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Professional Development Webinars from ACRL-OR!

Did you know that ACRL-OR provides access to a variety of professional development opportunities for library workers – including two sets of professional development webinars!

ACRL-OR Webinars

ACRL-OR hosts a series of webinars featuring regional library workers sharing their expertise on a variety of library topics.  Most recently, Brooke Robertshaw, PhD, Assessment Librarian at Oregon State University presented “What is Quantitative Data Really Good for?  Throwing great big noisy fusses about white colonial power structures. *An ode to Ramona Quimby”.  A full list of webinars (and recordings!) is available on the ACRL-OR Webinars page and make sure to keep up with the ACRL-OR blog for updates on future webinars including this one on March 18th!

ACRL National Webinars

ACRL-OR is excited to provide complimentary access to archived professional development e-Learning webinars from ACRL National!  These webinars are available to ACRL-OR members only, but more information about webinar topics can be located on the ACRL National webinars page.  If you are an ACRL-OR member, you should have received a password to access the full webinars page via email.  If you’re interested in becoming a member, visit ACRL-OR’s membership page.

If you have any questions about the webinars provided by ACRL-OR, or suggestions for future topics, please email the ACRL-OR Communications Coordinator at aja.bettencourtmccarthy@oit.edu 

Updated: ACRL Board Call for Nominations

Please find our updated call below and consider nominating yourself or someone else for the Board!

Interested in meeting other fantastic academic librarians and serving the academic library community in Oregon? Is there someone you know that would be a shining addition to the ACRL-OR Board? Here is an opportunity to get involved! The ACRL-OR Board is looking for candidates to run in our upcoming spring elections. 

The open positions are:

  • 1 Vice-President/President Elect (3 year term)
  • 2 Members-at-Large (2 year term)

View position descriptions and responsibilities for more information.

How to nominate: 

To nominate yourself, a colleague, or an employee, submit our online nomination form. The nomination period will close on Tuesday, April 21, 2020. 

Eligibility:

  • Vice-President/President Elect must be members of OLA and ACRL-Oregon and ACRL national
  • Member-at-Large candidates must be members of OLA and ACRL-Oregon

Questions?

Please contact Michele Burke (michele.burke@chemeketa.edu) if you have any questions or concerns about the open positions.

Thank you,

The ACRL-OR Nominating Committee

Rachel Bridgewater, Vice President – President Elect
Patrick Wohlmut
Michele Burke

Statement of support for ALA Executive Board recommendation to close libraries to the public, March 17, 2020

The American Library Association issued a statement on March 17, 2020 recommending that academic leaders close libraries to the public to protect library workers, students, faculty, and staff from exposure to COVID-19.  ACRL-Oregon supports the ALA recommendation and encourages academic libraries to act immediately for the health and safety of library workers and the communities they serve. Staying open increases exposure for library employees, the larger community, and our most vulnerable students. 

Academic libraries are, by design, unsuited to support the social distancing recommended by the Centers for Disease Control and Prevention and other health authorities. Keeping large public spaces like academic libraries open creates a false sense of security in direct opposition to efforts to decrease transmission of COVID-19. The strategy of having students without computer or Internet access use the Library during the pandemic also puts our most vulnerable community members at the greatest risk of infection.

Online access, virtual services, and remote collaboration are standard characteristics of academic library culture that can be employed immediately to move work online and offset library closures. 

While specific plans and resources differ between libraries, ACRL-OR encourages all academic libraries to ensure that library workers are fully compensated, with health coverage, while libraries are closed.

We are experiencing an unprecedented time of uncertainty and academic libraries must take the initiative to respond early and do their part to minimize community spread of COVID-19 and protect our number one resource: library workers. 

We urge you to close all academic libraries as soon as possible. 

