Library Service at The “Paperless” Information Center

Identitas Jurnal :

Judul Artikel                : Library Service at The “Paperless” Information Center

Judul Jurnal                 : Emerlad Journal

Penulis                          : F. Rahmat Xu

Tahun Terbit                 : 2006

Sumber Database         : Google

1.      Pengantar

Pada tahun 1998 University of Southern California (USC) ditutup perpustakaan departemen School of Social Work dan menciptakan pusat informasi di bekas ruang perpustakaan. Mantan perpustakaan kerja sosial berubah menjadi laboratorium komputer yang unik, “paperless perpustakaan”. Model layanan pusat informasi menempatkan pustakawan pekerjaan sosial,   pustakawan bertanggung jawab untuk instruksi, referensi, pengembangan koleksi dan penjangkauan.  

Dalam konsep yang asli yang mendukung penciptaan perpustakaan departemen adalah untuk kontrol lokal dari koleksi perpustakaan dan akses mudah ke koleksi fisik. Namun, masalah muncul dengan pertumbuhan koleksi. Administrasi perpustakaan departemen diperlukan lebih banyak staf, ruang dan pendanaan. Diperkirakan bahwa pengumpulan lokal dapat menjelaskan dua-pertiga dari operasi dan ruang biaya (Buckland, 1997). Oleh karena itu, beberapa solusi alternatif dalam abad kedua puluh muncul seperti berinvestasi di akses remote, penggabungan perpustakaan cabang dan kembali mengorganisir koleksi mereka sesuai dengan ilmu sosial, humaniora dan bidang studi sains.

Karena kemajuan teknologi informasi, khususnya komputer dan internet, akses ke layanan informasi dan perpustakaan telah jauh lebih sedikit geografis. Berdasarkan perpustakaan elektronik pusat informasi, atau commons informasi adalah tren saat ini di perpustakaan akademik perpustakaan Departemen tetap berharga, tapi peran mereka berubah. Mereka masih memainkan peran dalam pengembangan. Crockett menyatakan bahwa “jika perpustakaan sebenarnya menjadi tempat pertemuan dengan komputer bukannya ruang baca dengan buku-buku, ada fungsi-fungsi tertentu yang harus dipelihara oleh kampus, fasilitas penyimpanan untuk buku-buku yang meninggalkan perpustakaan cabang, atau ruang di perpustakaan lain di kampus, sistem pencarian yang sangat baik jika penyimpanan yang jauh, dan sumber daya elektronik yang sangat baik, serius dipelihara dan intuitif terorganisir.

2.      Ringkasan Artikel/hasil penelitian

Pada tahun 1998, Perpustakaan Pekerjaan Sosial USC buku dan jurnal utama koleksi yang diintegrasikan ke dalam utama tumpukan sosial buku sains universitas di Memorial Library Doheny. Beberapa koleksi pekerjaan sosial didistribusikan di fasilitas lainnya, seperti Gerontology, Norris Medis, perpustakaan von KleinSmid Pusat Terapan Ilmu Sosial dan Ilmu penyimpanan offsite.

Kerja Pusat Informasi Sosial didirikan di tempat bekas perpustakaan, menyediakan enam komputer dan koneksi internet bagi para siswa untuk mengakses informasi digital. Pada musim gugur 2004, Randall Pusat Informasi, Pusat diperluas Sosial Pekerjaan Informasi, selesai. Pusat baru mencakup dua ruang belajar kelompok,

laboratorium dengan peralatan instruksional dan 20 komputer dengan akses ke internet dan alat-alat penelitian elektronik lainnya. Sebuah pustakawan kerja sosial bertempat di pusat informasi untuk memberikan instruksi dan penelitian bantuan serta pengembangan koleksi dan penjangkauan. Dari tahun 1998 sampai 2004, koleksi karya perpustakaan sosial berada di bawah transisi, “dari koleksi buku khusus yang didukung oleh beberapa sumber daya online untuk koleksi buku terintegrasi direlokasi di perpustakaan lain dan dirumah pusat informasi tanpa buku, tetapi dengan online memuat banyak informasi.

