently, the is being integrated DDR system currently Consequently, into the AthabascaUniversity Digital Library, which is an metadataIEEE LOM/CanCore compliant repository. 40 Library Technology Reports www.techsource.ala.org May – June 2005 iub.edu/index.php?pageId=1073. Bloomington LibrariesWeb site.Available atwww.libraries. Material reproducedfromtheIndiana University Figure 13 fi graduate- upper-level andbeginning undergraduate fty to forty ofthe CoursePages Intensive insupport Library have atBrandeisUniversity The librarians of builtaseries Brandeis UniversityLibraries resources.paper anddigital course-specifi incorporates that concerning c information Thelarger, service. text columnisfree-form left-hand reference digital andthe guides,searching tips, citation including list oflinkstohelpful information, an optional is are column.Below displayedright-hand this alongthe add, remove, which andreorder databases, alist oflibrary (see fi server aMySQLdatabase off gure 13). Libraries. Web entire ofthe the site runs management that system ofahomegrown product areLibraries, the content- The ClassWeb Pages atIndianaUniversity, Bloomington Indiana University, Bloomington when warranted.” guides, across allofthe automatically something update consistently,allows standard things andto ustosay the amongguidesfor differentvariation audiences. Butitalso modelallows agreat “The dealof database. system content-management which isstored andpulledfrom the such as“Searching IUCATtext, for BooksandPeriodicals,” coursepage isreadyreceives the for notice hisreview. automatically librarian andthe isupdated, system Mantis management page Once system. hasbeencreated, the the Using menu-driven templates, the librarians easily can librarians the Using menu-driven templates, isencompassedCustomized bystandardized content 6 The system was written in PHP and operates inPHPandoperates was Thesystem written 5

Reprinted with permission. component of the Information Literacy Program @UCLA Literacy Information component ofthe Research Library’s The UCLA Guidesfor Classesare a UCLA impressionism.html. Web site. Available at http://library.brandeis.edu/intensive/ Material reproducedfromtheBrandeis UniversityLibraries Figure 14 reference atthe students desk. have coursepages cometorely while working onthe with andreference initiative, librarians the been pleasedwith individual course’s membershave WebCT Faculty site. Web libraries’ the aswell onthe asfrom within site, both HTMLpages. static the toconstruct useAdobe GoLivelibrarians software most ofthe Instead, system. content database-driven or aidofatemplate the guideswithout create the coursepagesinclude (seefi onthe gure 14). resources most appropriate the to closely toidentify work together andfaculty component. Thelibrarians research library strong avery contain level coursesthat www.adobe.com/products/golive/overview.html Adobe GoLive http://library.brandeis.edu/resources/resguides/intensive.html Brandeis UniversityLibraries www.libraries.iub.edu/index.php?pageId=48 Indiana UniversityBloomington Links to the Brandeiscoursepages canbefoundLinks tothe Aside from asetheaderandfooter, librarians the Reprinted with permission. Library Technology Reports www.techsource.ala.org May – June 2005 41 Reprinted Usually, librarians create Usually, 9

10 While the the design of is class guides 8 Librarians create the course Research Guides upon Librarians the create Research course Most of theMost designed as bibliographic class guides are server theA development mirrors library’s public live, Figure 16 Figure Material reproduced by the University of Nevada, Reno, at www.library. site. Available Noble H. Getchell Library Web unr.edu/instruction/courses/anth/anth710.html. with permission. Lake Forest College Lake Forest Guides at Lake c, library Research The course specifi very an example of a low-tech, yet are College Forest effective, approach. in conjunction usually a faculty from member, request with a one-time bibliographic instruction session. Two the by authoring librarians share work the reference without the aid of templates in Dreamweaver pages or 17). gure cascading style sheets (see fi guides on the Web for eight years and for ten years before ten before and for years eight years for theguides on Web that in paper. template,uniform with the a Dreamweaver content is tailored to each course. cally specifi instruction of the aids upon the The faculty. request of faculty withnumber continued has requests to increase each semester. Nevada, Reno University of taken by theThe approach Getchell Librarythe at the to adapt template was Reno, University of Nevada, theused