1. William Paterson University Five Strategic Areas of Focus at the Cheng Library Fairleigh Dickinson University June 18, 2009 Anne Ciliberti cilibertia@wpunj.edu

2. 3,000 BC To 1992 1993 To 2019 2020 - Focus Print Collections Physical Space Individuals Independence Teaching Inward focus of staff Manual systems Focus Digital Users Digital Space Individuals & Groups Collaboration Learning Outward focus of staff Automated systems Libraries in Transition

3. Maximize our partnership with the campus community in fulfilling the University’s teaching, learning and research missions Embrace evolving models of information management and access Ensure that the Cheng Library’s physical and virtual spaces meet the needs of tomorrow’s users Exceed users’ service expectations Cheng Library Long Range Goals

4. Maintain and expand academic engagement Provide campus-wide leadership for the integration of information across the curriculum Demonstrate a culture of assessment Redesign the library’s physical and virtual spaces Stimulate and motivate staff; exceed users’ service expectations Five Strategic Areas of Cheng Library Focus

5. “Engagement” think of the NSSE… active, meaningful, relevant Integral to the academic mission of the University Why is this an issue? – Competition from other information providers – New pedagogies that require fewer information resources – New teaching tools that embed content Academic Engagement Strategies Be involved on campus; participate broadly in faculty and student activities Emphasize the library’s role in teaching, learning and research Be relevant and responsive to changing needs and behaviors; understand what’s happening on your campus Be visible, communicate and market your services and resources Use assessment methodologies to help describe your VALUE

6. IL is what we are all about: accessing, obtaining, using, and evaluating information A life-long learning skill Teaching faculty embrace the need to teach critical thinking, but usually not information literacy Information Literacy Strategies Seek support from administrators Look for academic opportunities: First Year Experience? English curriculum? General education? Capstones? Accreditation stick vs. the carrot of student success Learning literacies: critical thinking, information literacy, technology skills, quantitative reasoning

7. Why? Improvement, accountability, accreditation Provides a foundation for describing how the library contributes to the University’s mission; describes its VALUE A Culture of Assessment Strategies Develop a meaningful Assessment Plan; focus on outcomes, not inputs our outputs Measure student learning outcomes as part of information literacy initiatives Expand the measurement focus to all library services and resources; consider enabling and process outcomes

8. Develop a user-centric philosophy Two important portals; The building and the webpage Think about millennials; users have changed! Importance of first impression, usability, design Redesign Physical and Virtual Spaces Strategies Ensure that the building has adequate and appropriate study space, wireless access, areas for multi-tasking, for groups, for individuals, for noise, for quiet, SEEK INPUT FROM FACULTY and STUDENTS It is no longer about US Clean, well-lighted, attractive Furniture that can easily be rearranged Redesign web pages; Stephen Bell argues that many users have already found work arounds for our traditional pages; maximize the opportunity to market our VALUE; what we do that Google does not

9. Staff is any library’s most important resource Challenging times; budgets are difficult Opportunities for training, reflecting, networking; thinking Provide the tools and time to learn Stimulate Staff and Exceed Users’ Service Expectations Strategies Emphasize a culture of customer service that exceeds expectations Encourage a habit of mind that questions why and explores alternatives Reward fresh perspectives that take the user point of view

10. Library Assessment: Demonstrating Benefit/Impact/Value to the Teaching, Learning and Research Mission of the University Library Assessment User EducationUser Services Resource Management  Instructional programs (FYE)  One-shot class sessions  Extended reference services  Circulation  Reference Assistance  Reserves  Interlibrary loan  Periodicals Services  Building facilities  Acquisitions  Cataloging  Collection development  Database management & analysis  Systems support  Web page development & maintenance Library Resources & services Relevant Assessment Measures Student Learning OutcomesEnabling Outcomes Process Outcomes Performance Indicators  Skills  Knowledge  Use  Satisfaction  Answer/fill rates  Turnaround time  Availability  Awareness  Accuracy  Cost  Efficiency  Cost Effectiveness Methods  Pre/post tests  Diary Analysis  Interviews  Portfolio Assessment  Analysis of products  Case Studies  User surveys  User testimonials/feedback  Observation studies  Data analysis  Focus groups  Conspectus-type studies  Expert opinion  Focus groups  Benchmarking  Qualitative studies  Log analysis