August 2001
Issue 14
Contents
Extended Study Hours, 2001 ~ 2002
Thanks to the initiative of OSA Leadership, Courtney Perlino and Ryan Reilly and the support of Chancellor Richard Wells, Polk Library will begin extended study hours for the 2001 – 2002 academic year.
The library will provide these extended study hours from 12 Midnight until 2 AM on first floor north for the 14-week terms in fall 2001 and spring 2002. These hours will be added onto the library’s Sunday – Thursday night schedule.
In addition, the general access computer lab in Polk 118 will be open until 1 AM during extended study.
During extended study hours, general library services
and collections will not be available. Services that will be available
are:
- Areas for study. There are approximately 250 seats available on first floor north.
- Circulation and Reserve services.
- Computers for accessing the library’s databases along with printing. Some of the computers will be in library space on first floor north. Most of the computers will be in the general access lab.
- Accessibility Resource Room (for students with disabilities).
- Restroom facilities.
- Photocopying facilities. Photocopiers are available in the EMC and Lobby.
Polk Library will provide extended study hours on a one-year trial. These hours will be evaluated at the end of the 2001-2002 academic year. OSA leadership and Library Director, Patrick Wilkinson will communicate during the trial regarding any concerns or issues that might arise.
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The revolution has begun! Well, perhaps just a dawning of a new age at the Polk Reserve Desk. In the interest of greater access for all students, electronic reserve has arrived.
Electronic reserve or “eReserve” will be available for all faculty and instructional staff to incorporate into their lesson plans this fall semester. Instructors are encouraged to use eReserve for sample tests, class notes and articles. Entire books, videos, art displays and other multi-media items are not currently within our capabilities to offer through eReserve. Submission of a reserve material form and copyright adherence is still required.
The 2001–2002 academic year will be a “phase-in period” for eReserve. Due to staff and space considerations, the library will not maintain a redundant reserve system. Polk Reserve will ask instructors to make a choice between placing items on eReserve or in Traditional (paper) reserve. The same item will not be placed in both reserve locations. The library’s goal is that, by the 2002–2003 academic year, eReserve will work so well and be so widely accepted that all reserve items that are suitable for eReserve will be available in electronic format only. Schools that have had eReserve for a number of years, report that faculty and students appreciate the flexibility of electronic reserve.
Students will enjoy the following advantages with
eReserve:
- no waiting in line at the Polk Reserve Desk,
- ability to access items at 5:23 AM,
- availability anywhere there is Internet access,
- no copy-machine jams,
- simultaneous access, and
- no need to shovel out a snowed-in car to risk life and limb driving to campus on the coldest day of the year--(only to find out that the reserve material has been checked out and is not due back until tomorrow...).
Students will be able to access eReserve from off campus. As with the library’s proprietary databases, students will need to enter their campus e-mail username and password in order to enter the eReserve module from off-campus. Due to personal home systems and network connections, lengthy articles may take a bit longer to download off-campus. When contrasted with the time it would take to walk to the library, check out the reserve item, copy and return the item to the desk and return home, one could only imagine a longer download to be the lesser concern. Students, though, are always welcome to come to the library to download eReserve items, as well.
Please inform the Polk Library Reserve staff if you have students in your classes that may require special accommodations. The reserve staff will make reasonable accommodations for students with disabilities, such as visual impairment. The reserve staff appreciates this information so that accommodations can be made in a timely manner.
Visit our on-line resources for more in-depth
information regarding eReserve. (http://www.uwosh.edu/library/reserves.html)
Do not hesitate to call 424-7314 or 7316 or email Polk Reserve at reserves@uwosh.edu,
if you have any further questions.
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First Response...The eReserve Experience
Dr. Matthew Birnbaum, Political Science/Public Administration, pioneered eReserve with his students this summer. His students respond:
“I really liked using the e-reserve. It was so quick and easy. I didn’t have to worry about driving to Oshkosh and then copying the required readings. I had no difficulties in downloading either. I hope all instructors will have this option available.”
