WIXLIB

InsideOCULADo You Know AboutCORIL?continued from page 2and as with any growing project,some modifications to the original plan are under way. Thecommittee believes that instruction librarians would benefitfrom the development of newcategories for submission. Forexample, work is underway tocreate a General category of submissions, which would includeDatabase Guides such as forPsycINFO, MLA InternationalBibliography and Beilstein, helpguides for using RefWorks andIllumina, as well as SubjectGuides for a wide variety of disciplines. In addition, the Generalcategory may also includePowerPoint presentations, tipson evaluating resources, andassessment tools. A section oninformation literacy standardsand another on links to otherrepositories will be added in thenear future. Submissions forpeer review will continue to beaccepted; however, the committee is now updating the guidelines, which may include opportunities for user review thus creating the potential to increase thecommitment of CORIL visitors.In a recent development, CORILreceived an expanded mandatefrom the OCUL directors for aCanada-wide repository forinformation literacy teaching andlearning resources with built-insustainability funding as part ofthe overall Scholars Portal initiative.ListservA listserv has been set up toincrease communication amongCanadian instruction librarians. Itis a vehicle to share ideas aboutinnovative teaching techniques; itis also an easy way to reach outto colleagues who may want tocollaborate in the design anddevelopment of tutorials, websites, and assignments. For moreinformation on joining the list-serv, go to:http://ospace.scholarsportal.infoand look under About CORIL.ConclusionBecause of my retirement at theend of March 2005, I am veryhappy to report that two newmembers have recently beenadded to the committee to broaden the membership. These areCandice Dahl, Brock Universityand Tom Adam, University ofWestern Ontario. As well, original members Cory Laverty,Queen’s University and LisaSloniowski, York Universityhave been appointed as co-chairseffective March 29, 2005. Thecommittee is excited about thecontinued prospects for increasing content and for developing astrong cooperative effort to makeCORIL a first stop for information literacy teaching resourcesin Canada. And, of course, thefuture of CORIL depends on thespirit of sharing which ultimatelywill save time for those librariansinvolved in information literacyinstruction. Participating in sucha repository and saving timewere two key responses mentioned in the needs assessmentconducted in 2003.ContactsTom Adam, University ofWestern Ontario(tadam@uwo.ca)Candice Dahl, Brock University(cdahl@brocku.ca)Don Kinder, Ryerson University(dkinder@ryerson.ca)Cory Laverty, Queen’sUniversity (laverty@post.queensu.ca) (Co-Chair)Ann Hemingway, University ofOttawa(ahemingway@uottawa.ca)Lisa Sloniowski, YorkUniversity (lisasl@yorku.ca)(Co-Chair)Phyllis Wright, Brock University(Phyllis.Wright@brocku.ca)(Past Chair)nnnAround theProvinceFanshawe CollegeFanshawe College has signed anagreement with Statistics Canadato bring the Data LiberationInitiative (DLI) to the college.Fanshawe is the first communitycollege in Ontario to enter theDLI community. The purchase ofthis service was initiated byFanshawe's Library and MediaServices department in conjunction with a number of Collegedivisions.Fanshawe College went live onMarch 4th with the web-basedSIRSI Library Catalogue. Thenew system entitled “fanCAT”replaces the previous telnetbased DRAcat system. The students are delighted with fanCATand find the familiarity using aweb based system “awesome”.fanCAT can be searched at:http://fanCAT.fanshawec.caRyerson UniversityRyerson University Library hosted one of a series of training sessions for OCUL librarians onFebruary 1, 2005, in preparationfor incorporating CSA Illuminaas the new Scholars Portalsearch interface. The trainingsession was led by a specialistfrom Cambridge ScientificAbstracts (Illumina's distributor),and was held in the CommonsLearning Lab in the Ronald D.Besse Information and LearningCommons.The Library also recently hostedvisitors from the University ofTechnology (UTech) in Jamaica,who were on a university-widetour of the campus in anticipation of possible future partnerships with Ryerson. ThePresident, Senior Vice-Presidentand Associate Vice-President ofUTech were given a tour of theRonald D. Besse Informationand Learning Commons. Thephotos are available htmlUniversity of TorontoIntensive planning is takingplace for the new AcademicLearning Centre/Library to bebuilt at the University of Torontoat Mississauga. Constructionwill begin in the Spring, 2005.A new cool storage facility hasbeen built in the basement of arecently completed residence onthe St. George Campus. Plansare underway to move valuablemedia resources to this specialized facility.Intensive planning continues forthe new off-site shelving andpreservation facility, UTL atDownsview. The building willbe constructed with a modulardesign, with each module havingthe capacity