Margaret Bell, undergraduate student and data analyst for FSU Libraries, provided insight into her experience working in data assessment.
As a senior undergraduate student at Florida State University, I’ve become very aware of the different opportunities to be pursued on both on and off campus. This awareness, however, took me years to develop – and had I not had a job on campus, I’m sure it would have taken a lot longer. With so many people to compete with for on-campus jobs, I remember being afraid that I would graduate with zero professional experience to put on my résumé – something that seemed a little too risky especially when considering that I had no idea of what I wanted to do post graduation. Although I’m still unsure of my path at this time, I was fortunate enough to secure a position in Strozier’s assessment department by the end of my sophomore year. Members of the assessment department are responsible for collecting and analyzing data related to FSU libraries (among many other things), so as a double-major in Psychology and Editing, Writing & Media, I certainly hadn’t foreseen “Data Analyst” being my first job title.
After a period of training and adjusting to my schedule, I quickly came to see the benefits of working in Strozier. This job has been an opportunity to learn more about the resources that FSU Libraries offers students, faculty, and staff. Not just offering a physical space for learning and studying, the libraries have also compiled an invaluable online source full of useful information. Working in assessment and having to update the assessment Facts & Figures page has allowed me plenty of time to become very familiar with the Libraries’ website – something I recommend that all students do.
As this was my first time having a regular part-time job, I came in with a few worries; mostly that I would have a difficult time juggling work with classes and other extracurriculars. However, I was pleased to discover an emphasis on school coming first. This allowed me to comfortably work around my other responsibilities while also being able to supplement my FSU experience with exposure to working in a professional environment. For that reason plus the availability of many different job positions, I would absolutely advise job-seeking students to consider working for FSU Libraries.
Enrichment related to my academic and professionally-related experience aside, working in the library has added so much to my time at FSU just in terms of the wonderful people I’ve met. The assessment team – including my amazing boss Kirsten Kinsley, mentor Elizabeth Yuu (a recent graduate with a Master’s in Biostatistics who also happens to be my idol), and awesome undergraduate peers Rachael Straley and Jake Tompkins – have made the latter half of my college experience better than I ever could’ve asked for. So if there’s one thing I’d recommend to future students, it’s to not take the library for granted.
Long lines at Starbucks, lines backed up at the turnstiles and the constant search to find the best study spots. Sound familiar? FSU Libraries are one of the most visited places on campus and for good reason! We offer numerous services to help both students and faculty succeed including everything from free tutoring, equipment checkout, 3d printing, digital research scholarship, and not to mention over 2 million items in our collections. Ever wonder exactly how many people pass through our doors each semester?
When we examine how many student, faculty, staff, or guests have visited either Strozier or Dirac Science Libraries or both, we calculate a total of 37,499 unique visitors for the fall 2017. More of the unique visits tend to be those who visit Strozier or both Dirac and Strozier at least once during the semester. The “both” in the following Venn diagram, means those individuals who went to both libraries at least once during fall 2017 (18,014).
Strozier & Dirac – A destination for students on the main FSU campus
In the fall 2017, of the total student body of 41,900 students, 42% visited Dirac Science Library and 66% visited Strozier at least once. Of these unique visits, 17,824 were students visiting Dirac and 27,682 setting foot into Strozier. 83% of the unique visits in Dirac were students and 81% of the unique visits were students in Strozier.
Florida State University has named Gale S. Etschmaier as dean of University Libraries, effective Sept. 7.
Etschmaier has served as the dean of library and information access at San Diego State University since 2011.
“Florida State is pleased to welcome Gale Etschmaier as our next dean of libraries,” said Sally McRorie, provost and executive vice president for Academic Affairs. “Our extensive library operations are critical to student and faculty success at every level and in every program. Dean Etschmaier’s proven record of innovative leadership will help keep our academic progress toward the Top 25 on track.”
Etschmaier succeeds Julia Zimmerman, who concluded her 11-year tenure as dean June 30.
As dean, Etschmaier will be responsible for the visionary leadership and overall administration of University Libraries, including oversight of nearly 140 employees and an annual operating budget of more than $18 million. The university’s collections total more than 3 million volumes, with a website offering access to nearly 900 databases, 86,500 e-journals and more than a million e-books.
