Week in Review – 11 April 2014

Opening Up the Second Floor of Jefferson Hall

This morning, moving crews dismantled the remaining surplus shelving in our former reference area, making way for our incoming traveling exhibit from the U.S. Holocaust Memorial Museum which will arrive next week. Images of the newly cleared space are below.

New Exhibit Area New Exhibit Area New Exhibit Area

Following the traveling exhibition, this space will have additional electrical outlets installed as well as some new flexible furniture for cadet academic use. We will also be installing some exhibit cases to highlight materials from the USMA Library collections.

Preparatory Reading for USMA Library Strategic Planning

In a few weeks, library staff will be spending some time doing some long-range strategic thinking about where we as an organization need to position ourselves to best serve the evolving needs of the U.S. Military Academy. In preparation for that work, I would ask that library staff review the following materials that should inform our thinking and planning:

  • Ithaka S+R US Library Survey 2013In the Ithaka S+R US Library Survey 2013 report we examine how the leaders of academic libraries are approaching systemic changes in their environment and the opportunities and constraints they face in leading their organizations. While exploring key topics covered in our 2010 survey of library directors, such as strategic planning, collecting practices, and library services, in 2013 we also introduced a new emphasis on organizational dynamics, leadership issues, and undergraduate services. (from their website)
  • NMC Horizon Report > 2014 Higher Education EditionThe NMC Horizon Report > 2014 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six emerging technologies are identified across three adoption horizons over the next one to five years, giving campus leaders and practitioners a valuable guide for strategic technology planning. The format of the report is new this year, providing these leaders with more in-depth insight into how the trends and challenges are accelerating and impeding the adoption of educational technology, along with their implications for policy, leadership and practice. (from their website)
  • The Academic Library of the Future (Only available on post to staff) – This report looks at the characteristics that constitute the “academic library of the future,” highlighting recent innovations that are most effective at reducing library costs and utilizing existing resources. Economic, technological, and socio-cultural factors are considered. (from the report)

USMA Library Events

The events below will likely affect USMA Library and Jefferson Hall operations in the coming week.

Date USMA O/DEAN USMA Library Jefferson Hall Hours
Fri 11 Apr 2014  Sandhurst Week in Review Cadet Fine Arts Forum 0700-2100
Sat 12 Apr 2014  Sandhurst 0900-2100
Sun 13 Apr 2014 1100-2315
Mon 14 Apr 2014  Library Committee MSA Colloquium / Opera Forum 0700-2315
Tue 15 Apr 2014 Division Heads / WPLDS Brief MSA Colloquium 0700-2315
Wed 16 Apr 2014 Communications Team / WPLDS Brief Phi Kappa Phi Induction 0700-2315
Thu 17 Apr 2014 BG(R) Eisenhower Funeral  Dean’s Staff Meeting USACE Briefing 0700-2315
Fri 18 Apr 2014 Week in Review Minority Admission Visitation Program 0700-2100

USMA Library Metrics

USMA Library tracks a number of key statistics to measure service levels. These are their stories …

Access Services
Items Charged Out 597 240 829 991
Gate Count 5,416 837 5,519 5,292
ILL Article Requests 77 32 40 30
ILL Book Requests 22 21 22 15
Administrative Services
DV Tours 0 0 1 0
Significant Events Hosted 2 0 1 4
Events/Meetings Attended 23 0 22 18
Information Gateway
Reference Questions 69 5 61 98
Library Instruction Sessions 0 0 0 1
Cadets Attending Sessions 0 0 0 40
Materials Processing
Items Added – Books 306 102 121 54
Items Added – Digital 3,360 0 0 0
Items Added – GovDocs 137 42 70 48
Items Added – Other 1 34 16 54
Continuing Resource Check-Ins 100 69 78 165
Special Collections & Archives
Reference Inquiries 55 31 27 25
Research Visits < 1 hour 22 0 6 6
Research Visits < 1 day 2 0 6 4
Research Visits > 1 day 0 1 1 0
Instruction Sessions 0 0 0 0
Cadets Taught 0 0 0 0
Systems Management
Library Home Page Visits 3,890 1,776 3,844 4,825
LibGuides Visits 512 301 477 627
Digital Collections Visits 280 287 304 327
Facebook Visits 19 31
Public Printer Prints 6,704 319 5,511 6,916
Public Printer Copies 44 25 641 421
Public Printer Scans 1,316 381 14 39

Food for Thought

A few quotations from the past week about libraries, information, technology, and the future