for subject the guides to of their needs Course- Related Information Resources. the to supplement a library-orientation pages session or 16). gure of facultyupon the (see fi request site. Librarians design, and edit the create, Web course and on the serverpages development using FrontPage, site server. les to the Web live then transfer the fi liated gure gure 15). c.html Reprinted with permission. ndit/class_guides/class_guides.html The majority of the affi guides are 7 rst-year General Education General rst-year Each Cluster Program. The library other creates course guides to support initiated,rst librarians fi When the was program Figure 15 Figure Figure 15—Material reproduced from the UCLA College at www.library.ucla.edu/college/ site. Available Library Web ge/cluster25/ge25index.htm. Auraria Library Library,Auraria serves which higher education several institutions has been creating in the class area, Denver launched in 2001. launched with the fi cluster is assigned a library with works liaison who the faculty integratemember to information literacy the into course as the as develop well library fi (see course page c information literacy projects with academic specifi departments a particularly for guidance or to provide assignment. challenging research course a Netscape Composer template.received time, Over they the customized a variety using templatehave individually, of HTML editing programs. Lake Forest College Library Resource Catalog www.lib.lfc.edu/resource UNR Course-Related Info Resources www.library.unr.edu/instruction/specifi Auraria Library http://library.auraria.edu/fi UCLA www.library.ucla.edu/infolit/guides.html 42 Library Technology Reports www.techsource.ala.org May – June 2005 bio134-kirk.html. Web site. Available at www.lib.lfc.edu/resource/biology/ Material reproducedfromtheLake ForestCollegeLibrary Figure 17 session. instruction library desire the tohave guideinhandduring the guide isavailable are unanimousintheir online,they know the students the links.Although navigation removes Web-page sheetthat the style using aprint intopaperhandouts, courseguidesare converted the classes. their sessionto toinclude alibrary added incentive for faculty asan acting sessions,thereby bibliographic instruction Guides (seefi gure 18). havelibrarians created closetofi Resource Library fty reference editor, two but asimpletext suchasNotetab, sheet. Using nothing usingacascading style them format hand-codedHTMLand courseguideswith create the college inWisconsin. liberal arts private example canbefound atLawrence University, asmall, coursepage library yet low-tech, effective, Another Lawrence University searching tips. guidelines,anddatabase style guides,writing citation includes generalized information bibliographies. Other and such asgovernment image collections, documents, customized toinclude lesscommonmaterials, can bevery rangemanagement ofrecommended the system, resources orcontent- byany template isnotrestricted formatting andWeb databases, Butbecausethe books, journals, sites. During the bibliographic instruction sessions, bibliographicinstruction the During have forThe courseguidesare classesthat crafted include for recommendations These pages often Reprinted with permission. 11 Librarians Librarians instructors. To do otherwise might embroil the project in project mightembroil the To dootherwise instructors. andindeference course with, to,the be doneinconsultation attentions. students’ the couldmisdirect intended, well coursepage, presence although and the ofalibrary shouldconsult, students the may beallthat textbook the professor. bythe intended way, curriculum Putanother rigid from the students coulddistract course guideinadvertently presence courses,the ofalibrary labs andmathematics guidance becomes implicit direction. guidance becomesimplicitdirection. professors, oftheir andtherefore,to beacreation passive resource it ofthe guide,mightinterpret authorship to the unclear as takes onaddedweight. Students, and instructor to aspecifi passive guidance. However, resource alibrary guidetailored nature, andtherefore as are andfaculty viewed bystudents anddisciplineguidesareownership. generic Subject in intoarealm maylibraries for feel strong whichfaculty courseguidesinches ofthese Thecreation pitfalls. potential coursepages drawbacks are and notwithout Library Pages Pros andConsofLibraryCourse with permission. www.lawrence.edu/library/guides/muhi201.shtml. University, SeeleyG.Mudd LibraryWeb site.Available at Figure 18—Materialreproduced fromtheLawrence Figure 18 www.notetab.com NoteTab www.lawrence.edu/library/guides Lawrence University Consequently, should