“I’m excited to join the University Libraries and participate in achieving the university’s strategic goals,” Etschmaier said. “Florida State University’s libraries have attained a record of distinction, and I welcome the opportunity to work with an exceptional group of faculty and staff to build on the existing excellence and chart a course for the libraries in the digital age.”
At San Diego State, Etschmaier provided leadership for the library and the university’s student computer hub with more than 700 computers. She oversaw 80 faculty and staff, 100 student assistants and a budget of approximately $12 million.
Prior to her tenure at San Diego State, Etschmaier spent a decade as associate university librarian for public service at George Washington University in Washington, D.C. During that time, she held interim appointments as the acting associate university librarian for collection development and acting associate university librarian for library information technology. Etschmaier also served as head of George Washington’s Document Delivery Services Department from 1995-2000.
Etschmaier earned a Bachelor of Arts in music from State University of New York Stony Brook and a Master of Library Science from SUNY Albany. She received a doctoral degree in education from the University of Pennsylvania in 2010.
Storbeck/Pimentel & Associates conducted the national search, and College of Arts and Sciences Dean Sam Huckaba chaired the 13-member search committee.
BY: AMY FARNUM-PATRONIS | PUBLISHED: | 2:31 PM |
Florida State University Libraries welcomes its first cohort of the university’s new Diversity Resident Librarian Program, which aims to increase the number of qualified academic librarians from members of traditionally underrepresented groups.
In alignment with Florida State’s strategic plan, the goals of the program are attaining more diversity of thought in program development and libraries practices and increasing agility in serving diverse student and faculty populations.
“We were looking for early career librarians who could offer us unique perspectives while we provide them with opportunities and assignments that will help them hone their skills in academic librarianship,” said Susannah Miller, interim dean of FSU Libraries and associate dean of administration.
During their three-year appointments, the four resident librarians will have the opportunity to develop competencies and skills in the areas of higher education librarianship. The program will concentrate on providing services to students and faculty, libraries operations including acquisition and collection management, special collections, and areas of strategic focus such as technology and digital scholarship.
“We hope that this program will open up opportunities for residents to begin long-term careers as academic librarians,” said Bridgett Birmingham, FSU’s diversity and inclusion librarian. “We are doing our part here at FSU Libraries to make sure that our academic libraries better reflect the diverse communities that we serve.”
The cohort also will engage in libraries practices, including faculty assembly activities, professional development, work teams and management meetings.
Each resident will be placed in a functional area where they will further hone their skills. Experienced librarians will provide mentorship and guidance to the residents specific to their needs and skill levels, and the residents will work with members of senior management on career-focused individual development plans.
Arias completed her Master of Library and Information Science degree at the University of Washington, and she will complete a Master of Arts in History with an Archival Administration Certificate from the University of Texas at Arlington this summer. Arias’ professional and research interests include information literacy, especially in underserved populations, and diversity and inclusion in collection development in archives and academic libraries.
Mohkamkar is a graduate of the University of North Texas with a Master of Science inLibrary Science and Master of Arts in Linguistics. Before coming to FSU, he worked at the Dallas Public Libraries. His research interests include library usage by international and other minority student groups and working to promote accessibility of academic library materials.
Rawls comes from the LeRoy Collins Main Library in Tallahassee, where she served as a Youth Services Information Professional for two years. She completed her Bachelor of Arts degree in interdisciplinary humanities and earned her Master of Library & Information Science, both from FSU. Her research interest includes information literacy, open access resources and increasing diversity and inclusion in academic libraries and research.
Before coming to FSU Libraries, Rodriguez spent nearly a decade working in film and audiovisual media preservation and exhibition. After graduating from New College of Florida (‘09), he earned an MA in film and media studies from the University of Florida (‘11), where he first began working with media collections. Rodriguez went on to attend The L. Jeffrey Selznick School of Film Preservation at George Eastman Museum, where he later served as an instructor and chief projectionist of the Motion Picture Department. He managed the archive at The Center for Moving Image Arts at Bard College before returning to his hometown of Miami in 2015. There, Rodriguez worked as an archival film projectionist in arthouse cinemas, as a technician at Continental Film & Digital Laboratory and in Special Collections at University of Miami Libraries. His research interests include digital stewardship, media archaeology, media art preservation and developing open educational resources and outreach in these areas.
To learn more about the Diversity Resident Librarian Program, contact Bridgett Birmingham at email@example.com.