       Dalam lingkungan akademik saat ini, pengguna pekerjaan sosial dan fakultas masih menggunakan sejumlah koleksi cetak. Kebanyakan buku dan beberapa jurnal pekerjaan sosial kunci hanya tersedia di cetak. Bagi banyak pengguna, pergi ke bangunan perpustakaan yang berbeda untuk mendapati buku, jurnal, video dan cadangan sangat banyak. Survei perpustakaan 2005 untuk kampus satelit menunjukkan bahwa 55,3% pengguna tidak pernah memeriksa buku di semester sebelumnya, dan 50% pengguna mengatakan bahwa buku-buku perpustakaan yang kurang penting dibandingkan dengan artikel jurnal. 

            Karena pekerjaan sosial adalah lapangan interdisipliner dengan koleksi cetak desentralisasi di lokasi yang berbeda sangat sulit bagi pustakawan untuk melakukan evaluasi koleksi, untuk memperbarui koleksi dan untuk menginformasikan pengguna tentang akuisisi baru. Dengan anggaran akuisisi terbatas, pustakawan juga perlu untuk menyeimbangkan pembelian sumber daya elektronik dan membatalkan koleksi cetak lebih sering digunakan. Sumber internet memainkan peran penting dalam pengajaran dan penelitian. Tumbuh informasi pemerintah, lapor kantor, direktori, membantu dan sumber daya pengobatan untuk pekerja sosial yang tersedia secara online. Bagaimana mengelola sumber daya internet yang berharga gratis dan membuat mereka mudah diakses oleh fakultas dan mahasiswa adalah tugas menantang bagi pustakawan kerja sosial karena baru definisi untuk “koleksi” tidak hanya mencakup sumber daya yang dimiliki oleh perpustakaan, tetapi juga mereka diakses di lokasi terpencil. norma adalah sekarang “campuran saling bergantung kepemilikan dan akses, dengan lokasi bahan semakin tidak relevan untuk pengguna”.

3.      Kelebihan Penelitian

Dari jurnal yang saya analisis jurnal ini memiliki kelebihan pembahasan mengenai layanan perpustakaan untuk pusat informasi dan juga layanan yang berbasis teknologi yang mana pada jurnal yang lain itu jarang ditemukan pembahasan mengenai layanan perpustakaan dengan layanan teknologi.

4.      Kelemahan Penelitian

Jurnal ini seharusnya lebih memperkaya tulisan dengan menambahkan tujuan dari diadakannya penelitian, sehingga pembaca lebih memahami dan dapat mengaplikasikannya dalam pembelajaran sumber informasi sosial dan humaniora. Selain itu kata perkata pada tulisan jurnal ini susah dimengerti apa maksud dari isi jurnal tersebut.

5.      Point Penting Dari Jurnal

a.       Akses ke layaan informasinnya sedikit lebih jauh sudah menggunakan elektronik

b.      Pada pembahasan jurnal ini lebih membahas tentang fungsi pelayanan yang berbasis web

6.      Kesimpulan

Perpustakaan harus dapat memberikan pengalaman yang menyenangkan terhadap pemustka, sehingga perpustakaan akan mendapat opini yang baik. Kelengkapan informasi di perpustakaan merupakan hal yang sangat penting untuk diperhatikan, karena perpustakaan juga mendapat pesaing dalam dunia penyedia informasi oleh badan-badan informasi dan internet. Dengan demikian untuk dapat memberikan kepuasan kepada pemustaka, maka perpustakaan itu perlu terus mengikuti dan megembangkan teknologi komunikasi dan informasi, guna memberikan pelayanan kepada pemustaka kapan dan dimana saja.

Saran

Informasi yang saya dapat dari jurnal ini cukup memuaskan, karena penulis mengkemas informasi menjadi satu tentang layanan perpustakaan di pusat informasi. Dari segi penulisan sudah cukup bagus, dan alangkah baiknya bila isinya itu pada intinya yang tidak membuat pembaca merasa bingung maksud dari isi jurnal.

7.      Daftar Pustaka

Grace Xu. F, “Library Service at The “Paperless” Information Center”, Journal Emerlad Volume 25 No. 2 : 2006

Lampiran

Library service at the “paperless”

information center

F. Grace Xu

Information Service Division, School of Social Work, University of Southern California, Los Angeles, California, USA

Abstract

Purpose – By reflecting the historical transition of the University of Southern California (USC) social work departmental library, the article aims to share challenges and solutions of the library collection and services in the electronic environment and to facilitate a discussion about the future of library services.

