Epilogue 1999-2005 by Mary Ann Laun
When I reflect on my tenure as Library Director since 1995, I cannot help but think of 1999 as a pivotal year in the expansion of services to students.ï¿½ This year saw the culmination of several factors that propelled the Library into a new dimension of online services.ï¿½ These factors were:
Library Technology Planning
In 1997, after reviewing Pasadena City College's campus Technology Plan, and the California State University's Technology Plan for its Libraries, the Shatford Library staff drafted and adopted the Shatford Library Technology Plan.ï¿½ ï¿½This master plan addressed four fundamental goals:
The library will continue to provide PCC students with access to information resources that support their learning and intellectual needs, whether students are in the Shatford Library, at the CEC, elsewhere on campus, or off campus. The same commitment is made to faculty and staff to support their teaching and curricular needs.ï¿½ The library will also seek to facilitate easier access to information resources for residents of the district, and especially for students of the feeder high schools.
The librarians will continue to provide students with instruction and assistance, enabling them to integrate appropriate information resources into their educational objectives. Further collaboration with the PCC faculty will enhance training and assistance for the integration of information resources into faculty curricular, teaching, and scholarship interests. Along with the capability to access these expanding resources comes the responsibility to expand library instruction objectives to provide students with information competencies in the use of resources.ï¿½
The library's role as an information delivery center is reliant on a strong infrastructure that enables the library to deliver resources beyond traditional hours and settings.ï¿½ The library needs to feel confident that telecommunication lines will provide reasonable response time.ï¿½ Cooperative efforts inï¿½ networking with area libraries and feeder high schools will be explored.
The role of the librarian as a key facilitator in the integration of new technologies will be achieved through increased collaboration with discipline-based faculty.ï¿½ Human resources in the Shatford Library will need reassessment in order to assure effective instruction in the technological environment.ï¿½ Human resources in Campus Computing will need augmentation in order to support changing technology needs. All library staff will continue to be responsive to the increasingly diverse cultural and learning styles and circumstances of the library's users.
In 1999, the library, information and learning resources were each separate, distinct entities on campus.ï¿½ With the shift from CD-ROM databases to web-accessible databases, and with the migration to the Endeavor Voyager software, the Library extended its resources off campus and with extended hours through web-based delivery.
Accomplishments of the plan included the design and implementation of the Library web site, universal online access to information resources via the web site, and the migration to a web-based catalog.ï¿½ To accommodate the new web environment, the Library upgraded existing and added new public access terminals, purchased new staff workstations and improved connectivity over the network (Internet lines).ï¿½ Also, the Library Tech Plan increased access to knowledge and information resources outside of PCC.ï¿½ This was accomplished via collaborative consortium purchasing agreements. through the Council of Chief Librarians' collaboration with the CSU-Software and Information Resources consortium and the Community College League of California.ï¿½ The state's Tech II plan, Partnership for Excellence and Instructional Equipment funding provided the funding to move this Technology Plan to fruition.ï¿½
In 2000, the Library wrote a grant to have a library and learning resources consultant assist and advise on the next stages of library and learning resources technology planning.ï¿½ All learning resources areas were invited to participate.ï¿½ Collectively, these divisions supported the need for a strong and stable infrastructure that would meet the needs of increasingly diverse and sophisticated users of electronic information resources.ï¿½ï¿½ A draft for the Library as well as the Learning Resources areas was prepared and is under review.ï¿½ All areas agreed to meet informally to discuss areas of mutual concern.