  • “Feedback is great for telling you what you did wrong. It’s terrible at telling you what you should do next.” – Phil Libin
  • “In describing his experience teaching at West Point, Dr. Stapell started by describing the first rule that West Point teachers are given—you’re not allowed to lecture—at all! …What? Isn’t that what college teaching IS? And wouldn’t you expect a place with such a military history and an authoritarian approach to underscore this traditional teaching method—of having one expert individual lecture and provide information to a bunch of young, dutiful students? They don’t lecture at West Point? At all?So this seemed surprising to the folks in the audience. And, of course, the next question is begged—what DO they do at this esteemed, larger-than-life institution? How do they educate—how do they create such great leaders? Apparently, according to Dr. Stapell, this educational method is 100 percent activity-based. The classrooms have boards on all four sides of the room—and all cadets are charged with engaging in activities related to the material throughout the class. Get in a group, discuss the material, write notes on the board—come up with a set of implications for modern life—tell the class about it. You’ve all read about this famous historical figure—discuss as a group his positive and negative attributes—and controversies regarding his life—and give a presentation to the rest of us—teach US about what his life and work implies about how the world operates now. Etc. In this context, students are constantly engaged and empowered—they own their education. They own how much they learn and how much others learn. How much education will happen within the confines of a given class? This is up to each and every individual cadet—with the professor who is tasked not with teaching them, per se, but, rather, with getting them to teach one another.” – Great Leaders Are Made: An evolutionary perspective on the Thayer method of teaching used at West Point
  • “The odds are 50/50 that the Internet will be effectively destroyed by cyberattacks by 2025. If the Net goes down, there will be terrible costs as we reboot the economy.” Robert E. McGrath, a retired software engineer who participated in critical developments of the World Wide Web, on the future of the internet.
  • “Humans now are trained to scan for the most important bits of information and move on, like how we read online. But that’s not how you’re supposed to read Moby Dick, or Middlemarch. Longer sentences require concentration and attention, not a break to check Twitter every 45 seconds. The Internet, and how it has changed our reading habits, is making it difficult for people, particularly young people, to read classic works of literature because our brains are trained to bob and weave from one piece of writing to the next. And 600 pages is just so many pages, you know? Pagination is like, the worst thing to happen to my life, and without a “Read All” option? Melville definitely needed a UX developer.” – The Internet Is Probably Ruining Your Life, Marriage – The Wire
  • “As students delve into content within any unit, especially where they’re given choices in selecting their topic, natural gaps will occur in their understanding. There will still be a need for context and background knowledge as they work to research and process their sources. It’s unlikely that, even when given guidelines to narrow the possibilities, students working independently will all end up focusing in the same place. When students work in groups, or as individuals, their products will be varied, and often — at first glance — seem disconnected, dissimilar, and separate. And it’s here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. Teachers need to create the dynamic that transforms individual moments into a broader experience where the class benefits from the complete range of learning that has taken place. And this can happen in different ways such as discussions, class blogs, back-channels, or any number of sharing activities, as the teacher solidifies the learning mosaic created by the class.” – Teachers’ Most Powerful Role? Adding Context | MindShift
  • “Increasingly, institutions of higher education have lost their focus on the academic activities at the core of their mission,” the association said in its report. “The spending priority accorded to competitive athletics too easily diverts the focus of our institutions from teaching and learning to scandal and excess.” – Colleges Increasing Spending on Sports Faster Than on Academics, Report Finds – NYTimes.com
  • “To sum up: higher education has overbuilt capacity for a student demand which has started to wane. America has overshot its carrying capacity for college and university population, and our institutions are scrambling for strategic responses.” – Essay considers whether higher education in the U.S. has peaked | Inside Higher Ed
  • “They came in through the Chinese takeout menu. Unable to breach the computer network at a big oil company, hackers infected with malware the online menu of a Chinese restaurant that was popular with employees. When the workers browsed the menu, they inadvertently downloaded code that gave the attackers a foothold in the business’s vast computer network.” – Hackers Lurking in Vents and Soda Machines – NYTimes.com
  • “The Internet is different. With so much information, hyperlinked text, videos alongside words and interactivity everywhere, our brains form shortcuts to deal with it all — scanning, searching for key words, scrolling up and down quickly. This is nonlinear reading, and it has been documented in academic studies. Some researchers believe that for many people, this style of reading is beginning to invade when dealing with other mediums as well. “We’re spending so much time touching, pushing, linking, scroll­ing and jumping through text that when we sit down with a novel, your daily habits of jumping, clicking, linking is just ingrained in you,” said Andrew Dillon, a University of Texas professor who studies reading. “We’re in this new era of information behavior, and we’re beginning to see the consequences of that.” – Serious reading takes a hit from online scanning and skimming, researchers say – The Washington Post
  • “Relying on age and experience has been the way of the business world since the beginnings of the industrial era in the 18th century. It’s clear to me that in the present and future Information Age, however, older isn’t necessarily better when it comes to brands and services.” – Myth of Age Experience in Innovation Equation | Bill Donius
  • “You see, textbook publishers market to professors who pick the books, not students who pay for them—where Apple and Amazon have traditionally directed their marketing. The key to innovation, these companies say, is to not try to beat the big publishing houses at their own game. “Their customer base is not the student,” says Nathan Schultz, the chief content officer at Chegg, which offers textbook rentals, e-textbooks and online study help. “Their customer base is the faculty member and, in some cases, the actual institution.” And every year brings a fresh batch of students looking to start college off right, making them wary of waiting for delivery of an online book, let alone experimenting with other ways of learning the material, says Texts.com CEO Peter Frank.” – Why Can’t E-Books Disrupt The Lucrative College Textbook Business? ⚙ Co.Labs ⚙ code community

Excerpted from Infoneer Pulse, a digital commonplace book curated by Christopher Barth.