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Archive for the ‘Outreach’ Category

WFU building in the Winston-Salem Innovation Quarter

WFU building in the Winston-Salem Innovation Quarter after an evening storm (Bailey Park in foreground)

The Conference for Entrepreneurial Librarians was back in downtown Winston-Salem last Friday and I enjoyed being able to walk over to it from home. The one-day conference met in new Wake Forest University space in the Innovation Quarter, built from RJ Reynolds tobacco factories. BLINC had a workshop over here in 2015 hosted by the Forsyth Technical Community College’s Business & Industry Services. It’s exciting to see these sturdy, tall-ceiling, big-window spaces converted to new uses and bringing more employees back downtown. (There are also lots of new residential spaces nearby, although affordability and gentrification are becoming more of a problem.)

The latest hurricane moved through North Carolina Thursday afternoon. I had a fun 9:30am research workshop for an investments class (and most of the 48 students were there!) but we learned then that classes would be cancelled at 2pm. Three big trees were down on the highway between Greensboro and Winston-Salem on my way home in mid-afternoon. Our region had localized flooding and power outages, but no deaths. Several speakers at the conference were unable to get to Winston-Salem (including the morning keynote, who had to provide his talk online).

As mentioned here in 2014 and 2016, this is not a conference about entrepreneurship librarianship, although a few business librarians usually attend each year. “Entrepreneurial” in the conference’s name is defined as “innovation”, so the topics of the speakers and discussions are broad. As an attendee, I focused on supporting as many of the business librarian speakers as I could. One of those business librarians was Ash Faulkner, whom Carol and I joined for dinner downtown Thursday night. The sun came out an hour before sunset.

“Retiring in 2055: Evolution and Education a Long Library Career”
Ash Faulkner
(Ohio State University Libraries)

Ash Faulkner

Ash Faulkner

Abstract: “As a librarian at the beginning of her career, the presenter has devoted considerable time to considering the future of libraries and librarianship. In this presentation she will discuss her views on the evolving roles of librarians and how she has prepared for these changing needs. Discussion will include the utility of basic business knowledge (gleaned from an MBA), the importance of understanding data and the growing need to understand statistical analysis and software, how to utilize professional organizations and personal networks to address learning gaps, and best bet resources for individual learning pursuits. The presenter will discuss her views of current and future librarianship, as well as those found in the literature and through conversations with other early-career librarians.”

A financial planner told Ash that she could expect to retire in 2055. In this discussion-oriented program, Ash explored trends in librarianship and the workforce in general to guess what the nature of her career might look like up to its end.

She used Mentimeter to display her slides and enable instant feedback from the participants. We discussed ideas like digital nomads and the gig economy applied to librarianship. Ash speculated on the future of librarians:

  • “Yup, data” (increasingly important)
  • Boutique service (emphasis on specialized services)
  • Increasing collaboration…to integration
  • Fewer professional librarians
  • Self-service (less interaction with librarians)

She also speculated on gap areas in our skills and education:

  • Deeper subject expertise
  • Finding data
  • Data management
  • Statistics
  • Basic business knowledge

Some of the discussion was on near-future trends but it was interesting speculating on the long term possibilities.

 “An Entrepreneurial Approach to Helping Entrepreneurs”
Kassie Ettefagh, & John Raynor (High Point Public Library)

John Raynor and Kassie Ettefagh

John Raynor and Kassie Ettefagh

Abstract: “The High Point Public Library was tasked with finding a way to help support the city’s strategic plan to increase population, create new housing and employment, and create a vibrant downtown. Focusing efforts on entrepreneurs, job-seekers, and current small-business owners, HPPL designed a plan to provide personalized research sessions, one-on-one training with databases, social media usage advice, and space for job-related programming. Three Business Librarians work with Chamber of Commerce, small business expos, city council, and more. By changing its methods of providing information and trying to be more proactive, HPPL has evolved to better serve entrepreneurs, job-seekers and small-business owners.”

Kassie and John are BLINC friends whose outreach and consulting work at the High Point Public Library have always been impressive. They discussed their library’s proactive engagement with the local business and nonprofit community, inspired by the embedded librarian model of reference service.

The business librarians promote the development of ongoing, productive relationships between the library and its customers. Getting out of the library to build relationships with clients is key. “We need to leave the library and show the community what a powerful tool we are,” John advocates.

This embedded work is the library’s response to the city’s strategic plan, which promotes entrepreneurship city-wide but with emphasis on downtown. The library also created a dedicated business center in the library for training and hosting local organizations. The library has partnered with many local organizations supporting entrepreneurship, economic development, and nonprofits. The librarians now help steer entrepreneurship to relevant support groups.