to hold 1,000,000volumes. Two such modules,plus a loading dock and administrative and processing facility,will be built in 2005. The longterm plan is to add 1,000,000volume-capacity in each of threephases scheduled for 2009, 2013and 2017.University of WaterlooIn late 2004, the School ofArchitecture moved to the heartof old Galt in Cambridge. TheMusagetes Architecture Libraryis on the second floor of theSchool of Architecture building,the renovated Riverside SilkMill. Overlooking the GrandRiver, the Library's 13,000square feet of space is enhancedby natural lighting and views ofheritage buildings. MicheleLaing, previously LiaisonLibrarian for Architecture andFine Arts, accepted the positionof Branch Head of theMusagetes Architecture Library.Continued on page 12SPRING 2005/ NO. 25 3

InsideOCULASuperConferenceSession SummariesRACER 2.7: WHAT THE FUTURE ENTAILSAmy Greenberg, University of TorontoDonna Millard, McMaster UniversityAmy and Donna discussed the newest version of the VDX software, Racer 2.7. Theprimary focus was on Zportal, which is theend user interface of the software. Usabilitytesting conducted at Mills Library atMcMaster University highlighted thatpatrons were pleased with many of thechanges brought about by this upgrade;however, there are still some areas thatrequire further improvement.Submitted: Mindy Myers, FIS studentPeering into dark corners: Examining theroots of our intellectual freedomRichard Sims, Centennial CollegeRichard Sims’ paper was sparked by the terrorist attack on the World Trade Centre,which, he believes, had a significant impacton our understanding of freedom. From thecontext of librarianship in North America,many authors in the library literature writing on the theme of intellectual freedomturn to “authorities” in the philosophical tradition to support their arguments. JohnStuart Mill is most often invoked. Sims’presentation was comprised of a seriouslook at Mill’s famous essay, On Liberty. Hesuggested that an underlying theme of thisessay is a subtle support of tyranny.Consequently, he indicated that Mill’s philosophy of the greatest good for the greatestnumber holds grave consequences for foreign and domestic policy, including librarypolicy, in modern liberal democracies thatcannot be ignored. Discussions of Mill’sthesis, library statements on intellectualfreedom, and how best to represent diversity with limited resources, followed the presentation. Submitted: Pat Eaves-Brown,University of GuelphExperiential Learning Theory? They didn’tteach us THAT in library schoolJane Burpee and Peter Wolf, University ofGuelphLibrarians as educators? Traditionally wehaven’t thought of ourselves that way, andmost libraries have not devoted much energy or time to helping librarians become better at teaching. We now know that the most4ONTARIO COLLEGEANDeffective information literacy instructors arethe librarians who understand learning theories and teaching techniques.Understanding experiential learning theoryis just one way that librarians can improvethe information literacy experience for theirlibrary users. At the University of Guelph,Jane Burpee, Manager of Library Referenceand Information Literary and Peter Wolf,Manager of Instructional Development,Teaching Support Services have partneredwith the academic liaison librarians toimprove the librarians’ understanding oflearning and teaching. In this session, Janeand Peter introduced the concepts of experiential learning and demonstrated how thoseconcepts could be applied when planning aninformation literacy session. Session participants agreed that this session helped themlook at the “dreaded” one hour libraryinstruction session in a whole new light—and that librarians need to understand bothlearning and teaching. Submitted: LornaRourke, University of 5/thurs/docs/105/elt.pptAdding pizzazz to your website usingvideo capturing softwareJames Watson, Trent UniversityJennifer Thiessen, Brock UniversityJames and Jennifer discussed their experience with the development of animatedonline tutorials. They began by introducingthe concept of creating full-motion video ofPC screen activity in order to enhance webbased tutorials designed for students. Theythen went on to explore the benefits andchallenges associated with developing theseinteractive tutorials, and to evaluate the various video capturing software packagesavailable on the market. This was followedby a discussion on planning the development of these tools, drawn from the presenters’ own experience. James and Jennifercomplimented their session by demonstrating the tutorials they have created for theirstudents. Submitted: Pascal Lupien,University of 5/thurs/docs/106/pizzazz.pptCreating leaders: A study of the NorthernExposure to Leadership (NELI) participants– before and after.Daniel Phelan, Ryerson University.Daniel’s talk was based on his ongoingUNIVERSITY LIBRARY ASSOCIATIONresearch for his Master’s degree inContinuing Education. He set the stage byidentifying why the library profession needsmore new leaders - the aging population,the