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E-books in Higher Education: a View from Three Perspectives. For the Virginia Library Association ’ s VIVA User ’ s Group Meeting Discussion Panel by Terry Metz University Librarian, Washington and Lee University October 25, 2012. Reflections on What an Academic Library Should be Doing.

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E books in higher education a view from three perspectives

E-books in Higher Education: a View from Three Perspectives

For the Virginia Library Association’s VIVA User’s Group Meeting Discussion Panel

by Terry Metz

University Librarian, Washington and Lee University

October 25, 2012


Reflections on what an academic library should be doing
Reflections on What an Academic Library Should be Doing

  • Identifying the information needs of the library’s user community

  • Selecting from available options the most usable, accurate, and reliable sources of that desired information

  • Acquiring—through purchase, subscription, or other means—the direct physical ownership of some of these materials while arranging for alternative access to others

  • Organizing these materials in systematic ways

  • Providing convenient access to library materials through furnishing locations that both house physical materials and encourage library patrons to use

  • Managing multiple types of data in multiple formats (e.g., print, images, sound, data sets, etc.)

  • Promoting availability of our services and resources to end users

  • Providing expert guidance to assist users in getting the most value from the library’s services and collections

  • Ensuring responsible stewardship and preservation of library materials

  • Gathering and assessing feedback from library users

  • Cooperating and collaborating with units, organizations, and agencies—both within and beyond the campus—to accomplish all of the above


Proposed w l university library vision statement
Proposed W&L University Library Vision Statement

The library—as a provider, creator, and curator of information resources for learning, teaching, and research—fosters an informed community of global citizens. We create both physical and virtual environments conducive to intellectual vitality, exploration, discovery, and critical thinking. Our library staff adjusts library services and operations through continuous—and cooperative—planning, assessment, and prioritization.


What makes a liberal arts college library excellent
What Makes a Liberal Arts College Library Excellent?

services, resources, and staff expertise are closely aligned with mission of the college

is both usefuland used; usefulness extends across library’s physical facilities and ambiance, its virtual presence, and its intellectual presence

functions as collaborator and a catalyst



The three perspectives
The Three Perspectives

University Store & Text Books—text books and more course content

Curriculum/Faculty and Students—culture and habits

Librarians and Technology—both front line and behind the scenes


E books and liberal arts college library libraries
E-books and Liberal Arts College Library Libraries

University Store/Text Books

University Library

Curriculum/Students & Faculty

Librarians & Technology


University store text books
University Store & Text Books

Course Content—more than text books; analytics

Feels like Serials Control—complexity of business model

Limited Opportunities—at least thus far


Curriculum students faculty
Curriculum/Students & Faculty

Faculty Teach Habits—hard to change unless they want to change; preference for control

Disciplinary Readiness—varies

Student Culture—tablet reading devices slowly gaining acceptance


Librarians technology
Librarians & Technology

Acquisition—need to overcome habit of hard-copy firm orders

Digital Rights Management—murky and complex

Culture—clinging to the physical vessel? analytics?


Closing
Closing

Terry Metz

[email protected]

“I need not enlarge upon the importance of a good library to the advancement and prosperity of the college. A useful literary institution cannot be maintained without it.”

— Robert E. LeeWashington College President’s Report to the Board of Trustees, 1866


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