“I thought the reserve readings placed online were great, more convenient and economical than providing them in the bookstore or library."
“…the online reserve readings were incredible. What a resource. It truly made life a lot easier. I would love to see this used more extensively.”
“I did not have a single problem with downloading any of the on-line reserve readings. Considering the time it would take for me to go to the Library to make copies it is by far and away the most cost and time savings part of the Blackboard. I really hope all future MPA classes utilize it extensively because many of us live in distant places, most work full-time jobs (with occasional travel), and have families which makes the time savings of downloading versus copying at the library very valuable. Thank you.”
“The online reserve readings were TREMENDOUSLY helpful--especially for folks like me who live quite a distance from the campus. It might be helpful to put a little heads-up notice on them that they can take some time to download.”
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While we are not able to award them, there are several options available for obtaining a dissertation for research purposes.
Traditional Interlibrary Loan can be used to request a dissertation. Some dissertations are not available for loan, but many are available. They may be received in hard-copy or in microform. They may come free of charge, or you may be asked to pay a loan fee from $10.00 to $25.00 or higher.
Dissertations usually arrive within 2 weeks, but could take longer. The loan period is set by the lending library and is usually 2-4 weeks. Frequently, a borrowed dissertation may not be renewed. A lending library may sometimes request that a dissertation be used only at Polk Library.
If speed or long-term use is an important consideration, dissertations can be purchased. The Interlibrary Loan staff can place an order for you to receive an unbound, hard-copy within 2-4 days of ordering. The current price is $28.00. You can also purchase a copy using your credit card at the UMI web site at: http://www.umi.com/hp/Support/DServices/order/. Ordering options and prices are listed there. The least expensive, hard-copy is currently $40.00.
Another option for some dissertations is full-text
availability via digital downloads--often free of charge.
A networked, digital library initiative at http://www.ndltd.org/
offers access to some dissertations.
If all this information about dissertations intrigues (or confuses) you, please contact the Interlibrary Loan office at 424-3348 for more details.
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Bad News for the Library's Materials Budget
Despite the best of efforts of UW System, UW library directors, many faculty senates within UW System, United Council of UW Students and the Wisconsin Library Association, the state budget for 2001 – 2003 will contain no increased funding for library materials. The consequences of flat budgets and increased costs for library materials will have predictable results. Polk Library will be able to buy fewer books, videos, etc. and will need to identify low use subscriptions, such as standing orders, journals and electronic databases, in order to make reasonable cancellations.
In fiscal year 2001 – 2002, the library budget will be tight. Some reductions and reallocations of funds are being planned for the year. In addition, the library will review (with input from colleges and departments) low use or redundant standing orders, such as reference loose-leaf services and annual subscriptions, and duplicative microform subscriptions of periodicals. Savings identified in this review will be helpful in 2001 – 2002. If significant, these savings may help the library’s materials budget in 2002 – 2003. Consequently, the library will not have the funds to expand funding for print materials or databases. Any major, new initiatives will need to be offset by specific cancellation of low use standing orders and microform subscriptions.
In fiscal year 2002 – 2003, flat library budgets will not be able to handle the expected increased costs of journals. To stay within budget, Polk Library will need to make cuts in the journal collection. Obviously, this is something that no one wants to do, but the library will begin developing information and working with faculty in 2001 – 2002 to prepare for cancellations. First, the library will conduct periodicals use studies during fall 2001 and spring 2002. Second, in February 2002, the library will begin a formal periodicals review in cooperation with the colleges and departments with the goal to make cuts for the 2002 – 2003 fiscal year budget. More detailed information about the periodicals review will be provided early in 2002.