Signed,

The ACRL-Oregon Board
http://acrloregon.org 

Candise Branum, ACRL-OR President, Oregon College of Oriental Medicine
Meredith Farkas, ACRL-OR Past-President, Portland Community College
Rachel Bridgewater, ACRL-OR Vice-President, Portland Community College
Aja Bettencourt-McCarthy, Oregon Institute of Technology
Ann Matsushima Chiu, Reed College
Heidi E. K. Senior, University of Portland
Katherine S. Donaldson, University of Oregon
Michele Burke, Chemeketa Community College
Patrick Wohlmut, Linfield College

ACRL-OR Board: Call for nominations

Interested in meeting other fantastic academic librarians and serving the academic library community in Oregon? Is there someone you know that would be a shining addition to the ACRL-OR Board? Here is an opportunity to get involved! The ACRL-OR Board is looking for candidates to run in our upcoming spring elections. 

The open positions are:

  • 1 Vice-President/President Elect (3 year term)
  • 2 Members-at-Large (2 year term)

View position descriptions and responsibilities for more information.

How to nominate:

To nominate yourself, a colleague, or an employee, submit our online nomination form. The nomination period will close on Tuesday, April 21, 2020. 

Eligibility:

  • Vice-President/President Elect must be members of OLA and ACRL-Oregon and ACRL national
  • Member-at-Large candidates must be members of OLA and ACRL-Oregon

Questions?

Please contact Michele Burke (michele.burke@chemeketa.edu) if you have any questions or concerns about the open positions.

Thank you,

The ACRL-OR Nominating Committee

Rachel Bridgewater
Patrick Wohlmut
Michele Burke

 

COVID-19 and Academic Libraries

The following is a letter from Candise Branum, ACRL-Oregon President

As many of you may already know, the World Health Organization has publicly classified COVID-19 as a pandemic. Across the country, K-12 schools are shuttering, colleges and universities are moving curriculum online, music festivals, conferences, and sporting events are cancelled or are proceeding without fans. When the NBA cancels the rest of the season, you know things are serious. So much has happened in the past few days that I don’t even know how to process it all.

One thing that has come up for me, though, is thinking about the academic library’s role in continuing education throughout a pandemic. As universities cancel in-person classes and move towards providing online education, libraries continue to remain open to provide services to suddenly displaced students. Some academic libraries are business as usual, while others are operating at reduced hours. There are a select few who are closing facilities altogether but are promoting online library services, like MIT. 

I was speaking with another library director at a smaller college recently about the decision to remain open or to close in the event that our respective organizations move curriculum online. We are both adamant about protecting our library staff, and she mentioned allowing her employees to work from home and staffing the library at reduced hours by herself. My first thought was, yes, this is absolutely something that I would do as well. And something that I have done. As a library director, sometimes you have to work an extra long day or otherwise pick up the slack; that is completely understandable. But then I started to question why I tend to not prioritize my own physical and mental health, and why administrations are not prioritizing the safety of library staff when making decisions to close facilities. 

So why do so many colleges come to the conclusion that being on campus and in a classroom is a risk, but justify keeping the library open? It almost feels like the burden has recklessly been displaced onto library staff. Moving curriculum online and leaving libraries to support those changes also makes the assumption that library staff are not high-risk themselves, or that they do not live with immunocompromised or elderly people. And what is the actual goal in keeping the library open? Is it primarily about access to the facilities? Because I think we could all be pretty creative in how we provide access to other library services, including reference, document delivery, and even book delivery. 

Why is it so hard to close a library? There is an assumption that libraries will continue to remain open, and of course we don’t want to disappoint our communities, but we’ve also been programmed to believe that it is our responsibility to lay our bodies on the line in order to remain open. Yes, I absolutely signed on to provide library services and to be a leader in difficult times. I am still here and committed to that. But I also pause to remind myself that Librarianship is a primarily female-identified profession, and that as academic librarians, we are seen as both educators and caretakers, and in the time of a crisis, martyrs. I question the extent to which we are expected to put our bodies on the line during this public health crisis. Public librarians (shout out!) are physically and mentally challenged every day, but I also think: where is the line? When do we value our own safety? I don’t have an answer to this except to say that this is the conflict I’m currently struggling with — valuing the health and safety of our library staff, and balancing that with our commitment to serving our communities through dangerous times. And understanding that there can be an intrinsic conflict in being both a caretaker and in taking care of yourself.

