Julie A Garrison

Financial implications of demand-driven acquisitions: A case study of the value of short-term loans

Doug Way et al. — Tue, 17 Jan 2012 11:45:13 PST

A Case Study of Rules-Based Weeding

Doug Way et al. — Tue, 17 Jan 2012 11:30:28 PST

Presented at Implementing a Disapproval Plan: A Case Study of Rules-Based Weeding.

Speakers: Doug Way, Grand Valley State University; Julie Garrison, Grand Valley State University; Rick Lugg, Sustainable Collection Services.

In 2013, Grand Valley State University will open a new library building. At that time materials in the library's existing off-site storage facility will be moved into the new library's automated storage and retrieval system (ASRS), reintegrating them with the main collection. These materials had originally been moved into storage in 2003 because of their low use and since that time, only about 1% of the collection has circulated. Knowing how difficult it would be to review the collection once it is an ASRS and wanting to maintain the integrity of the current collection, GVSU decided to undertake a major weeding of its offsite storage facility.

Rather than the traditional title-by-title review of books, the GVSU Libraries worked with Sustainable Collection Services (SCS) to establish criteria for identifying books that could be withdrawn. The goal was to identify candidates for weeding based on objective and quantifiable criteria that could be refined by liaison librarians. This session will discuss the parameters and execution of this data-driven deselection project, including how lists were generated and revised, project workflows, disciplinary differences, the percentage of items actually removed, and the speed of removal. The audience will participate in a discussion about how we make choices for keeping or deselecting materials, the need to continue to house legacy collections, and how ebooks, print-on-demand, and PDA impact our decisions to keep large amounts of physical material that either never has or is no longer circulating.

What Do We Do Now? A Case for Abandoning Yesterday and Making the Future

Julie A. Garrison — Thu, 06 Oct 2011 12:13:34 PDT

Off-campus user behavior: Are they finding electronic journals on their own or still ordering through document delivery?

Julie A. Garrison et al. — Fri, 16 Sep 2011 13:03:39 PDT

This study investigates how off-campus students at Central Michigan University interact with electronic journals in an environment where a full-service document delivery option is available to them. Wiley InterScience and Project MUSE online access statistics are compared with document delivery requests for articles available in these online packages. The study found that increasingly students are accessing the material themselves through the online packages and document delivery requests are decreasing.

Methods and strategies for creating a culture of collections assessment at comprehensive universities

Julie A. Garrison et al. — Fri, 16 Sep 2011 12:51:17 PDT

Differing from those of their liberal arts and Association of Research Libraries counterparts, today's comprehensive universities face a variety of unique challenges and opportunities when it comes to assessing their collections. This article looks at the different needs and interests of comprehensive universities and focuses on the challenges faced in evaluating collections in three distinct university library settings. Case studies from individual universities will be used to examine issues regarding different means of assessing electronic book collections, collection development policies, and library databases.

Developing a Multifaceted Approach to Identify a Core Undergraduate Browsing Collection

Doug Way et al. — Fri, 18 Jun 2010 12:16:24 PDT

In planning for a new library that will include a limited number of open stacks, Grand Valley State University librarians were asked to identify what materials should be reserved for the browsable shelves. To accomplish this, librarians considered user behavior by discipline, material types, shelving options and the role of core collections. This paper will discuss these issues as well as differences in how library resources are located and the impact of new discovery tools, such as Innovative Interface's Encore, Bowker’s Syndetics, and Google’s Book Search on redefining browsability. The paper will also include a discussion of resources used in this process, such as the results from our recent LibQual study, WorldCat Collection Analysis' Circulation Analysis and Bowker Book Analysis reports.

At a Crossroads: Bringing the Tenure and Promotion Process into the Digital Age

Laura Harris et al. — Fri, 18 Jun 2010 12:16:23 PDT

Originally published in College and Research Libraries News (C&RL News) in September 2009. Original can be found at: http://crln.acrl.org/content/70/8/465.full

Distance education or classroom instruction for continuing education: who retains more knowledge?

Julie A. Garrison et al. — Fri, 23 May 2008 08:08:58 PDT

Web-based distance continuing education: a new way of thinking for students and instructors

Julie A. Garrison et al. — Fri, 23 May 2008 07:23:05 PDT

As people have more difficulty taking time away from work to attend conferences and workshops, the idea of offering courses via the Web has become more desirable. Addressing a need voiced by Medical Library Association membership, the authors developed a Web-based continuing-education course on the subject of the librarian's role in evidence-based medicine. The aim of the course was to provide medical librarians with a well-constructed, content-rich learning experience available to them at their convenience via the Web. This paper includes a discussion of the considerations that need to be taken into account when developing Web-based courses, the issues that arise when the information delivery changes from face-to-face to online, the changing role of the instructor, and the pros and cons of offering Web-based versus traditional courses. The results of the beta test and future plans for the course are also discussed.

Continuing Education and Knowledge Retention: A Comparison of Online and Face-to-Face Deliveries

Julie A. Garrison et al. — Tue, 20 May 2008 12:34:54 PDT

Objective: Drawing upon earlier research that surveyed students’ grasp of subject knowledge after taking either an online or face-to-face EBM course, this paper explores the effectiveness of a Web-based professional continuing education course, compared with an equivalent face-to- face version. The course was designed to teach practicing medical librarians how to participate in and advocate for Evidence Based Medicine at their individual institutions.

Methods: Seventy-two practicing librarians, self-selected to participate in either the distance education eight week course or the eight hour face-to-face class. Using a modified version of the Fresno Test of Competence in Evidence-Based Medicine, the authors compared student pre- class, post-class, and six-month post-class assessment scores to assess subject knowledge retention, evaluate student learning, and determine the efficacy of the course delivery methods.

Results: When comparing the scores of only those who completed all assessments, the DE students averaged over 10 points higher than the CE group in each test. Based on the raw numbers, it appeared that students in the DE group came into the classroom with a greater knowledge of the subject and retained more knowledge six months after the course had ended. However, after analyzing the data from all participants, the study showed that the differences between the distance education group and face-to-face group were not statistically significant. Conclusions: In this study, the distance education group and face-to-face groups had no difference in level of knowledge retention.

Originally posted at the EBLIP4 Website at: http://www.eblip4.unc.edu/papers/Schardt.pdf