This year's program review articulated several needs for the library. Most prominently, 1.5 FTE of library staff are retiring in summer 2022 and it's imperative to rehire their positions to sustain existing library hours and services. It was determined to rehire one position and revisit the need for the half-time position down the road. Another area of need was for additional technology for students, such as laptops and hotspots. More were ordered over the summer, however demand increased such that we used all of them. Discussions are beginning as to how we can make our laptop and hotspot loan programs sustainable and how they fit into the college's ability to offer technology through camputer labs. Finally, we identified a need to add additional pro/con, biographical and science resources for students. These were accomplished by starting subscriptions to ScienceDirect and Gale's Research Complete package, which includes Opposing Viewpoints and Biography in Context databases.
This year's program review was truncated because of the pandemic. Our identified needs included improving our ability to assist students remotely and increasing both technology and semester loan sets of textbooks. We are looking to implement a chat reference service (update: LibAnswers implemented April 2022) and seeking founding sources for technology and textbooks.
This year we made progress toward our goals in several areas. The costly maintenance agreement for the student copier with canceled and the machine swapped with our staff copier. The result is a much more cost efficient arrangement. The downside is can no longer copier in color, although staff are empowered to use the staff machine when the need arises. We also continued moving more of our materials budget to electronic resources, including new resources JSTOR, Exford English Dictionary and American History databases.
Many of the needs identified in last year's review have been met: a full-time librarian was hired to replace the retiring librarian, more calculators were purchased, we started a PsycArticles subscription and lap desks have been acquired. We still need ergonomic chairs. Going forward, we need a more sustainable student copier, a computer that's compatible with our microfilm reader (or a new microfilm reader), and upgraded student computers throughout the library
Equipment: 1)Inventory has not been completed in several years. (2010). We need a laptop and scanner to complete inventory. Our current laptop and scanners are being used in fixed locations.
2)Columbia College students are checking out calculators at our sister college, Modesto Junior College. We need to purchase a dozen calculators to assuage need and usage. Estimated cost for TI-84's is approximately $1,100.
3)Library Technical Services is in need of a new printer for processing library materials. This printer needs to be able to handle thick label stock.
4)Library staff members are in need of ergonomic office chairs that will help promote their health and increase productivity.
5)Students have expressed interest in being able to check out lap desks for use in the library. Estimated cost for five lap desk would be $100.
Staffing: The Faculty Librarian is retiring May 2017. It is imperative that this position be filled.
Databases: Psychology Instructors want the library to purchase the APA database. The psychology students have been attending BI's and I.L.L's have been on an increase for these students.The cost of the database is approximately $3,000.
Columbia College students are checking out calculators at our sister college, Modesto Junior College. We need to purchase a dozen calculators to assuage need and usage.
Dry erase lap boards have been requested by students so they can be used when group study rooms are unavailable.
Psychology Instructors want the library to purchase the APA database. The psychology students have been attending BI's and I.L.L's have been on an increase for these students.The cost of the database is approximately $3,000.
Library Technical Services is in need of a new printer for processing library materials. This printer needs to be able to handle thick label stock.
Library staff members are in need of ergonomic office chairs that will help promote their health and increase productivity.
Library Technical Services is in need of a new printer for processing library materials. This printer needs to be able to handle thick label stock.
Library staff members are in need of ergonomic office chairs that will help promote their health and increase productivity.
Psychology Instructors want the library to purchase the APA database. The psychology students have been attending BI's and I.L.L's have been on an increase for these students.The cost of the database is approximately $3,000.
No needs identified.
The library needs to increase the number of bibliographic instructions, particularly in the sciences which are not represented in the BIs. Outreach to the sciences needs to be addressed.
Further develop a vibrant children's literature collection in the library. The Child Development Center students find the collection useful and children from the center come to the library on mini field trips.
There is a need to increase the depth and breadth of textbooks available in our course reserve collection. Students surveyed have stated that this is a useful resource for them.
The library collection contains predominately nonfiction materials to support the curriculum needs of the various classes. Currently requests (2015,2016) from faculty have been heaviest from Science, Culinary and Humanities. There is a growing interest in developing the literature collection for the casual and recreational needs of our patrons, as well as the DVD collection. We have many requests from instructors for purchasing DVD's, particularly from Sociology, Fire Academy and Science. Our focus on the CD (music) collection is not as strong as it once was. Our patrons do not utilize the collection as much as they once did. A strong collection remains our children's books, pre-K and primary grade focus.This collection supports not only our Child Development Division but also our students and staff who are parents. We had a mini grant from the college's foundation in 2013 to support the collection and we continue to do so. Reserve textbooks has grown in size and in use. It has proven to be a critical resource for our students. We estimate that we have approximately 99% of the textbooks available. (2015,2016). The use of the textbooks consistently increases every year.
