2004 Workshops on the Transformation
of the College Library
I am pleased to invite you and a small “team” from your institution
to apply to participate in one of three regional workshops on The
Transformation of the College Library. Institutions that are accepted
as participants will receive a travel stipend of up to $1,500. The workshops
will focus on the dramatic changes now occurring in college libraries
and are intended to help small and mid-sized colleges and universities
deal successfully with those changes. The programs
will address such critical issues as advancing information literacy as
an element of liberal education; the role of the library in teaching and
learning through collaboration between librarians and faculty members;
the changing use and conception of the physical space of the library;
the challenges of using technology in improving students' learning; setting
institutional priorities for library-related costs when they increasingly
exceed standard budget guidelines; implementing institutional change;
and assessing the institution-wide impact of changes in library services.
A draft of the full workshop program will be posted by the middle of October.
Workshop dates and locations in 2004 are:
San Francisco, California, February 26-28
Pittsburgh, Pennsylvania, April 15-17
Minneapolis, Minnesota, June 3-5
The workshops are being organized by the Council of Independent Colleges
in cooperation with the Council on Library and Information Resources,
and funded by the William and Flora Hewlett Foundation, the Carl and Lily
Pforzheimer Foundation, the Gladys Krieble Delmas Foundation, and the
Association of College and Research Libraries. All small and mid-sized
private colleges and universities are eligible to apply; preference will
be given to CIC members. The workshops follow a successful pilot
workshop held in September 2002 near Baltimore, Maryland.
Co-directors of the workshop are Scott Bennett, Yale University Librarian
Emeritus; Rita Gulstad, Dean of Extended Studies and Learning Resources
at Central Methodist College; and Thomas Kirk, Library Director and Coordinator
of Information Services at Earlham College. The advisory committee for
the project includes Michael Bell, Vice President for Academic Affairs
at Elmhurst College; Larry Hardesty, Library Director of Austin College;
Sister Patricia Matthews, Vice President for Academic Affairs, Marywood
University; and Susan Perry, Senior Advisor at the Andrew W. Mellon Foundation
and Director of Programs for the Council on Library and Information Resources.
You may apply to one, two, or all three, expressing a preference among
them. The workshops are designed for institutional teams; each workshop
can accommodate 15 colleges and universities. The workshop will begin
at approximately 2:00 p.m. on the first day and end by noon on the third
day. A team attending the workshop may include up to four persons including
the library director, the academic dean or provost, a faculty leader,
the director of academic technology, and the individual with responsibility
for faculty professional development programs. The chief academic officer
and the library director must be members of the team. Our hope is that
the workshop will assist teams in developing plans they can implement
upon returning to their home campus. Faculty participation in the workshop
is likely to pay especially high dividends in any campus-based activities
that follow the workshop.
I hope you will apply to participate in the workshops. Each institution
that is accepted to attend a workshop will receive partial subsidy from
CIC—several meals provided to all conference participants and up
to $1,500 to offset some travel and lodging expenses. There is no registration
or tuition fee. Please complete the application
form and return it by November 17 to Mary Ann Rehnke,
CIC Vice President for Annual Programs. Participants will be notified
of acceptance by December 22.
View materials from the 2002
Library Workshop
The Transformation of the College Library
2004 Workshops in
San Francisco, Pittsburgh, and Minneapolis
Tentative Programs
San Francisco, California
February 26-28, 2004
THURSDAY AFTERNOON
2:00 p.m.—Welcome and introductions: Richard
Ekman, President, Council of Independent Colleges
2:30 p.m.—Teaching and learning in an information-rich
environment in collaboration with librarians and information technology
staff: Brenda Marshall, Professor of
Theatre/Speech Communication & Susan Whyte, Library Director, Linfield
College (OR). Learn how a librarian and a faculty member worked together
purposefully to incorporate library and information technology resources
in teaching. What happens to student learning when such resources—print
and electronic resources, original documentation, and the technologies
for using them—are made as central to instructional design as they
are to research activities?
