by Melody Diehl
Massively open online courses (MOOCs) are anticipated to become a prevailing alternative method to higher education.
Regent University is launching a new MOOC platform that will broadly extend the concept to faith-focused institutions. The Regent University School of Divinity anticipates that this will provide new opportunities to train church leadership in areas around the world where such undertakings were previously cost prohibitive.
Much has been said about the impact MOOCs will have on higher education, but libraries have noticeably not been at the center of the conversation. As with many new things, there are often more questions than answers. If MOOCs are being developed to provide an alternative to expensive traditional education models, how and where will the students learn about research? Do libraries fit in a structure that is “massive” and “open?” What can we do to adapt our important services to this environment, or is it even possible?
The presenter is asking these questions and will share her research and first-hand experiences in hopes to encourage further conversation within the library community about librarians’ role in MOOCs.
The changes in subject headings required by RDA is just the tip of an iceberg. Subject headings have been added and changed for years. What do these changes--and, more importantly, keeping up with these changes--mean to catalogers, to instruction and information literacy librarians, and administrators? "Prayer" used to imply "Christianity"; now "Prayer--Christianity" is specifically for Christian prayer, while "Prayer" is a generic subject heading. The subdivision "--Doctrinal and controversial works" was dropped as a subject heading, replaced by "--Doctrines" and "Controversial literature." A computer cannot easily make the conversion from one form to another--certainly not as easily as "Bible. N.T. Matthew" becoming "Bible. Matthew." How important is the maintenance of our metadata? Is the time and effort spent in creating the metadata in the first place being lost because of lack of maintenance? Should we worry about changes--or not? Should our patrons simply be told "Look for your subject under these two (or three or four) possibilities"? This Listen and Learn Session will allow time to consider and respond to these concerns.
by Stephanie Fletcher
Electronic books (e-books) offer theological libraries the opportunity to tailor their e-collections to meet the demands of students and faculty through patron-driven acquisition (PDA) programs. Trinity International University’s Rolfing Library introduced ebrary in December 2012. In the remaining six months of the 2012-2013 fiscal year, ebrary e-book purchases accounted for over 10% of the library’s total book budget; 13% of these purchases were PDA titles. The percentage of PDA titles is growing in the 2013-2014 fiscal year, as some liaisons are now investing the majority of their funds into the PDA program. How does PDA affect Rolfing Library’s finances? What percentage of PDA titles is being purchased in the current fiscal year, and how are these titles being used? What are the most popular subjects? Has the expansion of the program indeed resulted in a greater percentage of PDA purchases? This presentation explores the PDA program at Rolfing Library, reports relevant statistics and their impact on future collection development strategies, and elucidates the collection management staff’s workflow.
by Judy Knop
Participants will discuss the latest CONSER Operations Committee Meeting decisions and Best Practices decided by CONSER members.
17th–22nd June 2014