changing nature of libraries, and thechallenges of new technology. Leadership isnow a major topic in librarianship, but as agroup we are still reluctant to use the termand will substitute ‘management’ or ‘administration’. After highlighting various leadership theories and qualities of leaders, Danieldiscussed the role of leadership institutesand focused on NELI – outlining its participant selection, program and goals. In hissurvey of NELI graduates, he found that theactivities of the Institute did not create leaders per se, but the personal experiences,positive mentoring and networking opportunities realized by respondents meant theywould be more likely to have the confidence and background to accept a leadership position. Submitted: CarmenKönigsreuther Socknat, Victoria e2005/thurs/docs/108/creating.pptSuccessful online courses: Pedagogy nottechnologyCarolyn K. Murray, University of Toronto (retired)Using a variety of evaluation methods CarolynMurray studied the pedagogical processes oftwo online courses; one an online second yearEnglish poetry course (ENG 201Y from 20022003), and the other, a graduate Virtual Librarycourse offered in the Fall of 2003 through theOntario Institute for Studies in Education(OISE). A comprehensive handout coveringeverything from definitions, methods and data,student and instructor comments, workloadissues, conclusions as well as suggestions forsetting up an online information literacycourse, was provided to each attendee.Student comments provided a very interestingglimpse into their experiences with synchronous chat, asynchronous threaded discussions,and their overall impressions about elearning.Students commented on both the favourableaspects of an online course, the unfavourable,and the unique. The characteristics of onlineversus classroom teaching were examined, aswere the characteristics of successful onlinelearners. Carolyn’s conclusions and suggestions for setting up an online information literacy course provided the basis for an exchangeof ideas and observations with the audience.One of the most informative sessions I’ve everattended! Submitted: Jocelyn Phillips,University of Guelph

InsideOCULAOCULA Spotlight Speaker, The library asdynamic learning centre. Dr. JamesMarcum, Fairleigh Dickinson UniversityThis year’s OCULA Spotlight speakerspoke about the changing nature of teachingand learning in today’s academy and theneed for the library to adapt to thesechanges. Marcum outlined a gradual shifttaking place from a passive “instructional”model of education, typified by the figureof the lecturing professor, to a more interactive model of learning which he called the“dynamic-discovery” model. This modelrecognizes different learning styles ofyounger generations who prefer to learncollaboratively and in ways that acknowledge the social and personal context ofknowledge. Marcum argued that academiclibraries will be perceived as vital to themission of our institutions only if weembrace dynamic learning and providemore flexible learning environments.Submitted: Mark Robertson, York University;Convened: Delia Antonacci, Seneca CollegeTraining & Orientation for LibrariansJoanne Oud, Eun-ha Spiteri, and AngelaMadden, Wilfrid Laurier UniversityIn a profession where assisting patrons withresearch and information seeking skills is ourprimary function, the initiation of new librarians by established professionals is of utmostimportance. This session highlighted theareas where improvement in training is needed, but also provided new ideas on how thiscould be accomplished. The research andexperiences of Joanne, Angela, and Eun-haprovided insight into how new librarians arebeing trained. Their survey results show thatnew librarians are being trained for a shortperiod of time, are bombarded with too muchinformation over this time, and are often leftto fend for themselves. What they learned isthat new librarians want structured trainingover the long term, hands-on exercises, a formal mentor, and a training manual. As manyprofessional librarians reach retirement, it isimperative to impart their knowledge ontothose new librarians who will carry on whenthey leave. Submitted: Christina ToouliasSantolin, University of 05/thurs/docs/403/training.pptAssessing the Ontario Scholar's PortalMelody Burton, Queen's UniversityToni Olshen, York UniversityThe Ontario Council of University Libraries(OCUL) launched the Ontario Scholar'sPortal (OSP) as part of the OntarioInformation Infrastructure with funding fromthe Ontario Innovation Fund. To evaluate theOSP, an assessment team of representativesfrom OCUL are utilizing an innovativemethodology - MINES (Measuring theImpact of Networked Electronic Resources).Attendees at this session learned about thisunconventional survey method, heard somepreliminary results and discovered how theassessment process is unfolding. Submittedby speakers; Convened: Catherine Steeves,University of 5/thurs/docs/404/portal.pptvided unique insight into the possible rolesfor faculty in information literacy initiatives.A faculty advocate is