Design/methodology/approach – The author conducted a literature review about departmental libraries, and a historical review of the USC social work library collection and services. Direct observation, surveys, reference statistics and the web visiting data were employed in the research analysis. A new vision and service model were created.

Findings – The USC social work students rely on both the print and electronic resources for their research and study. The decentralized social work library collection and the students’ inadequate information literacy skills are the major challenges for the librarian. Information literacy instruction, web-based collection management and library outreach are beneficial for the access service at the new information center.

Research limitations/implications – Some findings may not be compatible with other user groups in academic libraries. The established service model is applicable in other departmental libraries and information centers.

Practical implications – The solutions employed by the USC social work librarian are applicable in other departmental academic libraries.

Originality/value – This paper combines research and library service practice at the information center.

Keywords University libraries, Collections management, Information centres, Electronic media

Paper type Case study

Introduction

Eight years ago in 1998 the University of Southern California (USC) closed its departmental library at the School of Social Work and created an information center in the former library space. The former social work library was transformed into a unique computer lab, a “paperless library”. The information center service model places a social work librarian and 20 networked computers in the same building with faculty offices and student classrooms. The librarian onsite is responsible for instruction, reference, collection development and outreach.

This article addresses the historical transition of the departmental library’s collection and services, shares the challenges and solutions in the electronic environment and hopes to facilitate a discussion about future library services.

Background and literature review

Departmental libraries in large universities emerged in the late nineteenth century when the academic libraries’ primary function was as book repositories. A subject-specific collection that would support the curriculum of a particular department was usually created by faculty, rather than librarians, as a natural occurrence as the specific academic

 

The current issue and full text archive of this journal is available at www.emeraldinsight.com/0160-4953.htm

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q  Emerald Group Publishing Limited [ISSN 0160-4953] [DOI 10.1108/01604950610658874]

program expanded (Seal, 1986). The School of Social Work at USC was founded in 1920, and a complementary library collection was started in the 1920s as well. In 1972, the social work collection became a separate entity, the Social Work Library, whose collection was housed in the school’s building (Weber and Britton, 2000).

The original concepts supporting the creation of the departmental library were for local control of the library collections and easy access to the physical collection. However, problems arose with the growth of the collection. The administration of the departmental library required more staff, space and funding. It was estimated that the local collection could account for two-thirds of the operating and space costs (Buckland, 1997). Therefore, some alternative solutions in the twentieth century appeared such as investing in remote access, merging branch libraries and re-organizing their collections according to the social science, humanities and science subject areas (Seaman, 2003; Blanchard, 1953; Seal, 1986).

Due to the advance of information technology, especially the computer and internet, the access to the information and library services has been far less geographically based. Electronic libraries, information centers, or information commons are the current trend in academic libraries (Casper, 1999; MacWhinnie, 2003; Axtman, 2005). Departmental libraries remain valuable, but their role is changing. They still play a role in the development of

Received: 5 December 2005

Reviewed:  December 2005

Revised:  January 2005

Accepted:  January 2006

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Library service at the “paperless” information center

 

F. Grace Xu

community and service as the sites for intellectual collaboration (ARL, 2002). Crockett stated that “if the library is in fact to be a meeting place with computers instead of a reading room with books, there are certain functions that must be maintained by the campus: a storage facility for the books that leave the branch library, or a space in another library on campus, excellent retrieval system if the storage is remote, and excellent electronic resources, thoughtfully maintained and intuitively organized” (Crockett, 2000).

In 1998, the USC Social Work Library’s major book and journal collections were integrated into the university’s main social science book stacks in the Doheny Memorial Library. Some social work collections were distributed at other facilities, such as the Gerontology, the Norris Medical, the von KleinSmid Center Applied Social Science libraries and the offsite storage (Davis and Weber, 2002). The Social Work Information Center was established in the place of the former library, providing six computers and an internet connection for the students to access digital information. In fall 2004, the Randall Information Center, the expanded Social Work Information Center, was completed. The new center includes two group study rooms, a lab with instructional equipment and 20 computers with access to the internet and other electronic research tools. A social work librarian is housed in the information center to provide the instruction and research help as well as collection development and outreach. From 1998 to 2004, the social work library’s collections were under transition, “from a specialized book collection supported by some online resources to an integrated book collection relocated in other libraries and an in-house information center without books, but with rich on-line resources” (Weber and Britton, 2000).