In times of crisis, libraries have the potential to be places of sanctuary. Sometimes a library provides computing services that allow students to continue their education online when they do not have the technology, space, or quiet that is required to do this from home (and this is all assuming that they have a safe home). Sometimes a library’s value can be as simple as providing a safe, warm space for people to rest. But there is no road map for how academic libraries handle a pandemic. Oregon colleges and universities have yet to close down their campuses, but as administrations prepare for what seems to be the inevitable, I encourage everyone working in academic libraries to take a moment to think about your own values and boundaries. Think about how to balance the desire to support our students, but also make the right choice for yourself and your family when it comes to staffing your library during a healthcare crisis.

And continue to take care of yourself and one another.

Candise Branum
ACRL-Oregon President, 2019-2020

2020 Census Participation Will Have Critical Impact on Higher Education

Any librarian that has helped students or faculty access demographic data knows how essential the Census is for many research activities in higher education. But did you know that most federal programs that support higher education institutions, including those funding scholarships, college readiness, and research, rely on accurate Census data to allocate funding? In 2020 Census officials face an even bigger than normal challenge in getting an accurate count, given the distrust of government and concern over privacy in current times.

Academic library staff can help to boost 2020 Census participation among one of the country’s hard-to-count groups, college students. This highly-mobile part of the population is difficult to count because there is often confusion about where they should be counted and who is responsible for counting them.

Campus Census Advertisement

ALA provides a helpful guide that outlines how college students are counted, whether they live on campus, live at home, or rent off-campus. Getting these facts out to students when census participation is being promoted (mid-March through April 2020) is a great way to help insure accurate information is widely available. More outreach materials that explain confidentiality and residency issues are also available.

Partnering with faculty, student groups, or community organizations to host informational events about the Census is also a great way to help promote participation. Along with Census promotional materials, information resources like the Counting for Dollars research provided George Washington Institute of Public Policy or the Hard to Count 2020 map from CUNY’s Center for Urban Research help provide data and context for why Census participation is so important.

Oregon Counts 2020

Oregon-specific resources such as the Oregon 2020 Census Communications Toolkit and #WeCountOregon campaign offer promotional resources and messaging tailored specifically to Oregonians and those in hard-to-count communities throughout the state.

#countonlibraries logo

If you are looking for more promotion ideas or resources, see the State Library’s Census 2020 Resources for Oregon Libraries or Campus Compact’s 2020 Census hub. Aren’t finding what you’re looking for, or want to share a success story? Please let me know!  Arlene Weible, arlene.weible@state.or.us or 503-378-5020.

 

Collaborating for a Bird Safe Campus

By the Mt. Hood Community College Bird Safety Action Team

Photo of MHCC's Bird Safety Action Team

MHCC’s Bird Safety Action Team. From left to right: Troy Builta, Building Information Specialist, Facilities Management; Susan J. Spencer, Instructor – Anatomy & Physiology, Science; Mark Peterson, Faculty Librarian; Walter Shriner, Instructor – Biology, Science; Heather White, Library Technical Services and OER Coordinator

Having read the recent article “Decline of the North American Avifauna”¹ which explores and documents the alarming loss of migratory birds over the last 40 years (the U.S. and Canada have lost nearly 3 billion birds, a massive reduction in abundance involving hundreds of species, from beloved backyard songbirds to long-distance migrants), Mt. Hood Community College (MHCC) Library Technical Services and OER Coordinator Heather White decided to take action.