Science- particularly Biology and Nutrition, Anthropology, Sociology, Nursing, Political Science, Fire Science, Hospitality Management and Child Development recommend material regularly and vigorously. These departments take the task on with great interest and pleasure. The faculty at Columbia College use their library.
Substantial weeding continued this year with the psychology, philosophy and European history sections completed. New electronic resources were added which offset continued decreases in the acquisition of physical materials.
Inventory was completed early in the year and a major weeding effort initiated. During the year the literature and social sciences sections were largely completed, resulting in the removing of hundreds of outdated or damaged materials. Regarding budget, money was allocated to increase electronic resource funding, which offset a decline in print materials funding.
Inventory is almost completed. (February 2017) Just a few shelves remain. Our next task has begun. Weeding.
Faculty requests from 2015/2016 have been heaviest from Science, Culinary and Humanities. There is a growing interest in developing the literature collection for the casual and recreational needs of our patrons, as well as the DVD collection. We have many requests from instructors for purchasing DVD's, particularly from Sociology, Fire Academy and Science. Our focus on the CD (music) collection is not as strong as it once was. Our patrons do not utilize the collection as much as they once did. A strong collection remains our children's books, pre-K and primary grade focus.This collection supports not only our Child Development Division but also our students and staff who are parents.
Inventory starts summer 2016. It's been at least 7 years since it was last completed.
The library continues to expand its book collection regularly seeking input from faculty, patrons and through the use of professional journals, websites and book reviews. We have had a growing interest from our patrons in acquiring literature for casual and recreational use. There is also a heavy demand for movies and we continue to add to that collection with the main focus being on award-winning movies and documentaries.
The library continues to expand its collection to meet the ever changing needs of students, faculty and staff. We continue to add new materials despite the fact that our circulation for books continues to decline. Course reserves and movies continue to grow as well.
The Library received a mini grant from the college's foundation in 2013 to support the Children's collection. The Children's collection in turn supports our Child Development Program.
The Library has greatly expanded its offerings of course reserve books. We are hoping to eventually have 100% of the textbook on reserve. The library has broadened its electronic resource offerings to address gaps in literature and reference holdings.
Interlibrary Loan use declined during the 2017/2018 academic year for both borrowing and lending.
Interlibrary Loan use continued to remain high, although not as high as the previous year. Surprisingly we had a lot more of our own patrons making interlibrary loan requests than ever before. We went from 167 requests filled in the 2015/2016 year to 265 in the 2016/2017 year. Needless to say our patrons greatly appreciated the interlibrary loan service this year.
During the 2015/2016 academic year the library saw the biggest increase yet for Interlibrary Loan activities. We lent out 448 items to other libraries and received 167 from other libraries. For lending activities this is an increase of 29.86% and for borrowing activities this is an increase of 9.15% from last year.
The library had another major increase in Interlibrary Loan during the 2014/2015 academic year. 345 items were sent to other libraries and 153 items were sent to our library as compared to 244 and 128 the previous year. For lending activities this is an increase of 41.40% and for borrowing activities it is an increase of 19.53% from last year.
In the 2013/2014 academic year the library saw a major increase in the number of items lent to other libraries. The library lent 244 items through Interlibrary loan as compared to 185 last year. That is an increase of 31.89%. We attribute this to our move from FirstSearch to OCLC WorldShare.
Unfortunately, our library only borrowed 128 items in 2013/2014, as compared to 147 last year. That is a decrease of 12.93% from 2012/2013.
During the 2012/2013 academic year out library sent out a grand total of 185 items to other libraries. In turn, our library received 147 items from other libraries. This is an increase of 7.56% for our lending activity and an increase of 5.75% for our borrowing activity.
During the 2011/2012 academic year we sent a total of 172 items to other libraries, this includes books, DVDs, CDs and articles. That same year our library received 139 items from other libraries. This activity is down from the previous two years when the numbers were as follows: 2010/2011 - 175/170 and 2009/2010 - 190/127.