Challenges

Four librarians have individually served at the information center. As pioneers, they faced the biggest challenge – no established guidelines on how to provide the library services in the new electronic environment. Few library science articles provided research and case studies in such a specialized graduate level academic library. In daily practice, the major challenges came from the users’ demands and collection management.

The social work program and the students

The School of Social Work at USC offers the PhD and Masters of Social Work. The two-year Masters degree program admits about 280 students each year on three campuses. Besides the main campus in Los Angeles, it has two satellite campuses in Orange County and Skirball. All library collections are located on the main campus.

For most social work students, there is limited time to visit the campus libraries in person because of their internship and tight class schedule. The Master’s degree program requires all students to take internships in local social work agencies two days per week during the semester. When the students are on campus, they usually have classes from 8a.m. to 4p.m. As a typical urban university, the USC has limited dorm space on campus. For that reason, almost all social work students live off campus. If they have to go to the library to find print materials, they often expect the library research should be as easy and quick as fast food service.

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Most students prefer electronic resources. In the 2004 and 2005 the library’s new student surveys revealed that all social work students said that they had computers and internet access at home. Nevertheless, in order to find the articles from online databases, they have to acquire the adequate information literacy skills. However, the social work librarian often finds the students don’t know the distinctions between popular magazines and the scholarly journals; they don’t know the differences between the OPAC and the article databases.

Therefore, the students heavily rely on the solo social work librarian, who works in the same building as their classrooms, to find research materials. The reference questions, especially e-mail reference questions, received at the information center are extremely high compared with the other reference desks at the USC libraries (see Table I).

Collection management

In the current academic environment, the social work students and faculty still use a certain amount of the print collections. Most books and several key social work journals are only available in print. For many students, going to the different library buildings and floors in order to find the social work books, journals, videos and reserves is overwhelming. The 2005 library survey for the satellite campus showed that 55.3% students never checked out a book in the previous semester, and 50% students said that the library books were less important compared with the journal articles.

Because social work is an interdisciplinary field with the decentralized print collection in different locations it is very difficult for the librarian to do collection evaluation, to update the collection and to inform users about new acquisitions. With a limited acquisitions budget, the librarian also needs to balance the purchasing of the electronic resources and the canceling of the less frequently used print collection.

In the social work field, internet resources play an important role in teaching and research. Growing government information, agency reports, directories, helping and treatment resources for the social workers are available online. How to manage these valuable free internet resources and make them easily accessible to the faculty and students are the challenging tasks for the social work librarian because the new definition for the “collections” includes not only the resources owned by the library, but also those accessed in remote locations. The norm is now “an interdependent mix of ownership and access, with the location of the material increasingly irrelevant to users” (ARL, 2002). Increasingly, libraries are taking responsibility for the born-digital collections (such as geo-spatial or numeric data sets, faculty or class web sites) and developing tools for their management and use (Keller et al., 2003).

Solutions

Based on our observation, student surveys and feedback, in the 2004 fall semester, the social work librarian established a new vision for the renovated Randall Information Center: to provide information literacy instruction and web-based library service, supported by other outreach communication channels. A new service model was created for the center (see Figure 1). In the new model, reference, instruction, collection development and outreach are interactive and influence each other. The librarians will no longer passively

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Table I July 2004-June 2005 reference statistics at key USC libraries and information centers
July 2004-June 2005 reference statistics – questions answered by librariansa
		Basic					Advanced/Consulation
Library & Information Center	In person	Telephone			E-mail	In person	Telephone	E-mail
Doheny Library	1,209	320			35	789	166	2
Leavey Undergraduate Library	2,874	336			54	1,723	108	62
Science Library	726	209			424	414	185	584
VKC UPIA/Applied Social Science Library	273	21			43	256	46	61
Arch/Fine Arts Library	83	39			19	134	47	87
Cinema Library	863	349			70	315	133	Not available
Philosophy Library	51	9			29	450	9	19
East Asia Library	123	72			56	231	129	165
Business Library	1,366	209			504	821	251	236
Education Information Center	18	39			17	68	150	163
Gerontology Library	104	40			30	192	39	85
Social Work Information Center	Note 2	Note 2			216	199	108	302

