• Patterns of Reference Services at the University at Albany Library

      Kegler, Jennifer Little; The College at Brockport (1994-08-01)
      The objective of this study was to determine the patterns of use at the University at Albany's Main Library reference desk by compiling and analyzing statistics for the latest three fall semesters (1991-1993) for use by the head of the reference department for scheduling staff. As a part of the basic analysis, trends such as the following were expected: an increase in overall weekly transactions succeeded by a decrease, an increase in transactions taking longer than five minutes, and a decrease in directional transactions. The identification of the busiest days and hours enabled the creation of a more detailed analysis of the specific times when staff were most needed. Busiest days were anticipated to be in descending order: Monday, Tuesday, Thursday, Wednesday, Thursday, Friday, Sunday, and Saturday. It was hypothesized that the busiest times of day were Tuesday and Thursday afternoons from 1 to 4 p.m., followed closely by the same times on Monday, Wednesday, and Friday. Monday was expected to have the busiest mornings; it also was expected to have the busiest evenings with each subsequent evening progressively becoming quieter. The number of transactions compared to the number of staff-person hours were calculated for analysis of staff workload. Finally, because of the specificity of the government documents transactions, their hourly patterns were analyzed with the hope of giving adequate coverage at the desk by those who specialized in government documents.
    • Strategic Planning: First Steps in Sharing Information Literacy Goals with Faculty Across Disciplines

      Kegler, Jennifer Little; Tuten, Jane H.; The College at Brockport; University of South Carolina Aiken (2006-01-01)
      Grounded in a campus-wide strategic planning effort and funded through a campus-wide lottery-based grant, the library at a small state-supported institution began a year long initiative with the primary objective of familiarizing faculty with the concept of information literacy. All librarians facilitated a series of hands-on, discipline-based workshops offered to faculty. The workshops served as the groundwork for the initial steps toward embedding information literacy concepts into the general education curriculum with the majority of classroom faculty participating in one of the workshops by the end of the academic year. This article outlines the history and steps taken in the process.
    • Blended Planning: Teamwork for the Library-2-LMS Conference Spawns New Partnerships

      Kegler, Jennifer Little; The College at Brockport (2009-03-01)
      In 2008 the College at Brockport's library and Information Technology (IT) staff stirred up a successful one-day conference: "Integrating Library Services into Learning Management Systems." This session will describe the details for planning the conference as well as the practical ideas generated by presenters and participants. It will also show how the library and IT departments' collaboration created unexpected, yet long-term, benefits.
    • LibGuides

      Kegler, Jennifer Little; The College at Brockport (2009-03-01)
      LibGuides have allowed the College at Brockport librarians to update and design research guides more efficiently and effectively than in the past. They have created a way for librarians to collaborate with faculty outside of the library to improve students’ access to resources. Faculty have been willing to work with librarians as they develop guides specific to their courses.
    • Cognitive Load Theory and Library Research Guides

      Little, Jennifer J.; College at Brockport (2010-03-01)
      Online library research guides are instructional tools that most libraries provide for their patrons. With greater flexibility in web programming and new products like Springshare’s Libguides librarians have multiple venues for guide creation. This paper seeks to assist research guide editors in assessing their guides based on cognitive load theory. This theory is based on the idea that cognitive capacity for learning is limited and that techniques can be developed to help learners avoid cognitive overload. Addressing the three main sources of cognitive load gives librarians a framework in which to create meaningful and useful research guides.
    • Interdisciplinary collaboration: A faculty learning community creates a comprehensive LibGuide

      Little, Jennifer J.; Fallon, Moira; Dauenhauer, Jason; Balzano, Betsy; Halquist, Donald; The College at Brockport (2010-04-01)
      Purpose – Many colleges and universities require both undergraduate and graduate students to plan and conduct research as a part of graduation requirements. However, a number of barriers exist for both instructors and students in understanding and conducting research. A small group of, The College at Brockport, instructors who had taught introductory research and research methodology gathered together with librarians as a faculty learning community (FLC) to share information about their instructional methods for teaching research skills. The paper aims to discuss this initiative. Design/methodology/approach – Following an initiative to foster career-span faculty development, The College at Brockport made a three-year commitment to implement a variety of topic-based FLCs beginning in the fall 2008 semester. Findings – Like librarians across the country Brockport librarians have been creating research guides, or “pathfinders,” for decades. The term “pathfinder” was coined in the early 1970s when MIT librarians developed lists of resources and references pertaining to subject disciplines. When LibGuides are marketed, it is not surprising that libraries are quick to adopt this platform to produce pathfinders. LibGuides are chosen because they provide a convenient and simple way to create and update research guides using a live interface, employ web 2.0 technologies in a user-friendly format, and encourage collaboration. Originality/value – Based on the evaluative and qualitative feedback the LibGuide has been refined further. It is a guide that will be under modification as more faculty and students use it.
    • Improving ILLiad Patron Experiences Through Cross-Departmental Collaboration