3:30 p.m.—Break
4:00 p.m.—Supporting information literacy through
institutional policies and procedures: Michael Bell,
Vice President for Academic Affairs, Elmhurst College (IL) & Sister
Patricia Matthews, Vice President for
Academic Affairs, Marywood University (PA). Speakers will offer validation
of information literacy and the benefits of teaching and learning in an
information-rich environment from the perspective of the chief academic
officer. They will discuss practical steps administrators can take or
avoid to encourage information literacy on campus. These can involve changes
in promotion and tenure policies, faculty development funding, etc.
THURSDAY EVENING: Reception and Dinner
FRIDAY MORNING
7:30 a.m.—Continental breakfast with optional discussion
groups. If participants identify areas of interest on Thursday, discussion
groups on those topics could also be offered.
8:30 a.m.—The library as a physical space for learning:
designing spaces for information literacy activities: Nancy
Magnuson, College Librarian, Goucher College (MD) &
Joseph Rizzo, Hillier Group, Washington
DC. An architect and a campus leader will describe what happens when architects,
librarians, faculty members, students, and academic officers work in close
partnership, challenging one another to think hard about institutional
mission and not just the operational needs of the library.
9: 30 a.m.—Key considerations in advancing an information
literacy program: Susan Perry, Senior
Advisor to the Andrew W. Mellon Foundation and Director of Programs, Council
on Library and Information Resources, Washington, DC. This session will
launch the process of developing institutional plans.
10:15 a.m.—Break
10:30 a.m.—Planning session 1: Strategies for particular
instructional activities (e.g., collaborative course development, library
instruction as a course-related event, library instruction outside specific
courses, and library instruction for distance learners). Workshop participants
will work collaboratively to understand the various elements in a comprehensive
program for teaching and learning in information-rich environments will
be identified. Workshop participants will meet in cross-institutional
groups to share their experiences, successes, difficulties, etc. in these
activities. Group spokespersons will report key results of these discussions
to all workshop participants.
11:45 a.m.—Introduction to effecting change on campus:
Richard Detweiler, Interim President,
Council on Library and Information Resources. The session leader will
explain the afternoon’s planning work to be done by institutional
teams. He will describe the special skills needed for bringing faculty
members and academic staff together to plan for changes in pedagogy and
possibly the curriculum.
Noon—Lunch
FRIDAY AFTERNOON
1:30 p.m.—Planning session 2: Workshop participants,
working in institutional teams, will outline a plan of action for implementing
or improving an information literacy program on their own campus. Teams
will be asked to start with a program rationale that reflects campus needs.
Plans should be tailored to those needs and identify existing strengths
and resources needed for the program as well as any obstacles to change
that might be encountered. Plans should include a rough time line for
implementation.
2:30 p.m.—“Walk-around” to reflect on
campus plans. All workshop participants review other institutional plans.
3:00 p.m.—Break
3:15 p.m.—Session leader comments on plans: Richard
Detweiler, Interim President, Council on Library and
Information Resources. From the institutional plans, a set of commonly
encountered issues that warrant further comment and exploration will be
identified. Discussion will focus on the identification and strengthening
of strategies for effecting change.
FRIDAY EVENING: Dine-around dinners
SATURDAY MORNING
8:00 a.m.—Continental breakfast with optional breakfast
discussions
9:00 a.m.—Developing and budgeting library collections
for an information-rich teaching environment: Thomas
Kirk, Library Director and Coordinator of Information
Services, Earlham College (IN). Price increases for library materials
generally outpace budget-planning guidelines. Such price increases pose
a planning dilemma for institutions where the objective is to create the
“biggest” and “best” set of library resources
the institution can afford. This session will explore what happens to
collection and budgeting behaviors when the goal shifts from “biggest”
and “best” to one focused on the institution’s instructional
mission and specific pedagogical needs.
10:00 a.m.—Break
10:15 a.m.—Measuring success: Jeanne
H. Hubelbank, Evaluation Consultant
(Sudbury, MA). This session will focus on learning outcomes as the fundamental
rationale for information literacy programs. The leader will explain what
we know about the strategies for and the difficulties of constructing
meaningful outcome measures for information literacy programs.