Notes: a Some libraries have more than one librarian; too many questions at the social work information center to record

 

Figure 1 Library service model at the Randall Information Center

wait for reference questions but will provide proactive instruction instead. They will no longer offer the library workshop once a semester, but instead will provide self-guided instruction on the web for the students to access at anytime and from anywhere. The social work librarian must create a research gateway web page, organize the collections on the web, and present and inform the users about the library’s new additions in a timely fashion.

User education

In the traditional academic library setting where print collections are dominant, bibliographic instruction and reference help are provided to reduce the users’ anxiety to access the library collection. Buckland proposed that in the electronic library environment, user information literacy instruction and the self-guided tutorial could be important approaches in user services (Buckland, 1997).

In order to enhance the students’ information literacy skills, the social work librarian collaborated with the school’s IT department and teaching faculty. During orientation, students received the IT training which helped them to be familiar with the USC’s IT environment, such as computing facilities, e-mailing and remote access to library databases and Blackboard courseware. They also received an intensive week-long academic writing training and a library research

workshop. In the 2004 and 2005 library surveys, the social work students preferred the hands-on workshop and the online interactive tutorial as the best library instruction styles. So at the information center, the user education program added an online information literacy tutorial, which was a modified version of the Research 101 (www.lib.washington. edu/uwill/research101), meeting the skills and research needs of the social work graduate students.

The faculty and students’ responses to the library instructions were positive. For example, on the Skirball campus the student organization leaders recommended the workshop to all new students. In the 2005 fall semester, one social work faculty added the online information literacy tutorial to her syllabus.

Research Gateway Web

There is ample evidence that when the library makes quality content available through the web, its use increases, and it reaches more people within the institution (ARL, 2002). In the 2004 fall semester the social work librarian designed the Randall Information Center Research Gateway web (http:// socialwork.usc.edu/library), and centralized all social work related services and resources (see Figure 2). The gateway web page included six distinct sections: Library Services, Library Research Tools, Resources Inside USC, Resources Outside USC, Information Literacy, and Resources for Faculty.

Under the Resources Inside USC section, the librarian listed not only the social work journals, books, videos and archival materials but also the steps to take to find this information. If the students need further help, they may refer to the interactive search demonstrations. In order to assist students to find valuable internet resources, the social work librarian selected some useful search engines, such as the Google Scholar and Uncle Sam, the agency directories, and some other social work libraries’ webs. When new web sites or publications related to social work were available, the librarian would post them on the New Social Work Web Resources Blog (http://new-sw-web.blogspot.com/).

One senior professor commented that the web page was the best way of communication between the library and the

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Figure 2 Randall Information Center Research Gateway Web visiting data

school. The web page has been serving as the central place to present the print and electronic collections, the instructional platform and the library outreach platform. There have been over one thousand visitors per month during a semester since the web counter (www.statcounter.com/) was installed in February 2005.

Communication:

At the information center, the solo librarian is the communication channel between the campus libraries and the school. Several outreach methods have been employed at the Randall Information Center. Once new social work acquisitions arrived, the social work librarian posted a message on the research gateway web page, and also e-mailed the students and faculty at the school. To avoid the students requesting the same books and articles for their class readings, and to save their travel time to the libraries, the social work librarian has promoted the library’s electronic reserve service at the school’s faculty meeting. The service has been accepted by both faculty and students.

For the students on the satellite campuses, the school and the library’s Interlibrary Loan Office offered a trial document delivery program in 2005 spring semester. The students requested the print materials on the main campus through the ILLiad system; and the library sent the requested materials to the satellite campuses once a week via a commercial courier.

Discussion

The Randall Information Center has played a central role in students’ learning since 1998. Between and after class, the students meet at the center to search for articles, check e-mails, participate in online classes, or to discuss their research needs with the librarian. It is also a place for their

library workshops and IT orientation. The students, the faculty and the administrators all believe that the unique library service model has made the program at USC more competitive to attract future students than the other social work programs.