courseguideproject any library Moreover, ofcourses,suchasscientifi for sometypes course nameofthe the c courseandbearing Reprinted c Library Technology Reports www.techsource.ala.org May – June 2005 43 University of Washington’s MyUW portal. University of Washington’s Leggott,Mark University Librarian, and Grant Gelinas- Systems Manager. Brown, and Information Pamela E. Sandstrom, Head of Reference Services, Information and Graham Frederick, Assistant and DDS/Service Assistant. Desk Technical Information Services, Jan. 27, 2005. with Diane Dallis, Interim Head, Information Commons Undergraduate. Pauline Schwartz, Information Literacy Librarian. Distance Education Librarian. E. Bradbeer, Gayle Librarian. Development Web Araby Greene, Librarian. Nancy Sosna Bohm, Reference Librarian. Gilbert, J. Peter Reference In spite of a of the the drawbacks, rewards the the of preparing Through CoURse process Dreamweaver www.macromedia.com/software/dreamweaver Frontpage www.microsoft.com/frontpage Notes 1. dated Jan. 20, 2005. e-mail correspondence, From 2. by the been superceded system has since My Gateway 3. with through Information e-mail correspondences provided 4. with through Information e-mail correspondences provided 5. and e-mail of Pamela Sandstrom, Head of Reference From throughInformation e-mail correspondences provided 6. 7. withthrough Information e-mail correspondences provided 8. withthrough Information e-mail correspondences provided 9. with through Information e-mail correspondences provided 10. with through Information e-mail correspondences provided 11. with through Information e-mail correspondences provided are often are to which means the repeated, effort required with should decrease each semester. pages course create the example, cant. For signifi are successful program system at the University of Rochester CoURse Resources the between dialogue has increased faculty members which in turn has led to other and librarians greatly, faculty Students are and librarian initiatives. Moreover, theirrecognizing subject requesting librarians and even them from assistance by name (Gibbons 2003). the an pages, developed subject librariansResources have and understanding of the courses awareness greater even being taught and course materials used in their respective ts the faculty and departments. This, in turn, benefi students, and informs collection-development decisions. system is an importantly,Most the CoURse Resources overt signal that the engaged Campus Libraries are River in the teaching, learning, and scholarship that occurs at the University of Rochester.

On campuses where there theis a CMS in use, where On campuses Tailoring to individual courses library resources ing of a reshuffl The project inevitably will require in service to the educational the mission of institution. library of outsidepresence course pages of the CMS sites The use of faculty-createdcould be confusing. Web compounds the situation. Students naturally would assume a smooth integration of the three, when in fact a semi- they theAt not. are University of Rochester, the links among creates automated process pages course to the sites faculty-created and CMS course sites. Web still falls far short expectations. of student This, however, of time,cant amount effort, and a signifi requires expertise on the part of the librarians. Although of many tools to help streamline thethe include above examples they thecreation process, do cannot replace intellectual with to match individual courses relevant required work and appropriate library resources. priorities the appropriate and tasks to provide in order librarians with the time the to study course curricula and courses ne-grain recommendations. Fortunately, fi make an unintended political struggle. It is imperative not to lose sight of the fact that a library project course guide is done Weill Cornell Medical College, Qatar Cornell Weill http://elibrary.qatar-med.cornell.edu/screens/elib/courses University of Illinois Urbana-Champaign, Business and Economics Library www.library.uiuc.edu/bel/class.htm University of North Carolina at Charlotte http://library.uncc.edu/classes/instructor.php?letter= a&letter2=b&dept=library Seneca College of Applied Arts and Technology, Seneca College of Applied Arts and Technology, Canada http://learningcommons.senecacollege.ca/Library/ ResearchByCourse www.carleton.edu/campus/library/reference/coursepages Lehigh University www.lehigh.edu/library/guides/guides.html Morrisville State College http://library.morrisville.edu/course Additional examples Appalachian State University www.library.appstate.edu/reference/classguides Carleton College