Voyager Online System
In 1998-99, the college faced the reality of a dynamic surge in population growth, and, as the Library evaluated the "sufficiency"library and learning resources, it became apparent that the infrastructure, physical facilities, and resources would not be able to accommodate this growth.ï¿½ A bid process was a driven by the transition of the VTLS vendor from a DOS-based system to a new, web-based product, VIRTUA.ï¿½ The economic reality of the new acquisition costs for the upgrade drove the bid process.ï¿½ Since VTLS had been the Library's integrated system vendor since 1983, the Library Staff wanted an opportunity to examine all options for a system that would propel the College Library into the 21st century.ï¿½ï¿½
While the Library led this bid process for the evaluation, selection, and acquisition of a library system the participation of all the library, learning and information resources, and administrative support divisions was critical.ï¿½ The focus of this bid was on a system that was student-centered, supported the diversity of learning populations, learning styles, and current and future resource needs.ï¿½ This was also a bid packet with "interested partners," namely Long Beach City College, Compton College, and Mount San Jacinto College.ï¿½ It was designed to be used by other community colleges as well using what is popularly known as a "piggy back clause."ï¿½ This clause allowed colleges to use the bidding and evaluation process that Pasadena City College used to adopt the decision Pasadena adopted.ï¿½ Numerous colleges took advantage of this including Lake Tahoe Community College, Santa Ana College, and Rancho Santiago District.ï¿½
The end of the century marked a dramatic event in the Library as the staff abandoned its VTLS system (formerly Virginia Tech Library System) that had served the library well since 1983.ï¿½ The library transitioned to Endeavor's Voyager system in January 2000 and with this transition, the walls of the library expanded virtually as the library moved to web-based access to its numerous subscription resources.ï¿½
Using the new Voyager online catalog and library web site, the Library planned to enhance access to electronic resources from anywhere on campus and remotely from home.ï¿½ A consistent method of remote authentication for off campus use was explored with Glendale College through their TMAPP grant. As the library added new services, the goal to enhance electronic delivery was realized as the Library met the demand greater access and delivery of information.ï¿½ï¿½ï¿½
Today in 2004, the Library is a hub of connectivity and information/instructional activities with 122 student workstations dispersed throughout its three floors. This total includes:
Dynamics of Change In Staffing
The Library's staffing was fairly static until the addition of a new Librarian position in 1999 and an upgrade of a 30% librarian position to 100%.ï¿½ Retirements allowed the Library to add professional librarians with different interests and skills sets to meet the demands of the electronic arena.ï¿½
In the Fall of 2001, all fulltime classified staff who were 11 months were upgraded to 12 months, to reflect the realities of the year-round campus and the needs identified in the 5 year staffing plan.ï¿½ Still, the need for additional classified staff in the Technical Services area of the Library was identified and satisfied partially with PFE 177 grant funding.ï¿½ The expanded resources budgets, as well as Music Lab and media cataloging were also funded with PFE project monies.ï¿½ New technologies often create new challenges, and multimedia resources, books with digital media, web links and electronic resources are labor intensive and require expertise in cataloging.ï¿½ While state funding (Partnership for Excellence) supplied the foundation for expansion of staff and services in 1999-2002 (evenings until 10, Sundays, summer session evenings, extended hours during finals, and additional student and college assistants), the grant was cut 20% ($54,000) in the Spring of 2002 and again in FY 2003/04.ï¿½ Due to the economic situation in California with the energy crises, 911 fallout, and general economic downturn, there was a concern that these categorical funding sources that contributed to such strong service growth might not be funded in the future.
Dynamics of Change in Instruction
The Library traditionally promotes the use of the library resources through one-on-one instruction at the reference desk, formal classes, small and large general instructional sessions, faculty and staff orientations, and customized instructional sessions and bibliographies.ï¿½ The move to the Shatford Library in 1993 saw a steady progression in growth of orientations requests from faculty.ï¿½ The dramatic increase in classes and students receiving orientations each year may be attributable to the "information competency" awareness of faculty who request orientations, as well as the state (Partnership for Excellence) projects which has funded additional librarians at the reference desk and for instruction sessions. Having two hands-on library instruction labs (open in Fall 2001) dramatically increased the opportunities and venues to present library orientations.ï¿½
Starting in Spring 2002, approximately 5,000 students in the English 400, 100 and 1A classes received three hours of Library orientation via tutorials in the Writing Lab.ï¿½ Librarians continue to collaborate with the English faculty and are completing the initial redesign of these modules for completion in the Writing Lab.ï¿½ Information competency, now a statewide agenda in higher education, is already having a positive impact on library instruction at Pasadena City College.
Note:ï¿½ In Fall 2003, there is a notable decrease in orientations that is directly attributable to the decrease in the semester calendar from 18 weeks to 16 weeks.