Instructor and class participation in bibliographic instruction sessions remains low, continuing a trend that excellerated during the pandemic. This is partially explained by the large reduction in face-2-face sections being offered, which were the largest share of such sessions.
The number of instruction sessions offered has remained low since the onset of the pandemic. Instructors have move to rely more on recorded video tutorials and short one-on-one sessions with students.
BI sessions held and students participating fell, both for the year and when comparing spring 2019 with spring 2018, which saw a recent record by both measurements. A small portion of the change can be attributed to the specific faculty on sabbatical this past year. Still, more work needs to be done to capture students who are likely missing important information literacy instruction.
Instruction dipped in fall 2017 and mostly recovered in spring. We attribute this to the change in librarian that occurred last summer as instructors need to be reacquainted with the librarian. This summer and next year we will increase our promotional efforts to reach more full and part time faculty.
No analysis documented.
The decline continued in Bibliographic Instruction for 2015-16.. While the decrease can be attributed to the corresponding decline in overall enrollment on campus and an increase in online offerings, a change in faculty also impacts bibliographic instruction. Many of our departments are composed of one full time faculty members, and if lucky, adjunct faculty. The consistent BI's are conducted in departments that have more than one full time faculty member (i.e. English, Child Development). Science BI's are not consistent. More work needs to be done to bring them on board in accessing the databases and materials. Oddly, the Science faculty are the most prolific with suggestions for collection development and database suggestions.
The decline in Bibliographic Instruction for 2014-15 is due to a couple of factors: a decrease in overall enrollment on campus and an increase in online offerings. The online offerings for Guidance Classes (Student Services) has increased while the face to face offerings have decreased. The Arts and Science Division remains the biggest users of bibliographic instruction; particularly English and Speech. Child Development schedules the most bibliographic instructional sessions for CTE (Career and Technical Education) and it's students are strong library users, particularly since we have grown our children's book collection and have an emphasis on early childhood education resources.
During the 2013-2014 academic year, the Library experienced the largest growth in both number of classes attending as well as the total number of students served. This was due, in large part, to the increase of classes served during the Spring semester. In addition, it is worth noting that Arts and Sciences were approximately 75% of the total number of classes taught throughout the year.
The Library continued to experience growth in both Bibliographic Instruction classes and students attending throughout the year. While not in the top position in largest number of students served, (Arts and Sciences has consistently claimed that position), the Student Services Department demonstrated a sharp increase in attendance.
2011-2012 was the first full year that Bibliographic Instruction was recorded in LibGuides. The library enjoyed a sizable increase of classes and students from the previous year. The number of Career and Technical Services classes peaked during the academic year. Bibliographic Instruction by Department statistics show that this baseline still holds true today. The numbers have increased but by the same margins.
Library 1 is a graded one unit, CSU transferrable late start class. It was offered face to face through spring 2012. In fall 2012, the class was offered as a face to face class as well as an online class. The online class filled, the face to face did not. The class has been offered as an online class every semester since fall 2012. Students usually receive an A or an F in the class, which means they do the work or they don't. The evaluations from the students indicate an appreciation for the skills they learn and former students are the best advertisement for future classes. Spring 2016 was an anomaly. The class was started later in the semester than usual. 7 students who had initially signed up had dropped out of school by the time the class started. At about the time students might have family members on a spring break- 5 more students did not complete the midterm or final. The reason given was "Spring Break". The class is 5 weeks long with part of a sixth week to do the final. The "break" was enough for some students to be dropped. Lesson learned- pay closer attention to the start of the class.
Library 1 continues to struggle with low enrollment and, consequently, has been cancelled several semesters. When the course does run it is generally a success, with a strong majority of students who stick with the class passing with a high grade. Anecdotally, students like the course and provide positive feedback, both through anonymous surveys and through unsolicited comments.
This semester LIBR 1 was taught online, with 11 students starting the course but only three finishing. While the course itself has now gone through a couple iterations, increased enrollment is necessary for it to be sustainable. A peer-review assignment was added for the first time but it didn't seem to work as only one student received his classmates' work. After the course, the instructor added sample assignments to some of the assignment pages.
LIBR 1 was offered fully online for the first time in a couple of years. 21 students enrolled and 14 finished. At the conclusion of the course some changes were made to assignments, rubrics and the grading system used.
Library 1 was canceled for spring 2018 because of low enrollment. Planning to offer has an online class in fall 2018 to attract enrollment.
Library 1 was canceled for fall 2017 because of low enrollment.