On November 2, 2001, the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) adopted the Universal Declaration on Cultural Diversity in Paris, France. This Declaration defines “Cultural Diversity” or “Multiculturalism” as the harmonious co-existence and interaction of different cultures, where “culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, and that it encompasses, in addition to art and literature; lifestyles, ways of living together, value systems, traditions and beliefs”. This Declaration lead to the United Nations first ever celebration of the United Nations Year for Cultural Heritage. In December 2002, the 57th Session of the United Nations General Assembly adopted Resolution 57/249 that declared May 21 each year as the World Day for Cultural Diversity for Dialogue and Development. This day is intended to give an opportunity to help communities understand the value of cultural diversity and learn how to live together. It’s an occasion to promote world culture and highlight the significance of diversity as an agent of inclusion and positive change. It celebrates not only the richness of the world’s cultures, but the essential role of intercultural dialogue for achieving peace and sustainable development.
This is important to libraries for many reasons. Libraries serve diverse interests and communities. We function as learning, cultural, and information centers driven by our commitment to the principles of fundamental freedoms and equity of access to information and knowledge for all. This point was also buttressed in UNESCO’s first ever Cultural Diversity Publication Series, launched at the World Summit on Sustainable Development in Johannesburg in 2002, in which UNESCO states that libraries and cultural centers, as part of their new missions, must “strive to promote the actors and expressions of cultural diversity in such a way as to ensure that as many people as possible are exposed – and enjoy access – to the wealth of that diversity”.
These values were further expanded on in the IFLA/UNESCO Multicultural Library Manifesto that stipulates that each individual has the right to a full range of library and information services, and that libraries should adhere to 4 main principles of cultural diversity:
- Serve all members of the community without discrimination based on cultural and linguistic heritage;
- Provide information in appropriate languages and scripts;
- Give access to a broad range of materials and services reflecting all communities and needs;
- Employ staff to reflect the diversity of the community, who are trained to work with and serve diverse communities.
This Manifesto supports ALA’s interpretations of “Diversity Standards: Cultural Competency for Academic Libraries” (2012), which advocates to “support diversity skills training and diversity education—including the exploration of social justice, privilege and oppression, and fear and anger around cultural diversity issues—in a safe environment that allows for discussion and reflection”. Libraries are in the unique position to celebrate culture’s manifold forms, from the tangible and intangible, to the diversity of cultural expressions, and reflect on how these contribute to dialogue, mutual understanding, and the social, environmental and economic vectors of sustainable development. The core activities of library and information services for culturally and linguistically diverse communities are central, not “separate” or “additional”, and should always be designed to meet local or specific needs.
In 2013, The United Nations Alliance of Civilizations (UNAOC) in partnership with UNESCO and a wide coalition of partners from corporations to civil society launched the world campaign “Do One Thing for Diversity and Inclusion”, aimed at engaging people around the world to Do One Thing to support Cultural Diversity and Inclusion. This campaign:
- Raises awareness worldwide about the importance of intercultural dialogue, diversity and inclusion;
- Build a world community of individuals committed to supporting diversity with real and everyday-life gestures;
- Combat polarization and stereotypes to improve understanding and cooperation among people from different cultures.
Do one thing today to support cultural diversity. Read a book by an author from a different culture, reach out to a diverse staff and let them know how much you appreciate their presence at work, be creative, and as always, feel free to reach out to the FSU Libraries Diversity and Inclusion Committee with your ideas.
Written by Mohamed Berray, Social Sciences Librarian | Coordinator for Government Information, Florida State University Libraries
- United Nations World Day for Cultural Diversity for Dialogue and Development: http://www.un.org/en/events/culturaldiversityday/
- UNESCO World Day for Cultural Diversity for Dialogue and Development: https://en.unesco.org/commemorations/culturaldiversityday
- IFLA/UNESCO Multicultural Library Manifesto: “The Multicultural Library – a gateway to a cultural diverse society in dialogue: https://www.ifla.org/node/8976
- UNESCO Cultural Diversity Series No. 1. Universal Declaration on Cultural Diversity: A Vision, A Conceptual Platform, A Pool of Ideas for Implementation, A New Paradigm. A Document for the World Summit on Sustainable Development, Johannesburg, 26 August – 4 September, 2002. http://unesdoc.unesco.org/images/0012/001271/127162e.pdf.