      Myers, Kim L.; Rath, Logan T.; The College at Brockport (2010-06-01)
      Presentation from SUNYLA 2010 explaining how Interlibrary Loan interacts with other library departments, such as Acquisitions, Serials, Reference and Digital Services to improve the overall patron experience.
    • E-Book Readers: Exploration and Experiences

      Maxwell, Patricia E.; Little, Jennifer J.; The College at Brockport (2010-10-01)
      This presentation for the Rochester Regional Library Council described the Drake Memorial Library's experience with e-readers (Kindles). It features circulation and cataloging details, and user survey results.
    • LILAC Innovative Program for Instruction Librarians

      Costello, MIchelle; Kegler, Jennifer Little; Hoffman, Kim; Rath, Logan T.; Alvarez, Barbara; Kettell, Elizabeth; SUNY Geneseo; The College at Brockport; University of Rochester (2010-11-01)
      Librarians from Rochester-area colleges worked together to create LILAc -- the Library Instruction Leadership Academy. The aim of the academy was to prepare librarians to be better instructors in their current or future jobs. The program was a huge success and is now being duplicated by other areas in New York State.
    • The Effects of Twitter in an Online Learning Environment

      Rath, Logan T.; The College at Brockport (2011-02-01)
      This study examined the use of Twitter in an online learning environment involving graduate students who are part of an online Master of Science degree program in Information Design and Technology. The study found that Twitter did not have a significant impact on the sense of community in a course, nor did it have much bearing on students' choice for a particular section of a course.
    • eTextbook Exploration: Are Students Ready to Declare Their Independence From the Printed Text?

      Maxwell, Patricia E.; Little, Jennifer J.; Stites-Doe, Susan; The College at Brockport (2011-03-01)
      A team of faculty, library, IT, and bookstore staff collaborated on a longitudinal study to track how 50 students use e-textbooks and whether using them improves learning outcomes. The Fall 2010 pilot study, “Tracking Student Interest in e-Textbooks”, gathered both quantitative and qualitative data from students registered in online and physical sections of an upper level business course. Student participants accessed the e-textbook with their personal laptops, but several reported using a Kindle, iPad, and even an iPhone. Of particular interest to the researchers were the possible correlates of students’ successful use of the e-textbooks, e.g., their habits regarding the use of social network sites, electronic commerce, blogs, etc. Another purpose of the study was to discover the impact of assistive interventions offered students throughout the length of the study. These included: (1) e-textbook help sessions from both bookstore and IT staff; (2) e-textbook current event emails from a librarian with a reminder of help contacts, and (3) help consultations by phone, email, or in the Library. At the beginning and end of the study, participants completed pre- and post-surveys measuring their experience with and attitudes toward computers, the Internet, e-textbooks and print textbooks. Research findings indicate: (1) 65% of the students are willing to read another e-textbook and (2) cost savings is the most compelling reason to read the e-textbook. Students encountered technical difficulties (page/highlighting freezes, printing problems, and slow network) that were frustrating enough that 10% of the participants switched to print textbooks. Students acknowledge the need to focus when reading their e-textbook. Many students voiced a preference to read their next e-textbook on an e-reader because first, the reader was a physical object reminding the student to read and second, offered no distractions such as the ability to simultaneously access social networking sites. 10% of the students actively sought assistance and/or responded to email messages from the librarians. A review of recent literature indicates more needs to be learned about student digital reading comprehension, barriers to accepting e-textbooks, and the pedagogical implications for e-textbook use (as well as for online study). Bibliography available on request.
    • Fashioning the Institutional Repository with Digital Commons

      Myers, Kim L.; The College at Brockport (2012-06-07)
      Institutional Repositories are one way that libraries are fashioning the future. Buffalo State College and The College at Brockport will share their experiences over the past year with Digital Commons. From recognizing the need to populating the repository, we will share with you the ongoing opportunities and challenges we face.
    • Valuing e-textbooks: Business students report on their use of e-texts