UW Oshkosh is not unique in facing the problem of rising periodical costs and flat budgets. Some UW System libraries will likely cut specific journals effective this fiscal year. Nationally, some academics, librarians and professional societies are trying to fight the high cost of commercial journal publishing by forming non-profit organizations to publish journals of high quality academic research at more affordable prices. Polk Library News will provide information about these non-profit efforts during the coming year.
If you have any questions or concerns regarding the library’s materials budget, please contact Library Director, Patrick Wilkinson at 424-2147 or visit Polk 204.
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If you use FirstSearch’s WorldCat database to locate books, remember to use its convenient, yet simple, on-line form to request the books and musical scores not owned by Polk Library. By using this service, you will not need to fill out an additional print or electronic Interlibrary Loan form. WorldCat’s direct request requires less processing--ideally reducing the time required to deliver items to our library.
Questions regarding this service can be directed to Interlibrary Loan (424-3348) or to the Reference Desk (424-4333). A handout with simple, step-by-step instructions and helpful hints can be obtained by contacting the Interlibrary Loan department.
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Students Visit the University Archives to Study 1918 Influenza Virus
Eighty years after the most deadly influenza pandemic, UW-Oshkosh students surveyed newspapers, census records, city directories, school records, pharmacy ledgers, and other archival materials available at Polk Library. The goal of this project was to determine the impact of the 1918 Influenza strain on the Winnebago County community.
The 1918 Spanish Flu (also termed la grippe) pandemic charged across America in 7 days and across the world in 3 months.It claimed more lives than all of the major world wars combined. Estimates of deaths range from 20 to 50 million, most in the brief period between October and the end of December 1918. It was associated with high rates of morbidity, mortality, social disruption, and high economic costs. It was to be the most destructive pandemic ever known to the planet.
Its incubation period and the onset of symptoms were so short that apparently healthy people in the prime of their lives (ages 20-40) were suddenly overcome, and within an hour could become helpless with fevers, delirium, and chills. Severe headache, pains in muscles and joints, hair loss, acute congestion, accompanying temperatures of 101O to 105O occurred. The most unusual pathologic finding was massive pulmonary edema and/or hemorrhage. This was a unique viral pneumonia—a patient could be convalescing one day and dead the next. Those who did not die of the flu, often died of secondary bacterial pneumonia.
This UW-Oshkosh study was a collaborative education effort used to investigate the history, epidemiology and human consequences of the 1918 Spanish Influenza Epidemic pertaining to Winnebago County, Wisconsin. It involved three separate classes of students, students involved in independent study projects and members of the community.
Project leaders were Dr. Teri Shors (Department of Biology and Microbiology), Dr. Susan McFadden (Department of Psychology), Dr. Elizabeth Prine (Department of Anthropology and Religious Studies), and Joshua Ranger (University Archives).
To learn more about this study, information is available at the following web sites: http://www.uwosh.edu/departments/biology/1918FLUSHORS/Spanishflu.html http://www.uwosh.edu/archives/projects.html
Final results will be published in several resources, including the University Archives Home Page located at: http://www.uwosh.edu/archives/.
http://www.uwosh.edu/departments/biology/shors/shors.html
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Photo courtesy of Advance-Titan. Visit the Advance-Titan On-Line: http://www.uwosh.edu/AT |
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Information Literacy...A Collaborative Process
Karen Dunn
Can your students identify and select appropriate and sufficient information resources to satisfy their course requirements?
Do they know how to formulate and to execute a search for information appropriate to the resource they are using?
Do they critically evaluate the information they retrieve and cite that information appropriately? Students come to the university with varied experience with information seeking and library use. While many may demonstrate confidence with particular resources or with navigating an on-line tool, we cannot generally anticipate that they are as facile with the breadth of discipline-specific resources available or with selecting and evaluating judiciously the information retrieved. Library staff members are committed to fostering information literacy so that students, as they leave this institution, understand the breadth of information products available and are able to critically select and evaluate the information product for its purpose—the right tool for the task, so to speak.
How might this literacy be
achieved?