She has organized the Bird Safety Action Team, which operates under the oversight of the campus Infrastructure Council. This team is composed of herself as well as Library, Biology, and Anatomy & Physiology faculty, which is working with various relevant campus stakeholders and governing bodies in order to make the entire campus a safer environment for both the birds that call our campus home, and for those that visit during their annual migrations.

The team’s short term goals are to raise awareness and gather data from our campus community so we can have anti-collision bird-proofing on highest risk windows by February 2020, in time for the spring migration season. Long term goals include getting the entire campus certified as Bird Safe, Bee Safe, Tree Safe, and maybe certified by the Audubon Society as a “Backyard Wildlife Habitat” through their Institutional program.

In 2016, MHCC became the first Salmon-Safe certified community college in the country.

As this initiative continues, the action team will be working with faculty and students from a variety of programs, including Biology and Integrated Media, in order to implement bird safety solutions such as professional grade anti-collision window treatments, hosting nature-scaping workshops for the east county community, and habitat restoration projects across campus.

As the site of two Sandy River tributaries (Beaver and Kelly creeks), Mt. Hood Community College’s 212-acre Gresham Campus serves an integral role in the encompassing 500-square-mile Sandy River basin. The campus has more than 40 acres of forested lands, as well as wetlands, a 1.62 acre pond, and is home to several endangered species as well as large numbers of migratory birds and waterfowl. The unique nature of our campus provides the Bird Safety Action Team with an opportunity to have a significant impact on east county bird populations through local campus efforts.

This project is a wonderful example of how applied information literacy skills, along with the cross-pollination of skill sets and areas of expertise from a variety of discipline areas, can be utilized to great positive effect on campus and in the local community.

More information about this project can be found at the following libguide: https://libguides.mhcc.edu/birds

¹Rosenberg, Kenneth V, Adriaan M. Dokter, Peter J. Blancher, John R. Sauer, Adam C. Smith, Paul A. Smith, Jessica C. Stanton, Arvind Panjabi, Laura Helft, Michael Parr, and Peter P. Marra. “Decline of the North American Avifauna.” Science. 366.6461 (2019): 120-124. Print.

 

Professional Development Scholarship: Apply Now for Spring

ACRL-Oregon is delighted to announce a new round of Professional Development Scholarship awards.   Thanks to a matching-fund grant from the State Library of Oregon, ACRL-Oregon is able to offer up to $675  for each award for the 2019-2020 fiscal year. Applications are accepted at three points throughout the year (see below for specific deadlines); we are currently soliciting applications for the March 27th deadline. Applications will be reviewed within two weeks after the application deadline.

How can the scholarship be used?

The ACRL-Oregon Professional Development Scholarship may be used toward conferences, workshops, courses, seminars, or other learning opportunities (including e-learning opportunities) appropriate to the applicant. The funding priority is registration and transportation costs incurred by the applicant. 

For examples of how past recipients have used their awards, see these posts on the ACRL-Oregon blog:

  • Serenity Ibsen, Art Libraries Society of North America (ARLIS/NA) annual conference as a director representing the Association of Independent Colleges of Art
  • Kim Olson-Charles, Personal Librarian and First-Year Experience conference
  • Maureen Flanagan Battistella, American Association for State and Local History conference, presentation on digital collections of local history
  • Kate Rubick, ACRL national conference, panel presentation on library-faculty teaching collaboration using BEAM
  • Darci Adolf, e-course on copyright


Professional Development Scholarships will not be awarded for ACRL-OR/WA Fall Conference attendance as this annual event has its own scholarships.

Who is eligible?

  • All ACRL-Oregon members in good standing.
  • In awarding scholarships, preference will be given to:
    • Applicants from diverse cultural/ethnic backgrounds and/or historically marginalized groups
    • Applicants employed at institutions or in positions serving under-represented groups
    • Applicants who have not previously been awarded an ACRL-OR scholarship
    • Applicants employed at community or technical colleges or applicants employed at smaller or rural institutions with limited funding

Who is not eligible?