      Maxwell, Patricia E.; Stites-Doe, Susan; Kegler, Jennifer Little; The College at Brockport (2012-07-01)
      A series of longitudinal studies explored student attitudes towards e-textbooks and reported experience reading a course textbook in digital format. Students in both online and traditional classes accessed the e-textbooks with their personal laptops, Kindles, iPads, and smartphones. 65% of the students are likely to purchase another e-textbook; cost savings is the most compelling reason. Descriptive results include student preferences, dislikes, and recommendations.
    • Staying Current after Graduation: A Survey of Social Work Alumni

      Hacker, Linda; The College at Brockport (2013-01-01)
      How do our alumni stay current once they graduate and are away from academic information resources? Very few studies have addressed how alumni stay current in their field after graduation. This research surveyed the graduate and undergraduate Social Work alumni of The College at Brockport in asking key questions. Are you able to stay current with research, especially without access to article databases? Do you receive support from your employer to stay current? Does this include money/time off for participating in Continuing Education Programs (CEP), conferences or accessing article databases? This paper looks at the methods for, and importance of, staying current and analyzes results from a survey and makes recommendations for graduates, departments and librarians regardless of profession.
    • Business Students’ Learning Engagement as a Function of Reading Assigned E-Textbooks

      Stites-Doe, Susan; Maxwell, Patricia E.; Kegler, Jennifer Little; The College at Brockport (2013-01-01)
      In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The majority of participants were enrolled in either face-to-face or online sections of a business course in organizational behavior, and the textbook modality included both open (PDF) and proprietary (CourseSmart) digital formats. The key research questions focus on the degree to which students feel satisfied with electronic textbooks (e-textbooks). We also explore correlates of students’ satisfaction and their positive attitudes regarding the functionality of the use of e-textbooks by examining the impact of prior coursework and students’ concurrent use of other Internet sites, e.g., social media networks, while reading e-textbooks. Specifically, we explore the extent to which students’ positive attitudes toward the functionality of e-textbook use is sufficient to result in students’ engagement. Engagement is measured via their intentions to buy additional e-textbooks in the future, their course grades, and their perceptions of comprehension of the material over time. Students’ overall satisfaction with the e-textbook is likewise explored to determine impact on the same measures of engagement.
    • E-readers, computer screens, or paper: Does reading comprehension change across media platforms?

      Margolin, Sara J.; Toland, Michael J.; Driscoll, Casey; Kegler, Jennifer Little; The College at Brockport (2013-01-01)
      The present research examined the impact of technology on reading comprehension. While previous research has examined memory for text, and yielded mixed results of the impact technology has on one’s ability to remember what they have read, the reading literature has not yet examined comprehension. In comparing paper, computers, and e-readers, results from this study indicated that these three different presentation modes do not differentially affect comprehension of narrative or expository text. Additionally, readers were not consistently compensating for difficulties with comprehension by engaging in different reading behaviors when presented with text in different formats. These results suggest that reading can happen effectively in a variety of presentation formats.
    • Veterans Among Us 2013

      Wierzbowski, Kenneth R.; Cowling, Charlie; The College at Brockport (2013-01-01)
      This slideshow features veterans connected to The College at Brockport from the Civil War to the present day. Updated for 2013.
    • Institutional Repositories Supporting Community Engagement, Part 2: Regional Research at The College at Brockport

      Myers, Kim; Makarewicz, Joseph C.; The College at Brockport (2013-04-04)
      Institutional repositories can play a key role in a college or university’s mission to serve the greater community. At the College at Brockport (SUNY), Kim Myers views the repository as an ideal venue for supporting and sharing regional, community-oriented scholarship. SUNY Brockport has long been a center for Great Lakes research, but for years this valuable research was housed primarily on one professor’s computer. Working with Professor Joseph Makarewicz, Kim has created an IR collection to archive and disseminate these research articles, government documents, community newsletters, and technical reports.
    • A Tale of Two Repositories: The Brockport Full Service Model

      Myers, Kim L.; The College at Brockport (2013-06-13)
    • iPad Use Among Freshmen Honors Students [Summary Report]

      Maxwell, Patricia E.; The College at Brockport (2013-06-21)
      The College at Brockport Honors College Scholarship awards iPads to incoming freshmen. This report summarizes findings of post and pre surveys measuring: (1) the extent and nature of use of the iPad among freshmen Honors students, and (2) their reported level of satisfaction regarding the iPad in terms of functionality (support, connectivity, wi-fi, etc.), and usage.