In many of their classes, students are asked to research a topic using
library resources. It is requisite, then, that in order to find sufficient
and reliable information on a topic, they will need to know where and
how to find that information.
Planning and executing a library search for information is a systematic process. The student must determine what he/she needs to know by choosing a topic and some key words to describe that topic. The student must locate the information by choosing the relevant resources or databases to explore. He/she must evaluate the information for its relevance to his/her needs by analyzing and evaluating the results of the search. And, lastly, the student must apply the information by writing the paper, report, or annotation. We stress that the student document the process by transcribing, printing, or downloading the results of the search and to consult with his/her faculty member regarding a preferred citation style.
In order to find specific information on a topic, the student will need to learn how to use several finding aids, including, generally, the on-line catalog and the on-line periodical indexes, among others. The emphasis, herein, is to select the appropriate tool for the task. The student is advised to consider the type of information and the integrity of the ‘container’ for the information he/she is seeking. It is important for the student to realize that books and periodicals are reviewed, recommended, and carefully selected by knowledgeable individuals, whereas general web resources, as retrieved via a web search engine, receive little, if any, assessment prior to retrieval by an end-user. Once the type of information has been determined and the appropriate finding tool has been selected, the student must conduct the search.
Since many of the finding tools for seeking information are on-line, it is necessary for any orientation or lab to include the basic tips and strategies for conducting a search using an on-line tool. We generally discuss key word searching, truncation strategies, and Boolean syntax.
Many of the web-accessible periodical indexing tools endear themselves to students by full-text provision of articles. Library staff and faculty, similarly enjoy this full-text provision for its capacity to expand our access to the periodical literature our print subscription budget cannot always accommodate. Students, however, need to understand that full-text provision has its limitations and idiosyncrasies and cannot serve as a primary selection criterion. Not every tool or periodical may accommodate full-text access. Full-text options generally exist for only the most recently published literature and may not supply the charts, graphs, or photographs appearing in the original printed publication. The student is thus encouraged to evaluate the periodical citations retrieved for their relevance to his/her information query—the format, whether full-text on-line or in print, should remain a lesser consideration.
Faculty members will often permit their students to support their project endeavors with web documents. Students are quick to harness a browser and web search engine to the task of satisfying course requirements for the tool’s effortless access and engaging ease of use. Librarians and faculty, though, share the very real concern that an over-dependence upon this tool is lending itself to projects demonstrating erroneous, ephemeral and insufficient content.
In order for students to locate scholarly web documents, they will need to learn to conduct an efficient web search and to critically evaluate retrieval. As the web cannot manifest the rigorous selection process applied to printed academic publications, it is requisite that the end-user applies his/her own selection criteria. Web documents should be evaluated for the accuracy and bias of the information presented, the authority of the content provider, and the access, coverage, maintenance and current-ness of the site and its content. If the student cannot determine this information sufficiently from a site, then he/she may wish to reconsider its use.
How can librarians and faculty
work together?
During the occasions in which library staff has had the opportunity to
speak with students, students have been reminded and encouraged to seek
assistance from library staff and faculty, whenever necessary, during
the course of their search for supporting research literature. The search
for information can be a challenging process and it is important for the
students to realize that myriad resources, and the assistance to use them
effectively, are available.
With your input, a library skills orientation lab can be designed to maximize your students’ time with a selection of resources and tools you deem the most necessary and relevant to meet course objectives. The fusion of course content with the tools and strategies for finding rich supporting information cannot be underestimated in its potential to foster an exceptional learning experience. Students will constructively fulfill course requirements yet acquire information seeking skills and practices in a necessary context. It is our goal that this experience lends itself to future occasions in which there is an information deficit.
To schedule a Polk Library orientation, contact
Marisa Finkey at 424-3436 or finkey@uwosh.edu.