11:15 a.m.—Summary: Richard Detweiler,
Interim President, Council on Library and Information Resources
11:30 a.m.—Adjourn: Richard Ekman,
President, Council of Independent Colleges
Pittsburgh, Pennsylvania
April 15-17, 2004
THURSDAY AFTERNOON
2:15 p.m.—Welcome and Introductions: Richard Ekman,
President, Council of Independent Colleges
2:30 p.m.—Teaching and Learning in an Information-Rich Environment
in Collaboration with Librarians and Information Technology Staff: Facilitated
by Jon Stauff, Professor of History, and James
O’Gorman, Reference Librarian, St. Ambrose University (IA).
Learn how a librarian and a faculty member work together purposefully
to incorporate library and information technology resources in teaching.
What happens to student learning when such resources—print and electronic
resources, original documentation, institutional archives, and the technologies
for using them—are made as central to instructional design as they
are to research activities?
3:30 p.m.—Break
4:00 p.m.—Supporting Information Literacy through Institutional
Policies and Procedures: Facilitated by Sister M. Carroll Isselmann,
Vice President for Academic Affairs, Immaculata University (PA), and Ferol
Menzel, Vice President for Academic Affairs and Dean, Wartburg
College (IA). Speakers will offer validation of information literacy and
the benefits of teaching and learning in an information-rich environment
from the perspective of the chief academic officer. They will discuss
practical steps administrators can take or avoid to encourage information
literacy on campus. These can involve changes in promotion and tenure
policies, faculty development funding, etc.
THURSDAY EVENING
6:00 p.m.—Reception and Dinner (Fountainview Room)
FRIDAY MORNING
8:00 a.m.—Continental Breakfast with Optional Discussion Groups.
If participants identify areas of interest on Thursday, discussion groups
on those topics could also be offered. Richard Holmgren,
Associate Dean, Allegheny College (PA), and Thomas Celli,
President, Celli-Flynn Brennan Turkall, Architects and Planners (PA) invite
participants to join them in talking informally about library space design.
9:00 a.m.—The Library as a Physical Space for Learning: Designing
Spaces for Information Literacy Activities: Facilitated by Richard
Holmgren, Associate Dean, Allegheny College (PA), and Thomas
Celli, President, Celli-Flynn Brennan Turkall, Architects and
Planners (PA). The session leaders will describe what happens when architects,
librarians, faculty members, students, and academic officers work in close
partnership, challenging one another to think hard about institutional
mission and not just the operational needs of the library.
10:00 a.m.—Break
10:15 a.m.—Key Considerations in Advancing an Information Literacy
Program: Facilitated by Susan Perry, Senior Advisor to
the Andrew W. Mellon Foundation and Director of Programs, Council on Library
and Information Resources, Washington, DC. This session will launch the
process of developing institutional plans.
11:00 a.m.—Planning Session 1: Strategies for Planning Information
Literacy Programs: Workshop participants will work in cross-institutional
teams to answer the following questions:
- How can an information literacy program be designed as a key element
of liberal education?
- What are the key ingredients needed to build collaborative relationships
among faculty, librarians, and information technology staff?
- How might chief academic officers be involved in information literacy
program planning?
- How might students be involved in information literacy program planning?
- What ingredients of curricular, library, and information technology
planning need to be aligned in order for the three areas to work together
effectively?
- What current activities can be changed, dropped, or out-sourced to
help create time and energy for information literacy programs?
- How might library space be configured to promote teaching and learning?
12:15 p.m.—Lunch (Fountainview Room)
FRIDAY AFTERNOON
1:45 pm.—Introduction to Effecting Change on Campus: Facilitated
by Richard Detweiler, Interim President, Council on Library
and Information Resources. The session leader will explain the strategy
for the afternoon planning session to be undertaken by institutional teams.
He will describe the special skills needed for bringing faculty members
and academic staff together to plan for changes in pedagogy and possibly
the curriculum.
2:10 p.m.—Planning Session 2: Workshop Participants, Working in
Institutional Teams, Will Outline a Plan of Action for Implementing or
Improving an Information Literacy Program on Their Own Campus. Teams will
be asked to start with a program rationale that reflects campus needs.