- Diversity Standards: Cultural Competency for Academic Libraries (2012): http://www.ala.org/acrl/standards/diversity
Guest blog by FSU Student, Carolyn Dang.
Curriculum mapping is a method of analyzing an academic program to find important motifs between courses (Buchanan et al., 2015). Based on the analysis, a support system can be created to help students achieve the learning objectives. Curriculum mapping seeks to answer three main questions:
- What is taught?
- How is it taught?
- When is it taught?
By collaborating with faculty members and identifying core skills, the perception of the library can also change. The library is traditionally seen as giving scholarly products. However by using curriculum mapping, students can begin using the library for scholarly processes (Booth and Mathews, 2012).
Curriculum mapping + Student = ?
For most courses, I print out the two most important pages of the syllabus; the first and the last. Why? As a student, I care about the grading scale, textbook requirement, and the list of due dates. I think those are the three main pillars a student needs to be successful in a class, but what are supporting those pillars? How do we connect those pillars to create a better foundation for students?
The daily schedule for a student may include (1) attending lecture, (2) finding the assignment/exam that is due, (3) crying in the library trying to figure out what they don’t know, (4) going home, (5) rinse and repeat.
FSU libraries provides resources to students such as late night tutoring, software tutorials (through Lynda.com), and research assistance. Having worked at the Learning Common’s circulation desk for the past two and a half years, I have noticed that some students are more reactive rather than proactive. Students tend to run into major problems closer to the deadline. For instance, not understanding how to use a program or cramming five textbook chapters before the night of an exam.
I think that curriculum mapping will have positive effects on students academically and professionally. By providing resources that are catered to student’s classes, students have the opportunity to be more prepared for deadlines. This may help alleviate a burden on technology and tutoring staff with an influx of students the night before. By curriculum mapping courses, library staff have more time to prepare resources based on the course schedules and provide higher quality services to students. As mentioned by Moser et al. (2011), curriculum mapping is a method to help students connect the dots between the skills they have learned. A tight collaboration between librarians and faculty will help staff identify gaps within the student’s learning. Therefore, the library can provide supplemental resources and events to help students.
One of the resources created can be workshops. Although the main reason for workshops would be to teach students different resources, it can be an additional networking opportunity. By clustering students from the same departments in a workshop, this gives students a chance to create connections with their peers.
As a student, I think that curriculum mapping has the potential to create positive outcomes. It would construct a more collaborative, in-sync learning and teaching environment for students, faculty, and library staff. It will be interesting to see how curriculum mapping will work with a diverse set of courses and number of departments.
Booth, C., & Mathews, B. (2012, April 7). Understanding the Learner Experience: Threshold Concepts … Retrieved from http://www.carl-acrl.org/conference2012/2012CARLproceedings/Understanding%20the%20Learner%20Experience_BoothMathews2012.pdf
Buchanan, H., Webb, K. K., Houk, A. H., & Tingelstad, C. (2015). Curriculum Mapping in Academic Libraries. New Review Of Academic Librarianship, 21(1), 94-111. doi:10.1080/13614533.2014.1001413
Moser, M., Heisel, A., Jacob, N., & McNeill, K. (2011, April 2). A More Perfect Union: Campus Collaborations for Curriculum Mapping Information Literacy Outcomes. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/2011/papers/more_perfect_union.pdf
By: Hannah Wiatt Davis
We are excited to announce our most recently processed collection, the Pride Student Union Records, 1964-2015. Now a major fixture in the Student Government Association, the collection documents Pride’s predecessor organizations and their steps towards becoming an official agency, introducing non-discrimination policies on campus, and empowering FSU’s LGBTQ+ population.
In 1969, gay and lesbians in Tallahassee organized the People’s Coalition for Gay Rights, which later became the Alliance for Gay Awareness, as a response to the Stonewall Riots. The group was primarily a political organization active in the gay rights movement of the 1970s. In 1973, staff of the University Mental Health Center (now the Student Counseling Center) formed Gay Peer Counseling to provide support and counseling for gays and lesbian students. It became the most active LGBTQ+ group on campus in the early 1970s. In 1978, the group evolved into the Gay Peer Volunteers (GPV), which provided students opportunities for services in the community outside of the counseling environment. To include all students directly served by this student organization, the Gay Peer Volunteers changed its name to the Gay/Lesbian Student Union (GLSU) in 1989, Lesbian/Gay/Bisexual Student Union (LGBSU) in 1994, Lesbian/Gay/Bisexual/Transgender Student Union (LGBTSU) in 1998, and finally Pride Student Union in 2005.