a friend indeed!Submitted: Tedi Brash, Seneca 05/thurs/docs/408/blueprint.pptManaging the acquisition of printresources in an electronic environment:Redesigning collection management/acquisition work to deliver priority servicesAda-Marie Atkins Nechka, University ofCalgary; Kit Wilson, University of AlbertaBoth speakers discussed the need to reviewtechnical services workflows in response tobudgetary pressures. At the University ofCalgary, decreased staffing resulted in anincreased reliance on vendor services inacquiring and processing monographsthrough the expanded use of shelf-readyapproval plans. At the University of Alberta,a technical services review project wasundertaken in response to anticipated staffingcuts. One of the developments resulting fromthis review was the expansion in the use ofonline vendor services to streamline themonograph ordering process. Both speakersemphasized the need for clear goals andexcellent communication when managingworkflow changes. Submitted: Pam Jacobs,YBP Library 005/thurs/docs/405/wilson.ppt 2005/thurs/docs/405/AtkinsNechka.pptLibraries by design: Library design basedon user inputCathy Capes, Moffat Kinoshita ArchitectsTanis Fink, Seneca CollegeVivian Lewis, McMaster UniversityThree speakers with broad knowledge ofand experience with design and renovationof libraries discussed the how and why ofinvolving the library user in the designprocess. Focusing on academic libraries, thepanel provided information on methodologyfor surveys, focus groups, and other evaluation tools used to gain input from students,staff and faculty. Vivian Lewis used examples of soliciting user input as part of herrecent work with Cathy Capes planning thedevelopment of a Knowledge Commonsfacility in Mills Memorial Library. TanisFink focused on her experiences at SenecaCollege developing and planning librariesand a Learning Commons and providedmuch practical advice concerning outreachto users during the design and developmentprocess. Cathy Capes, an architect withlibrary design experience, gave the audiencean insight into the library design processfrom the architects’ point of view and discussed communication between the libraryclient and the architect. This was a veryinformative session with much practical anduseful information shared based on realprojects the presenters were involved in. Ahandout of key sources relating to librarydesign, creating user-centered library space,and soliciting user input was provided.Submitted: Judy Wanner, University of 5/thurs/docs/409/design.pptLibrarian and faculty collaboration: Ablueprint for integrating information literacy into the curriculumKaren Halliday and Jacqueline Limoges,Georgian CollegeThis session highlighted the strong information literacy partnership between the libraryand nursing faculty at Georgian College. Theprogram began by establishing benchmarksand learning outcomes. They then created“knowledge hubs” and class assignmentswith faculty involvement. The session pro-Selling Your Stuff: The Commercializationof Library ProductsJoy Muller, Seneca CollegeYalcin Suer, Technology Licensing, Inc.Joy Muller presented Seneca’s award-winning Information Literacy tutorials and theprocess of marketing them to customers. Shefocused on the technology, resources andpartners that were essential to the success ofthe initiative. Yalcin Suer followed with a discussion of intellectual property in the broaderacademic context. The audience challengedSPRING 2005/ NO. 255

InsideOCULAthe presenters on their commercializationapproach, but Yalcin noted that organizationsconstantly choose between investing valuableresources in development and purchasingproducts that are already available. Seneca’snext task is to identify organizations that areseeking new pedagogical tools, but do nothave the resources to produce them.Submitted: M.J. D'Elia, University of 5/thurs/docs/410/muller.ppt 2005/thurs/docs/410/suer.pptGIS service and outreach in an academiclibraryAndrew Nicholson, University of Toronto atMississaugaGIS, or Geographic Information Systems,have the ability to query and analyze geographic information in a variety of differentcontexts. Along with providing access tosoftware and data for academic purposes, aLibrary's GIS service can also serve as anoutreach tool, and create collaborative teaching opportunities between the Library andacademic departments. Benefits of this session included: learning more about "thisthing called GIS", ideas on how to offer aGIS service to your academic community,and an examination of different approachesto doing GIS outreach. Submitted by 05/fri/docs/502/handout.docWhy librarians should care about DigitalRights ManagementDr. Ian Kerr, University of OttawaDr.

offered to the public through Ryerson's Continuing Education program. At Ryerson, Don has actively contributed to several university-wide initiatives, most recently Ryerson's Academic Integrity Project. He was a volunteer at the AIDS Committee of Toronto Library, and has contributed his energy to the OLASuper Conference for several years.