The Library Instruction Program web site can be visited at: http://www.uwosh.edu/departments/llr/instruct/
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Tips for Effective Library Assignments
Library Assignments, whether designed to teach library skills or just to require the use of library materials, are a large part of life at Polk Library. While many assignments may not lend themselves perfectly to the task, many common pitfalls can be avoided. When planning Library assignments, you may wish to consider the following recommendations:
Send a copy of the assignment to
the Reference Staff.
As the saying goes, forewarned is forearmed. Students often ask the Reference
staff for help with assignments. Sending the assignment early can help
us to understand what you are requiring of your students and to catch
any glitches. Most of all, it helps us to better assist your students.
Along with the assignment, it is also helpful for us to know:
- how many students are in the class(es).
- when the assignment will be given and when it will be due.
- what materials, print or electronic, students will be required to use.
Work through the assignment yourself.
By performing the assignment, you will see where your students may encounter
problems and how long it may take them to complete it. You may also want
to have a student assistant try the exercise.
Consider placing required library
materials on reserve.
This is especially true for large or multiple classes. Because these materials
will receive a lot of use, they can be misshelved, deposited in other
parts of the building, or vandalized--making it difficult for other students
to complete the assignment.
Check to see whether materials required
for the assignment are available in the library.
Sometimes materials have been lost, discontinued, stolen, hidden
or misshelved. Please check the library holdings or contact the reference
staff before administering the assignment.
Check to see whether the recommended
electronic resources are available.
The Library’s list of electronic resources can change quickly; databases
may be added, removed, or provided by other vendors. Check the Library’s
electronic resources list or consult with the reference staff.
Assess whether students understand
the terminology used in the assignment.
Students, particularly freshman, may be confused by what may qualify as
“scholarly journal” or “primary source” and may not understand the difference
between using an on-line periodical tool and searching the Web.
Reconsider the content of Scavenger
Hunts.
While scavenger hunts are a popular library assignment, they are often
ineffective. Trivia quests are particularly frustrating to inexperienced
students who must rely upon reference librarians to locate, if not supply,
answers.
Assess whether your students have
the library skills to complete the assignment.
While we would like to think that our students are versed in using the
library, many incoming students are not familiar with academic libraries.
Consider scheduling a library instruction session to familiarize your
students with the library materials they will be using.
Stop by Polk Library to see what’s
new.
New electronic resources, books and reference materials are regularly
added to the library collection. The Polk Library newsletter will announce
many of these new resources and services.
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Could It Be in the EMC? "Dada." It's Not Just a Term of Endearment
Susan Kiedrowski
When I first saw the EMC’s newly acquired videos discussing “Dada,” I thought they were referring to my 17 month old daughter’s favorite word. “Dada” is how she lovingly refers to both her father, and our dog. (You may think that my husband would be hurt by this categorization with a canine, but it is nothing when compared to her usage of the word “mom,” which actually means, “Give me my Nuk.”)
In fact, “Dada” refers to the artistic movement born in Zurich which is “random and meaningless by definition, calculatedly irrational by design.” If you would like to see examples of this and many other types of creative expression, you’re in luck! The EMC has recently expanded its collection of videos addressing all aspects of art.
Several comprehensive series have been added. These include American Visions, which devotes eight volumes solely to the history of American art, and A Journey Back in Time, a five-part series which uses 3D graphics and state-of-the-art computer-generated animation to bring ancient art to life for the viewer. Don’t miss the 20 volume set entitled 100 Great Paintings which discusses not only the familiar components of painting such as color, elements and self-portraits, but also shows how art depicts adoration, bathing, grief and farming. One volume, Reclining Nude, discusses the famous nudes of Boucher, Goya, Manet and Matisse.
Perhaps you are interested in a specific period of art history? We have videos covering the Middle Ages, Baroque, the Enlightenment and the Italian Renaissance. Many other available videos focus on specific movements, such as cubism, realism, surrealism, expressionism and abstract expressionism.