Plans should be tailored to those needs and identify existing strengths
and resources needed for the program as well as any obstacles to change
that might be encountered. Plans should include a rough time line for
implementation.
4:00 p.m.—“Walk-Around” to Reflect on Campus Plans.
All workshop participants review other institutional plans.
4:30 p.m.—Session Leader Comments on Plans: Facilitated by Richard
Detweiler, Interim President, Council on Library and Information
Resources. From the institutional plans, a set of commonly encountered
issues that warrant further comment and exploration will be identified.
Discussion will focus on the identification and strengthening of strategies
for effecting change.
FRIDAY EVENING
6:00 p.m.—Dinner. Participants are encouraged to eat with their
campus teams or join another college team for dinner. A list of restaurant
possibilities is in your registration packet.
SATURDAY MORNING
8:00 a.m.—Continental Breakfast with Optional Breakfast Discussions.
Scott Bennett, Senior Advisor, Council of Independent
Colleges, wishes to talk with those possibly interested in the BorrowDirect
program described in a document included in participants' workshop folder.
9:00 a.m.—Developing and Budgeting Library Collections for an Information-Rich
Teaching Environment: Facilitated by Thomas Kirk, Senior
Advisor, Council of Independent Colleges and Library Director and Coordinator
of Information Services, Earlham College (IN). Price increases for library
materials generally outpace budget-planning guidelines. Such price increases
pose a planning dilemma for institutions where the objective is to create
the “biggest” and “best” set of library resources
the institution can afford. This session will explore what happens to
collection and budgeting behaviors when the goal shifts from “biggest”
and “best” to one focused on the institution’s instructional
mission and specific pedagogical needs.
10:00 a.m.—Break
10:15 a.m.—Measuring Success: Facilitated by Jeanne H.
Hubelbank, Evaluation Consultant (Sudbury, MA). This session
will focus on learning outcomes as the fundamental rationale for information
literacy programs. The leader will identify strategies for a meaningful
evaluation of information literacy programs.
11:15 a.m.—Summary and Closing Remarks: Richard Detweiler,
Interim President, Council on Library and Information Resources. Discussion
will focus on what will happen when workshop participants return to their
campuses.
11:30a.m.—Adjourn: Scott Bennett, Senior Advisor,
Council of Independent Colleges
Minneapolis,
Minnesota
June 3-5, 2004
THURSDAY AFTERNOON
2:15 p.m.— Welcome and Introductions: Richard Ekman,
President, Council of Independent Colleges and Scott Bennett,
Senior Advisor, Council of Independent Colleges
2:30 p.m.— Teaching and Learning in an Information-Rich Environment
in Collaboration with Librarians and Information Technology Staff: Facilitated
by Terrence Lindell, Professor of History and Randall
Schroeder, Information Literacy Librarian, Wartburg College (IA).
Learn how a librarian and a faculty member work together purposefully
to incorporate library and information technology resources in teaching.
What happens to student learning when such resources—print and electronic
resources, original documentation, institutional archives, and the technologies
for using them—are made as central to instructional design as they
are to research activities?
3:30 p.m.— Break
4:00 p.m.— Supporting Information Literacy through Institutional
Policies and Procedures: Facilitated by William L. Sipple,
Provost and Vice President for Academic Affairs, Bay Path College (MA)
and Sister M. Carroll Isselmann, Vice President for Academic
Affairs, Immaculata University (PA). Speakers will offer validation of
information literacy and the benefits of teaching and learning in an information-rich
environment from the perspective of the chief academic officer. They will
discuss practical steps administrators can take or avoid to encourage
information literacy on campus. These can involve changes in promotion
and tenure policies, faculty development funding, etc.
6:00 p.m.— Reception and Dinner (New Sweden Room)
FRIDAY MORNING
8:00 a.m.— Continental Breakfast with optional discussion groups.
If participants identify areas of interest on Thursday, discussion groups
on those topics could also be offered.