The library also benefits from the information center. For instance, the social science collections are more centralized on campus, the duplicate book and journal acquisition have been canceled, and the administration budget for the departmental library has been reduced. It is easier for the social work librarian to concentrate on the provision of services, such as reference, instruction and web page design, rather than the administrative matters. The students become more aware of the library’s digital collection. The faculty and the school’s administrators became more aware of the importance of the library and information literacy instruction. The information center is no longer a new phenomenon in the academic world. As academic libraries are facing a shortage of space, and increasing digital information is available online, replacing departmental libraries with the information centers on campus appears to be a potential solution.

The traditional library services, such as instruction, reference, collection development and outreach, are applicable to the new “paperless” information center. In the new electronic research environment, a user’s frustrations to access a library’s collection is usually caused by the user’s limited knowledge of the library, inadequate information literacy skills, or the library’s poorly organized and presented collection. The user’s successful access to the collection depends on the well-organized library web page, information literacy instruction, and the librarian’s frequent communication between the campus libraries and the users. Instruction, reference, collection organization and presentation, and outreach are all interactive and influence each other.

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For the library administrators, librarians, and other decision makers, the following issues deserve consideration while planning for an electronic “paperless information center”:

.     Which departmental library can be replaced by the information center? The collections in which subject area can be easily adapted into the information center service model?

.     Are you virtually ready? Do you have an easy to navigate and content rich web site as the complementary to the physical information center facility?

.     How can the services between the departmental information centers and the main campus library system be connected?

.     How can the library tradition be maintained to inspire and to foster a new generation scholars in the new electronic environment?

References

ARL (2002), Collections & Access for the 21st-Century Scholar: Changing Roles of Research Libraries, ARL Collections and Access Issues Task Force, available at: www.arl.org/newsltr/ 225/main.html (accessed November 2005).

Axtman, K. (2005), “Academic libraries empty stacks for online centers”, Christian Science Monitor, available at: www.csmonitor.com/2005/0823/p01s05-legn.html (accessed August 2005).

Blanchard, J.B. (1953), “Departmental libraries in divisional plan university libraries”, College and Research Libraries, Vol. 14, pp. 248-55.

Buckland, M. (1997), Redesigning Library Services: A Manifesto, available at: http://sunsite.berkeley.edu/Literature/ Library/Redesigning/html.html (accessed November 2005), American Library Association, Chicago, IL.

 

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Casper, G. (1999), “Who needs a library anyway? Text of President Gerhard Casper’s remarks to the Stanford community at the dedication of the Bing Wing of the Cecil H. Green Library on October 12, 1999”, available at: www.stanford.edu/dept/news/report/news/october13/ libtext-1013.html (accessed November 2005).

Crockett, C. (2000), “Reconfiguring the branch library for a more virtual future”, Library Administration & Management, Vol. 14 No. 4, pp. 191-6.

Davis, S.R. and Weber, L. (2002), “High tech, high touch: providing personalized service on users turf”, Behavioral & Social Sciences Librarian, Vol. 21 No. 1, pp. 51-8.

Keller, M.A., Reich, V.A. and Herkowvic, A.C. (2003), “What is a library anymore, anyway?”, First Monday, Vol. 8 No. 5, available at: http://firstmonday.org/issues/issue8_5/ keller/index.html (accessed May 2005).

MacWhinnie, L.A. (2003), “The information commons: the academic library of the future”, Libraries and the Academy, Vol. 3 No. 2, pp. 241-57.

Seal, R.A. (1986), “Academic branch libraries”, Advances in Librarianship, Vol. 14, pp. 180-7.

Seaman, S. (2003), “High-density off-site storage: document delivery and academic library research collections”, Journal of Interlibrary Loan, Document Delivery & Information Supply, Vol. 13 No. 3, pp. 91-103.

Weber, L. and Britton, R. (2000), “Academic library information centers: a new service approach for subject support”, Behavioral & Social Sciences Librarian, Vol. 19 No. 1, pp. 53-60.

Corresponding author

F. Grace Xu can be contacted at: gracex@usc.edu

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