We also have a plethora of videos that offer a close-up look at individual artists. Well-known “classical” artists can be found, including Rembrandt, Rubens, Van Gogh, Whistler, Rosetti, Cezanne, Michaelangelo, Degas and Raphael. More contemporary artists are also given their due, including Wyeth, Siqueiros, Eakins, DuChamp, Dufy, Warhol, Munch, Pollock, Klee, Hopper and Chuck Close.
If that isn’t enough to keep you busy on a Saturday night, you can further your knowledge of minority and female artists. We now have videos on Georgia O’Keefe, Betty LaDuke, Frida Kahlo and Artemisia Gentileschi. A three-part series on Native American artists features Bill Rabbit, Jerome Tiger and Charles Banks. There are also videos on African and Haitian art. Finally, you can round out your total viewing experience by exploring the world of some masters in their own realms: photographers Dorothea Lange and Ruth Orkin, quilter Faith Ringgold and glass-blower Dale Chihuly.
Abstract expressionist Robert Motherwell said, “all artists are voyeurs.” Feel free to come and do some voyeuring of your own in the EMC Audiovisual collection, letters N through NX.
A Special Farewell...
Mary Keefer
Susan Kiedrowski, the LTE in the Educational Media Collection (EMC), is
leaving Polk Library after three years of half-time work while being a
student in COEHS. Susan completed her student teaching in the fall of
1999. She recently accepted a Library Media/Technology position at Webster
Stanley Middle School in Oshkosh. Her new responsibilities will be co-managing
the school’s K-8 Media Center, and teaching technology and computer literacy
to 6th and 8th graders. Susan will continue working in the EMC through
most of August and will take up her new position toward the end of August.
You may want to stop by and bid her farewell.Susan has many abilities
and gifts that she generously shared with Polk Library patrons and staff
members (i.e. note the great humor and talent displayed in the article
on the EMC’s new art videos) during her time at UW Oshkosh. She will be
greatly missed. We think her future colleagues and students are very fortunate
to have her as their new “teach”.
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Where can I find out when the
library is open?
Lots of places! Hours are posted on the UW Oshkosh Polk Library web page,
outside the building in 6 glass cases, on the voice mail message (424-3320)
and on handouts that are available on, or near, every service desk.
Can I return videos in the
outside book-drops?
Yes, and the library is in the process of changing the signs that currently
indicate “Book Returns” to “Library Materials Returns.” All items may
be returned using the Book Returns with the exception of Interlibrary
Loan materials.
Can I pay my library charges
with my TitanCard or with a credit card?
The thin stripe on the back of your TitanCard, the “Vending Dollars” stripe,
is the only card payment accepted at this time. If you have placed a cash
amount on your TitanCard using the cash-to-card machines, you will be
able to pay library charges with it.
Why is the daily fee for a
video so high?
Good news...the video fee has been lowered from $3.00 to $1.00 per day.
This fee is set high in order to serve as an incentive to return videos
so others can use the one copy Polk owns. Unlike video stores, academic
libraries generally purchase only one copy per title.
Can I page my colleague who
was supposed to meet me in the library?
No, because scholars are doing research and we try to keep the library
more like a library and less like a department store. If there is an emergency,
however, please go to the Circulation Desk for assistance.
What can I do if the book I
want isn’t on the shelf?
File a Search/Hold Request at the Circulation Desk. If the book is checked
out, it can be held for you upon its return. If it isn’t checked out,
library staff will conduct a search.
Where can students apply to
work at Polk Library?
Applications are available in the library’s lobby, or in the Office of
Information Technology, room 204 of Polk Library.
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Polk Library News is a publication of Forrest R. Polk Library, University of Wisconsin, Oshkosh.
Patrick
Wilkinson, Director, Polk Library
920-424-2147
wilkinso@uwosh.edu
“Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it.” --Samuel Johnson (1709-1784)
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Created for the Web, August 2001