Spring 2016 was an anomaly. The class was started later in the semester than usual. 7 students who had initially signed up had dropped out of school by the time the class started. At about the time students might have family members on a spring break- 5 more students did not complete the midterm or final. The reason given was "Spring Break". The class is 5 weeks long with part of a sixth week to do the final. The "break" was enough for some students to be dropped. Lesson learned- pay closer attention to the start of the class.
In Fall of 2012, Library 1 was offered as an online class only. Thirty-seven students enrolled in the class with thirty completing the course, (a 10% attrition rate.)
Update: Library 101 was deactivated in 2020-21. This was a result of On-Ramp being discontinued.
Library 101 is part of the On-Ramp program. On-Ramp is a re-entry for students needing a head start with their computer skills, study skills, guidance and research skills. The class is 1/2 unit and is P/F. The students in the on-ramp are strongly interested in learning the skills of how to gather information from databases- a new concept for them- and the internet.
On Ramp was not offered in 2018 and isn't scheduled for 2019. At this point the future of the program and Library 101 is unclear.
On Ramp had limited enrollment this year with just seven students starting the program. We believe this was because of a scheduling issue whereby On Ramp started the week before High School graduation instead of after graduation. We have fixed this for the summer 2018 offering.
The library has a number of useful resources for students that will help them in their educational goals. These resources include:
This semester's survey confirmed patrons and students have largely positive feedback about the library. Customer service and meeting students resource and technology needs continue to be a strength. Two suggestions for improvement are worth addressing: 1) Free printing was requested. This was recently implemented in the library and suggests it could be better communicated to students. 2) More semester loan textbooks were requested. The library has dramatically expended semester loan offerings and will continue to do so as the program is popular. High costs are the primary barrier to adding even more titles and we expect to continue to add titles as funding allows.
Students and patrons again gave the library strong marks for meeting their needs. Of the minimal concerns shared, the most prominent related to hours the library was open. Since we lost a position due to a retirement that wasn't replaced, evening and Friday hours have been curtailed. A hiring request has been submitted each cycle to address the complaints and return our hours to what they were before the pandemic. The proposal generally receives a high ranking from the Classified Senate but has not led to recruitement for the position.
The fall survey was streamlined this fall to better capture patron satisfaction. By a wide margin our patrons are satisfied with the library's hours, services, and staff. Comments suggest patrons want us to do more - longer hours, more books on reserve, etc. - and the library will investigate adopting suggestions as funding permits.
The library just finished tabulating the results of our point of service survey from last week. The students always indicate that they wish our hours were longer. We are going to check numbers at closing and also how many are waiting for us to open. In the past, we have assumed students wanted evening hours; however, the need for extended hours may be for the morning. Other than that- the results indicate that the library is fabulous. Many state their appreciation of having textbooks available.
Update on Fall Survey- we have kept track of how many students are waiting for us to open in the morning. (Nov-Dec. 2016). It is now evident that students need earlier hours. We will investigate what an earlier start time will look like. Right now we open at 7:45, we will see if 7:15 or 7:30 is doable with existing staffing and serves their needs.
The spring survey was revamped this year to better capture patron understanding of core library skills and satisfaction with library services. Broadly speaking, patrons are confident finding materials, citing sources, and using the catalog and databases. Patrons are less confident renewing materials using their library account and evaluating information they use.
The spring 2018 survey had 112 respondents. Most respondents are on campus at least two days per week. Future surveys should be administered online as well as in the library to provide distance learners an opportunity to provide feedback. Most respondents report having had at least one library orientation or research session, use the online catalog to find library materials and use our research databases. Most respondents report never using an ebook. The library recently added some reference ebooks, but cost has been a barrier to acquiring more of them. Additionally, anecdotal evidence suggests Columbia students prefer print books (but electronic articles). Importantly, almost all respondents say that the library has the materials they need to do research. In the comments section the overwhelming number of open responses say that the library meets their needs. Some respondents say longer hours, more computers and/or more books and materials would be helpful.
The Columbia College Library's Oral History Series is a collection of interviews about the rich history of the Mother Lode. The interviews in the collection were originally recorded between 1949 and 1992, primarily through the Introduction to Oral History course taught at the college by history professor Richard L. Dyer, but new interviews are being added regularly. These interviews provide a vital link to the history of our community.
In 2016 we introduced a new Oral History website that has been viewed by people throughout the state.