UC San Diego Library

The University of California, San Diego (UCSD) Library’s inaugural Learning Spaces (LSP) Program was formally established on July 1, 2013 through a library-wide reorganization process spanning 2012-2014. As a new program whose offerings remain in development, 2013-2014 presented the opportunity organizationally to initiate new library services and amenities and to adopt a new path based on the program’s initial strategic objectives.  This chapter details several of the ways in which the program began during its first year to accomplish its goals of engaging library users, building a sense of community and patron ownership within the library’s learning spaces, establishing a culture of assessment among program staff, and developing library spaces where students feel welcomed and supported in their academic life.  Activities detailed in the chapter are provided as examples for other libraries working toward similar outcomes.  Additionally, a limited literature review of library engagement and community building in libraries is presented, along with research support for many of the Learning Spaces Program’s new initiatives.

Granting ownership rights to data, as if it were private property, only limits data access without ensuring the benefits of researcher precedence or the rewards for good data collection.

Structural changes in library leadership and services impact how librarians experience their work. When faced with externally imposed change, our public services team did more than adapt and navigate. We partnered management with organizational development to build a more inclusive team through shared visioning. Recognizing that everyone’s experience of change is unique, we employed a variety of tools and techniques to discover factors underlying motivation and resistance. We will share how we built our leadership skills to move a large team through change while respecting the identities, professional values, and experiences of each individual in the team.

This presentation covers the challenges and solutions of digitizing and preserving the UCSD Center for Music Experiment (CME) archive - a collection of approximately 1,644 analog recordings created between 1969 and 1993 documenting a wide variety of performances, lectures and demonstrations. The recordings were digitized by UC San Diego Libraries in an effort to preserve the content contained on deteriorating tapes and to make it available to music researchers in the future. The project involved use of the Archivists’ Toolkit for data management, adding the audio files to the library’s Digital Asset Management System, and building a custom player.

Libraries purchase thousands of databases, eJournals and eBooks each year, but their usage is relatively low. Research shows users understand the credibility and quality of library resources and prefer to use them if they can find them. But the complexity of information structure and poor design of many library websites make it difficult for users to discover this wealth of resources. How can librarians help make resources more discoverable to library users? Strategies successfully implemented at the University of California San Diego include better website design and navigation, Web 2.0-enriched subject portals, RSS for featured resources/services, user-controlled embeddable gadgets and tactics to link physical and the virtual libraries.

This report describes the work done to build a prototype for a union catalog of art images as a proof-of-concept that it is technically possible to create such a union database.

This documentation strategy outlines an archival collecting model for the field of biotechnology to acquire original papers, manuscripts and records from selected individuals, organizations and corporations as well as coordinating with the effort to capture oral history interviews with many biotechnology pioneers.

Panel 3.

Participants in The Diversity Committee forum at the 2019 ARLIS/NA Annual Conference in Salt Lake City presented on  intersectionality through leadership in working with diverse populations that defines library identity with groups that do not necessarily see themselves reflected in the workforce or in library resources. This zine was created as take home materials for attendees of the forum.

Concluding Remarks.

The University of California, San Diego (UCSD) Library’s inaugural Learning Spaces (LSP) Program was formally established on July 1, 2013 through a library-wide reorganization process spanning 2012-2014. As a new program whose offerings remain in development, 2013-2014 presented the opportunity organizationally to initiate new library services and amenities and to adopt a new path based on the program’s initial strategic objectives.  This chapter details several of the ways in which the program began during its first year to accomplish its goals of engaging library users, building a sense of community and patron ownership within the library’s learning spaces, establishing a culture of assessment among program staff, and developing library spaces where students feel welcomed and supported in their academic life.  Activities detailed in the chapter are provided as examples for other libraries working toward similar outcomes.  Additionally, a limited literature review of library engagement and community building in libraries is presented, along with research support for many of the Learning Spaces Program’s new initiatives.

The design of information literacy instruction and the building of it are two distinct skillsets and processes; yet all too often everything gets mashed together, creating needless confusion and stress. In this book Turnbow, an instructional designer, and Roth, an instructional technologist, suggest a better way to organize the work. They shed light on the people, processes, and resources required to create a sustainable portfolio of online instruction. With the goal of fostering conversations in your library about the most streamlined and effective ways to get the work done.

Demystifying the instructional design and development process used to create online learning objects, this book will help you understand how instructional design principles and approaches can benefit your learners.

Scholarly communication is undergoing an ever accelerating evolution in how research and scholarship are being conducted, how scholarship is being disseminated, and who is included in the creation and communication of new knowledge. At the forefront of this evolution are libraries and academics who recognize that students are not only creating new knowledge that is valuable beyond the walls of the classroom but that there is a dire need to support and educate students and institutions about the impact of information sharing on a global scale. Students share and receive information on the internet with very little context and support for their roles as knowledge producers and global digital citizens.

This chapter discusses how acting on these opportunities benefit the student well after graduation by inspiring citizens who are information-literate advocates for education, intellectual engagement, and science. The undergraduate who is trusted and supported as a public scholar can become a more empathetic and productive digital citizen. The authors; a scholarly communications librarian, a liberal arts professor, and an undergraduate alumna discuss and relate experiences of how addressing this educational opportunity through 1) classroom assignments, 2) instruction, and 3) publishing has created space for a deepened engagement with the affordances and challenges of being a public scholar and global citizen.