Infusion of Partnership for Excellence Funding Supports Growth of Library Resources
The infusion of PFE funds from 1999-2002 allowed a significant growth in the Library resources and services.ï¿½ Joanne Kim led the direction for this grant that identified that following unmet needs:
This grant allowed the Library to:
In this five year period (1999-2004), the library added over 19,099 volumes to its print collection.ï¿½ Significant additions in media (such as the PBS video collection) greatly enriched the audio-visual collections.ï¿½
Based on students' broad-based acceptance and use of these electronic resources (Student Survey and Use Statistics), the library explored new formats of access to materials, such as the electronic book (E-book) collection of 4600 titles.ï¿½ Students now access materials on campus or in the library, but now can access electronic resources from a variety of campus sites, off-campus sites, and at home.ï¿½
As ofï¿½ Spring 2004, the library subscribed to 19 periodical and reference web-based databases accessible from computers throughout the campus in the instructional labs, classrooms and offices.ï¿½ From off-campus, students are able to access 18 databases on a 24/7 basis.ï¿½
It is significant to note that the concept of Library and Learning Resources has extended to the numerous departmental resources on campus that play an important role in the information and learning experiences of students.ï¿½ The Music Library and Lab is one example of a departmental collection that had broadened access to its resources through its collaboration with the Library.ï¿½
This library/practice lab holds approximately 1500 music scores (including solo literature) and reference books, 250 CDs, 1500 LPs, and 350 videos, DVDs and CD-ROMs.ï¿½ The scores, solo vocal and piano literature (including method books), CDs, and videos are cataloged with the central library collection and may be accessed using the same interface as the library's online catalog. The LPs, cataloged on cards, are accessible to students. Solo literature for guitar, strings, brass, percussion, and woodwinds are in the process of being cataloged by an adjunct Music Librarian in the Shatford Library.ï¿½
The Library has reciprocal borrowing privileges agreements with the following institutions:ï¿½ California State University, Los Angeles and Glendale Community College.ï¿½ In addition, students of the district's high school students is eligible to use the Shatford Library upon presentation of their high school ID.ï¿½ In 2004, community borrowers were redefined to include individuals who work in the district.ï¿½
The Library has joint purchasing agreements and/or mutual reference agreements with the following associations:ï¿½ Community College League of California, the Council of Chief Librarians, California Community Colleges, the Library of California, the Metropolitan Cooperative Library System (MCLS), and Local Touch, Global Reach, a cooperative of the PCC library, the libraries of the Pasadena Unified School District, and the public libraries of Pasadena, Altadena, and Sierra Madre.ï¿½ Formal written contracts for all of the above are on file.ï¿½
The Library also actively participates in interlibrary loans. In FY 2002/03, the Library handled 234 lending and borrowing transactions.ï¿½
The Shatford Library, Pasadena Public Library and the Pasadena Unified School District (Local Touch, Global Reach project) also participated in an informal interagency cooperation committee where each Library worked together to enhance electronic collections and staff training.ï¿½ Although Library of California funding was withdrawn at the state level, the benefits were substantial in all of the networking and support issues.ï¿½ All participants studied various methods to raise the information competencies of students, from preschool and kindergarten through life-long learning.ï¿½ These efforts have already increased communication and resources among the constituents.ï¿½
Dynamics of Change in Services
In addition to the strong instructional focus, the Library also established additional services.ï¿½ Librarian Dan Haley received funding through the President's Innovation Grant fund to develop and test a virtual reference service that would allow electronic transmissions of reference queries and responses within 24 hours.ï¿½ While this service has only been available a few years, the rise in use has been significant.ï¿½ï¿½
PFE funding also granted the opportunity to extend library hours. Weekend and evening hours were added with extended hours during finals.ï¿½ The Library's website pasadena.edu/library/ is accessible at any time and from any place. The Library's online catalog and general library information is available to any visitor of the web site.ï¿½ On-campus, users access 23 electronic and reference databases.ï¿½ These online resources expand our paper collection of journals (350 titles, each issue single use at a time) to 4,000 periodical titles (with multiple use capability).ï¿½
As an interested collaborator on Glendale College's Telecommunications Model Applications Pilot Project (TMAPP) grant (1999-2001), the Library and Computing Services staff worked collaboratively to establish and maintain a system of remote authentication so that students can access fee-based databases from off-campus.ï¿½ This verification process (remote patron authorization or RPA) fulfilled contractual requirements with the vendors of these databases.ï¿½ All but one public database (Project Muse) and one staff database TitleSource II are available off campus using an interface that verifies valid student IDs.ï¿½ Project Muse is restricted to campus use only.ï¿½
*Note:ï¿½ Login program was adjusted mid year so that multiple logins to multiple databases are not necessary.ï¿½ Only one login is required per session.
Additional online services added as a continuation of this grant included:ï¿½
Services added since the completion of the grant include Library Web survey, Library Orientation Request form, Library skills tutorials, and the Serials Solutions List of Periodical titles with links to online holdings.
PCC's student population with its diverse backgrounds and abilities can take advantage of the Shatford Library walking tour in nine native languages:ï¿½ English, Mandarin, Cantonese, Vietnamese, Korean, Spanish, Japanese, Farsi, and Tagalog.ï¿½ Students are encouraged to listen to these tours on the portable cassette recorders available at the Circulation desk.ï¿½ Scripts are also available for deaf and hearing-impaired students.ï¿½
As services evolved, it became apparent that access for students with disabilities would be essential.ï¿½ The Shatford Library works closely with the Council of Chief Librarians' Electronic Access and Resources (CCL-EAR) Committee and the campus Disabled Students Program and Services (DSPS) to increase access to and use of library resources.ï¿½ CCL-EAR negotiates contracts on behalf of California community colleges and recently adopted an access statement that reflects this commitment:ï¿½ "Identify and facilitate equity of access for electronic resources for all users (distance learners, remote users, and users with disabilities)."
