The Egan Library is a modern academic library located in the heart of the Juneau campus. The Library consolidates the resources and expertise necessary to promote and facilitate student learning outside the classroom. In addition to traditional library resources and services, the library building houses a Learning Center, Testing Center, Writing Studio, Media Services Department, and a Classroom Technology Support Desk.
Egan Library also currently functions as the main campus computing lab, serves as the primary study and collaborative learning space on campus, is the main campus research center, took over some responsibilities of the recently closed UAS Bookstore, and has the largest event space on the main campus. We also envision an expansion of Media Services to include increased direct support services to students and faculty in the creation of multimedia content for coursework and to support teaching and learning. Part of this vision includes space for an instructional designer for the Juneau campus, as well as additional space for a technology enhanced learning commons, and the possibility for maker spaces and/or an innovation lab.
Egan Library’s robust academic collections, print and electronic, provide students with the means for successful information seeking. Whether the information need is for a class or for a hobby, and whether the scope is local or global, our materials and services are geared to fill the need. We support students on the Juneau campus as well as e-Learners in remote locations by providing delivery of materials, access to databases and ebook collections, as well as online research guides, video tutorials, and digital reference services. We also serve Juneau e-Learners in our facility with technology and study spaces to connect to their classes.
We regionally support Sitka and Ketchikan and plan for new opportunities to improve services to these campuses in AY 2016 (Sitka Public joining JLC), improving e-Learner orientation, expanding the Open House, and a communication plan to e-Learning faculty, staff, and students.
The Egan Library is a busy, student-centered place with more than 1500 visits each week. In AY13-14 Egan Library faculty and staff engaged in over 5,000 reference interactions (face to face and distance) with our users. We also had 1,800 views on our YouTube Channel and 6,500 visits to our online research guides. With the launch of the new Framework for Information Literacy for Higher Education we will initiate and facilitate conversations with other faculty, staff, and administrators about information literacy and its impact on student success. We will move forward in collaborating with discipline faculty in developing a cohesive curriculum and learning outcomes for information literacy.
We also look forward to continuing to implement small scale improvements to the library commons, guided by the findings of the Egan Library and Learning Center Space study (2014) until future years when capital funds may support for more significant renovations.
In serving all of these roles, we need an effective operational framework, qualified staff, and a fiduciary plan which provides for the continuation of these services. This is our first Program Review and through this process we have uncovered a variety of data management issues in the library and between departments. Inconsistencies in data collection are noted in this document in several program areas.
Beginning in AY14-15 we automated much of our data gathering, which is now available for reporting in real-time. We expect this new method to lead to more accurate reporting and further illuminate library use trends. Gate counts, reference statistics, and study room usage were all transitioned to the LibAnalytics platform which we believe is the first step toward a reliable data management system. We hope that this document will serve as a new baseline for data collection and assessment measures moving forward; our next review period will be in 2020.
Egan Library programs are guided by these national standards and metrics
- Association of College and Research Libraries (ACRL) Standards for Libraries in Higher Education
- ACRL Guidelines for University Library Services to Undergraduate Students
- ACRL Standards for Distance Learning Library Services
- ACRL Information Literacy Competency Standards for Higher Education
- The Northwest Commission on Colleges and Universities (NWCCU) Accreditation Standards
- National Center for Education Statistics (NCES) Academic Libraries Survey
- The Integrated Postsecondary Education Data System (IPEDS) Academic Libraries Survey
Supporting documentation for the Egan Library Program Review
ACRL Research Planning and Review Committee (2014). Top trends in academic libraries. College & Research Libraries News, 75(6), 294-302. http://crln.acrl.org/content/75/6/294.full
Association for Research Libraries (2006). ARL SPEC Kit 295: Remote Shelving Services (October 2006). http://publications.arl.org/Remote-Shelving-Services-SPEC-Kit-295/
Baron, N.S. (2015). Words Onscreen: The Fate of Reading in a Digital World. Oxford University Press.
Beck (2012). Queensborough Community College: Textbook Reserve Collection, Community & Junior College Libraries, 18:3-4, 119-126 Research Libraries News, 75(6), 294-302. http://dx.doi.org/10.1080/02763915.2012.780490
Bell, S. J. (2012). Coming in the Back Door: Leveraging Open Textbooks To Promote Scholarly Communications on Campus. Journal Of Librarianship & Scholarly Communication, 1(1), 1-5. UAS permalink: http://bit.ly/1HIYYg8
Berry, T., Cook, L. l., Hill, N., & Stevens, K. (2011). An Exploratory Analysis of Textbook Usage and Study Habits: Misperceptions and Barriers to Success. College Teaching, 59(1), 31-39. UAS permalink: http://bit.ly/1GSyTx1
Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2014). Degrees of impact: Analyzing the effects of progressive librarian course collaborations on student performance. College & Research Libraries, crl14-621. Pre-print
Brown, V., & Nichols, T. R. (2012). Pregnant and parenting students on campus: Policy and program implications for a growing population. Educational Policy, 27(3), 499–530. http://dx.doi.org/10.1177/0895904812453995
Hahn, K., Lowry, C., Lynch, C., Shulenberger, D., & Vaughn, J. (2009). The University's Role in the Dissemination of Research and Scholarship--A Call to Action. Association of American Universities. http://files.eric.ed.gov/fulltext/ED511357.pdf
Irving, S., & Roche, P. (2015). Alternative texts: Creating, maintaining, and supporting an open access textbook project on your campus. Paper presented at The Association of College and Research Libraries Annual Conference 2015, pp. 23-27. http://bit.ly/1bUy5vE
MacMillan, M., & Rosenblatt, S. (2015). They've found it. can they read it? Adding academic reading strategies to your IL toolkit. Paper presented at the ACRL 2015 conference, Portland, OR. pp. 757-762. http://bit.ly/1bmVshl
McCoy, R. (2013). Georgia library spotlight—The family room, Collins-Callaway Library & Learning Resources Center, Paine College. Georgia Library Quarterly 50 (4), Article 5.http://digitalcommons.kennesaw.edu/glq/vol50/iss4/5
Petit, J. (2014). "A Family-Friendly Study Room for Student-Parents and Their Children at Portland State University Library" OLA Quarterly 20.1: 36-39. http://pdxscholar.library.pdx.edu/ulib_fac/154/
Rosenwald, M. S. (2015, Feb 23). Wired millennials still prefer the printed word. The Washington Post Retrieved from http://bit.ly/1Eh7yWb