  • Non ACRL-Oregon members.
  • Individuals who have already been awarded an ACRL-OR scholarship in the current fiscal year

How will applications be evaluated?

Please visit our FAQ page, which contains our evaluation rubrics and answers to frequently asked questions.

How do I apply?

Apply for the scholarship using this online form.

Deadline:

Applications will be accepted at three points throughout the 2019-2020 year:

  • November 29, 2019
  • March 27, 2020
  • July 31, 2020

For more information, contact the ACRL-OR Board President:

Candice Branum
ACRL-OR President, 2019-2020
acrlor@olaweb.org

Join ACRL-Oregon for a free webinar – “Improving Library Tutorials: The Multimedia Design Principles”

ACRL-Oregon offers free webinars on topics relevant to academic library staff. Our upcoming webinar is “Improving Library Tutorials: The Multimedia Design Principles” and will be presented by Darlene Aguilar, Instructional Design Librarian at Loyola Marymount University, on Wednesday, March 18th, 2020, at 10:00 a.m. Pacific.

Are you creating online modules, videos, or tutorials to teach information literacy skills?

Whether designing instruction online or in-person, you must implement research-based instructional methods for successful learning to occur, and Mayer’s Multimedia Design Principles are the best place to start. In this session, you will better understand the relationship between memory and learning to differentiate between effective and ineffective multimedia with the guidance of 12 principles: multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, individual differences, signaling, pacing, concepts first, personalization, and human voice.

Join us for this live webinar to ensure your questions get answered and you are able to apply these principles in your own tutorials.

Registration is open to any library staff-person, but we are limited to 100 attendees in the session, so register soon! 

https://forms.gle/GP1djZqJ11YCDNFD6

We also plan to record the webinar and make it available on our YouTube channel. If you register, we will email you a link to the recording after the session. Questions about our webinars can be directed to ACRL-Oregon President Candise Branum at acrlor@olaweb.org

 

New Undergraduate Research & Writing Studio Opens at Concordia University

The Concordia University Libraries recently opened a new Undergraduate Research and Writing Studio. The new space is located on the first floor of the George R. White Library & Learning Center and will operate by a studio-based learning model, meaning that students can drop in to work on their papers at their own pace with the help of peer tutors. The Studio will still offer some 45-minute appointment sessions as well as online help for distance students. Faculty are also encouraged to reserve the space for their classes.

Photo of Research & Writing Center Ribbon Cutting

At a grand opening event on January 22nd, student tutors, faculty, and staff were on hand to celebrate the new space. Interim President Tom Ries was in attendance, where he remarked on the importance of Concordia University supporting student writing.

Acting Dean of Libraries Nancy Hoover also gave remarks at the event, stating that the reorganization of Concordia’s college structure, which resulted in moving the Writing Center into the library, “created a wonderful opportunity, not only for the co-location of the vital student resources of Research and Writing, but also the formation of a deep collaboration of student focused support.” She also emphasized how the new Studio will “provide strong support for student choice, access, and success” as well as provide opportunities for the Writing Center to collaborate with librarians. Krista Reynolds, Head of Reference & Instruction, also emphasized the opportunities for collaboration. “I’m excited the librarians have the opportunity to join forces with writing services to serve students even more seamlessly and effectively than ever,” she said.

The Studio is meant to be an active learning space. “Studio pedagogy is a different framework for the process of how students learn to be better writers. It engages the process of research as well as the process of generating ideas, drafting, and revision,” Meg Roland, Undergraduate Writing Chair and Director of the Research and Writing Studio shared. “The Reference librarians are here to support the mutually informed process of researching, reading, evaluating, synthesizing, and drafting.” Roland says that the learning model for the Studio will incorporate practices found at other Northwest universities like Oregon State and Western Washington that have a studio-based learning model to support research and writing.