9:00 a.m.— The Library as a Physical Space for Learning: Designing
Spaces for Information Literacy Activities: Facilitated by Noreen
Carrocci, Vice President for Academic Affairs, Spring Hill College
(AL) and Carole Wedge, Shepley Bulfinch Richardson and
Abbott (Boston, MA). The session leaders will describe what happens when
architects, librarians, faculty members, students, and academic officers
work in close partnership, challenging one another to think hard about
institutional mission and not just the operational needs of the library.
10:00 a.m.— Break
10:15 a.m.— Key Considerations in Advancing an Information Literacy
Program: Facilitated by Susan Perry, Senior Advisor,
Andrew W. Mellon Foundation, and Director of Programs, Council on Library
and Information Resources, Washington, DC. This session will launch the
process of developing institutional plans.
11:00 a.m.— Planning Session 1: Strategies for Planning Information
Literacy Programs: Workshop participants will work in cross-institutional
teams to answer the following questions:
- How can an information literacy program be designed as a key element
of liberal education?
- What are the key ingredients needed to build collaborative relationships
among faculty, librarians, and information technology staff?
- How might chief academic officers be involved in information literacy
program planning?
- How might students be involved in information literacy program planning?
- What ingredients of curricular, library, and information technology
planning need to be aligned in order for the three areas to work together
effectively?
- What current activities can be changed, dropped, or out-sourced to
help create time and energy for information literacy programs?
- How might library space be configured to promote teaching and learning?
12:15 p.m.— Lunch (Denmark Commons Room)
FRIDAY AFTERNOON
1:45 pm.— Introduction to Effecting Change on Campus: Facilitated
by Susanne Woods, Provost, Wheaton College (MA). The
session leader will explain the strategy for the afternoon planning session
to be undertaken by institutional teams. He will describe the special
skills needed for bringing faculty members and academic staff together
to plan for changes in pedagogy and possibly the curriculum.
2:10 p.m.— Planning Session 2: Workshop participants, working
in institutional teams, will outline a plan of action for implementing
or improving an information literacy program on their own campus. Teams
will be asked to start with a program rationale that reflects campus needs.
Plans should be tailored to those needs and identify existing strengths
and resources needed for the program as well as any obstacles to change
that might be encountered. Plans should include a rough time line for
implementation.
4:00 p.m.— “Walk-Around” to reflect on campus plans.
All workshop participants review other institutional plans.
4:30 p.m.— Session Leader comments on plans: Facilitated by Susanne
Woods, Provost, Wheaton College (MA). From the institutional
plans, a set of commonly encountered issues that warrant further comment
and exploration will be identified. Discussion will focus on the identification
and strengthening of strategies for effecting change.
FRIDAY EVENING
6:00 p.m.— Dinner. Participants are encouraged to eat with their
campus teams or join another college team for dinner. A list of restaurant
possibilities is in your registration packet.
SATURDAY MORNING
8:00 a.m.— Continental Breakfast with optional breakfast discussions.
9:00 a.m.— Developing and Budgeting Library Collections for an
Information-Rich Teaching Environment: Facilitated by Thomas Kirk,
Senior Advisor, Council of Independent Colleges and Library Director and
Coordinator of Information Services, Earlham College (IN). Price increases
for library materials generally outpace budget-planning guidelines. Such
price increases pose a planning dilemma for institutions where the objective
is to create the “biggest” and “best” set of library
resources the institution can afford. This session will explore what happens
to collection and budgeting behaviors when the goal shifts from “biggest”
and “best” to one focused on the institution’s instructional
mission and specific pedagogical needs.
10:00 a.m.— Break
10:15 a.m.— Measuring Success: Facilitated by Trudy Banta,
Vice Chancellor for Planning and Institutional Improvement, Indiana University-Purdue
University Indianapolis (IN). This session will focus on learning outcomes
as the fundamental rationale for information literacy programs. The leader
will identify strategies for a meaningful evaluation of information literacy
programs.
11:15 a.m.— Summary and Closing Remarks: Susanne Woods,
Provost, Wheaton College (MA). Discussion will focus on what will happen
when workshop participants return to their campuses.
11:30a.m.— Adjourn: Scott Bennett, Senior Advisor,
Council of Independent Colleges
|
2004
Transformation of the College Library Workshops