There are several other auxiliary groups at FSU that have served the LGBTQ+ population. In 1984, Gay/Lesbian Support Services formed to continue and expand upon the goals and services of the preceding organizations. In the 1990s, a specialist in student counseling continued the mission of GPV by founding Gay and Lesbian Allies (GALA), which was later absorbed by Tallahassee LGBTQ+ community center, Family Tree. Safe Zone-Tallahassee was founded in 1997 as a response to FSU administration to fund an LGBTQ+ committee or office space. In 2012, Safe Zone was revamped into Seminole Allies & Safe Zones, and provides workshops to students, faculty, and staff.
The collection contains administrative records, promotional materials, artwork and banners, newspapers, and journal and magazine clippings produced and collected by the organization since the late 1960s. Spanning from meeting minutes to posters for drag shows, protest banners and queer literature, the Pride Student Union Records provide a varied look at the voices of the LGBTQ+ community in Tallahassee.
Florida State University President John Thrasher and the FSU Libraries will host a Celebration of Newly Tenured Faculty and Showcase of the Library Endowment Book Collection at the President’s House this week. This special initiative serves the dual purpose of honoring the great achievement of earning tenure, while also helping to sustain the University Libraries’ ongoing efforts to develop collections that support teaching, research, and intellectual inquiry.
Every year, members of the new class of tenured faculty hand-pick an item for the libraries to purchase or from the FSU Libraries’ vast collections. These new and current library holdings are then book plated and inscribed with the faculty member’s name and the year. In addition, the faculty members are asked to contribute a brief paragraph explaining why the book they selected is meaningful to them.
Each of the books will be on display at the President’s House during a special reception.
To view a list of honored faculty and the books they selected, please visit lib.fsu.edu/celebrationoftenure.
Florida State University Libraries is joining the Open Textbook Network (OTN) to encourage broader adoption of free, openly licensed textbooks and course materials that are available at no cost to students. The OTN is an alliance of 600 institutions working together to promote access, affordability, and student success through the use of open textbooks.
The cost of commercial course materials has risen at 300% the rate of inflation since 1978, and research suggests that this trend has a number of negative impacts on student success. According to the College Board, undergraduates spend an average of $1200 on textbooks annually. Faced with these costs, many students choose to not buy a required text, make do with an older edition, or take fewer courses — and some even drop or fail a course completely.
In addition to hosting the Open Textbook Library, arguably the premier source of peer-reviewed open textbooks, the OTN promotes broader adoption of these resources at member institutions through:
- Faculty development workshops to support instructors in identifying and adopting open textbooks for their classes;
- Staff training to enhance institutional support for open textbook adoption on campus;
- Collecting data to demonstrate the impact of open textbook adoptions on affordability and student success.
“As only the second university in Florida to join the OTN, FSU is positioned to become a statewide leader on textbook affordability,” said Julia Zimmerman, Dean of University Libraries. “We believe that this membership will yield significant benefits for faculty and students across the University, providing our faculty and staff with expert training on how to find, evaluate, and implement open textbooks, and generating tremendous savings to students as a result.”
To date, OTN member institutions have saved their students over $8.5 million dollars on course materials. The Open Textbook Library includes over 400 titles, the vast majority of which have been peer-reviewed by experts across the country. Further, the OTN reports that approximately 40% of participants in its faculty development workshops go on to adopt open textbooks in their courses, resulting in near-immediate savings for students without compromising academic freedoms or integrity.
FSU Libraries plans to host OTN workshops for faculty and staff in Fall 2018, during International Open Access Week, Oct. 22-28. These workshops follow the University’s first Open Education Symposium, which the Libraries hosted in March 2018. More details about the Fall 2018 workshops will be announced as they become available.
For more information about FSU’s OTN membership or the Libraries’ Open & Affordable Textbook Initiative, contact Devin Soper (firstname.lastname@example.org | 850.645.2600). For more information about open textbooks and educational resources, more generally, visit http://guides.lib.fsu.edu/oer.