Other services include the Library's web page that has a text-based alternative.ï¿½ Additional modifications are being made to facilitate increase access for disabled students.ï¿½ In 2000, the Library and the DSPS High Tech Center designated one of the group study rooms in the Library as the Assistive Technologies Room.ï¿½ This room extended the primary services in the High Tech Center.ï¿½ One of the workstations in this room has been designed for use with Learning Disabled students and includes a PC with network and Internet access, Kurzweil 3000 and Zoomtext software.ï¿½ï¿½ï¿½ Another station is designed for students with visual disabilities (a PC with network and Internet access, Kurzweil and JAWS screen reading software).ï¿½ DSPS developed a training and certification process so that students who need access to these resources are trained appropriately.
The Library was never equipped previously with security cameras or public service announcement speakers.ï¿½ In 2001 (with a PFE grant from Campus Police), these two new features were added.ï¿½ They have proven useful in increasing library security as well as enhancing emergency procedures
Funding Uncertainties and Concerns
The College's funding with the PFE augmentations for the Library, information and learning resources has been adequate to maintain, secure, and improve information and learning resources, but some areas of concern exist.ï¿½ Full-text periodical and reference database subscriptions are heavily dependent on categorical funds (TTIP and PFE).ï¿½ At the time of the self-study, 74% of Library funds and 78% of learning resources funds come from outside the general fund. In addition to the TTIP allocation for library resources, it is vital that each learning resources budget area be augmented with funds to support these extensions of the traditional sources.ï¿½ These electronic resources accessible on a 24/7 basis have expanded access to students not always on campus.ï¿½
It is clear that reliance on alternative funding may provide instability in the future and it is desired that the current level of information services be recognized as an integral part of the College's mission and be secured through the institutional budget.ï¿½
Assessment and Evaluation
The Library staff uses a variety of evaluation methods and tools to measure the adequacy and effectiveness of its learning and information resources.ï¿½ These include student surveys of satisfaction; collection and analysis of statistics of physical activity such as exit counts, circulation counts, reference desk activity, and active patron counts; web pages hit counts, workshop effectiveness surveys; faculty surveys; and feedback sources such as the suggestion box and the Comments Web Page.ï¿½ These also include informal means of measuring satisfaction such as anecdotal evidence from faculty and students.ï¿½ Librarians meet bi-weekly and bring observations and or suggestions made by faculty, staff, students and public patrons.ï¿½
The Library uses the results of the various evaluations in its program planning. A faculty representative from the Library serves with the Director of Computing Services, and the Director of Management Information Services in the evaluation and planning processes associated with the State of California's Tech II Plan.
The dynamics of change has been phenomenal since 1999 yet the mission and goals of the library remain the same.ï¿½ We embrace the traditions of yesterday and embrace the technologies of today.ï¿½ We look to the change in tomorrow to provide the means to deliver the mission and goals of this library, namely to
Mission statement revised by Library Staffï¿½ Revised Fall 2003ï¿½
Certificated Staff, by Name
*Note: Other than those in charge of the Library, certificated librarians are listed simply as
"Librarian", Most librarians held in-house titles such as Acquisitions Librarian, Cataloger, Reference Librarian, Reader's Advisor, Library-College Coordinator, AV Librarian, or, when in charge of a section, Head of . . . (e.g., Head of Reference, Head of Technical Services, etc.) Titles of library directors are those held at the end of each person's term of service. Breaks in service for leaves-of-absence are not always shown.
Certificated Staff, by Years of Service
1964 - 2000
Classified Staff, by Name
1964 - 2000
*Job titles are those held at the end of each person's service in the Library.
Breaks in service for leaves-of-absence are not always shown.
Classified Staff, by Years of Service
1964? - 2000
DIRECTORS OF THE LIBRARY
From Pre-College Days in 1909 to 2004
M. Ethelyn Wakefield, 1909-10 to 1911-12.
Winifred E. Skinner, 1912-13 to 1946-47.
L. Herman Smith, 1947-48 to 1957-58.
Margaret B. McCaughna, 1958-59.
William K. Grainger, 1959-60 to 1966-67
William I. Weitzel, 1967-68
William K. Grainger, 1968-69 to 1982-83
Joanne Y. Kim, 1984-85 to Sept. 1990
Dr. David R. Dowell, Spring, 1991 to 1994-95
Mary Ann Laun, Oct. 1995 to date
*Note: Directors' titles varied throughout the years.
During 1983-84, no director was appointed. Robert Miller, Assistant Dean for Instruction, Learning Resources, was directly responsible for the Library,