The library had a preliminary goal of 12 client consultations a year, but now averages around 150 per year. The librarians use NC LIVE databases (such as ReferenceUSA and SimplyAnalytics) and High Point GIS data, but also provide some tech training, such as basics of using social media. Some clients want to learn how to use the databases themselves, so the librarians are trainers as well as research consultants.

Kassie and John provided several happy customer testimonials and some examples of research projects. One example: when the city tore up Main Street for a long, comprehensive utilities rebuild, the library organized downtown businesses to collect feedback and complaints about the road closure, and to help those businesses promote that they were still open for business. Now another chunk of downtown will be ripped up to build a new minor league baseball park. The city asked the library to repeat those coordinating services for that neighborhood. State legislators are also hearing about the library’s business and nonprofit outreach.

Really good stuff – high impact and progressive. Kudos to Kassie and John (and their former colleague Vicki Johnson) for their excellent work, but also to library leadership for funding these positions and the business center.

“The ROI of ROI Outreach”
Amy Harris-Houk & Maggie Murphy (University of North Carolina at Greensboro)

Abstract: “Liaison librarians in the Reference, Outreach, and Instruction (ROI) department of UNC Greensboro’s University Libraries have collaborated on educational programming with regional high schools, the local chapter of the American Association of University Women, a nearby retirement community, and a grassroots political advocacy group in Greensboro. Through these collaborations, our information literacy programs have reached a range of audiences, from middle-schoolers to retirees. However, while these opportunities have raised the library’s profile in the community, they are not without downsides. This session will discuss our collaborations, how these partnerships began, the lessons we have learned, and balancing the time commitment associated with community outreach with other duties to maximize return on investment.”

My colleagues Amy and Maggie discussed their recent outreach and programming to groups outside of the university. With implications for liaison work (and workloads), they discussed how to prioritize such outreach, and balance “departmental work with our core constituents with community outreach”. They also presented a SOAR (strengths, opportunities, aspirations, results) analysis for evaluating the impact of the work.

“Growing and Evolving Education: Librarians Developing and Implementing Community Health Literacy Workshops”
Sam Harlow (University of North Carolina at Greensboro)

Abstract: “In order to align with the University Libraries strategic plan to increase both general information literacy and health literacy efforts in the community, UNCG Health Science librarians developed a series of workshops on “Finding Health Information on the Internet.” In these workshops, librarians covered website evaluation, database recommendation, search strategies, and created a LibGuide for community members interested in finding health information. This presentation will cover outreach and marketing strategies when reaching out to community partners (such as churches, local hospitals, and university staff); successes and failures of presenting to community patrons; future plans for health literacy workshop expansion; and ways to further engage your community in information literacy workshops and conversations.”

My colleague Sam followed up with a description of a community engagement project she implemented along with Lea Leininger, the UNCG Health Sciences Librarian. They have provided 5 workshops so far. Challenges include communicating the medical terminology, dealing with different levels of technology, assessing the workshops, and participation.

Other conference notes

 The opening keynote speaker was Patrick Sweeney, Political Director for EveryLibrary, the only PAC for supporting libraries. I didn’t know anything about this organization. He challenged our traditions of feel-good marketing (all those ALA posters) and instead asserted that the goal of advocacy is driving public library supports to action – doing something (donating money, fundraising, or voting). He asserted that libraries need to use data analytics on its financial and voting supporters and make decisions based on that data. Libraries need to understand their communities – demographics, lifestyles, and attitudes/politics [there’s the business librarianship connection] – and craft their messages to match, not just speak from a librarian echo chamber.

Timothy Owen, Assistant Librarian for the State of North Carolina, discussed telling stories. He also provided examples of problems in data visualization and asked us to figure out what was going on.

lunch outdoors at the conference

lunch outdoors at the conference (opposite direction from the first picture above)

Half the value of a good conference is networking, and this conference enabled that in the breakfast social and lunchtime. Several new and veteran BLINC members, plus other friends from the area, attended and updated each other on what was new in their lives. (The newest downtown brewery is one block from our conference location, in the old power plant for the RJR factories – I was surprised there was no night-before or right-after social planned there.)

Epilogue:

I had to miss this session due to an overlapping event:

“Reaching Campus and Community with Entrepreneurship Research Workshops”
Meghann Kuhlmann & Sara Butts (Wichita State University)

Abstract: “Wichita State University (WSU) has positioned itself as an “innovation university” with strong emphasis on invention, small business incubation, and economic development across the region. WSU Libraries launched the Entrepreneurship Research Series (ERS) of workshops in Fall 2016. Each semester since then we have offered 6-11 workshops on intellectual property and market research topics relevant to inventors and prospective business owners. Workshops are open to students and the community. Successful outreach, with marketing beyond our traditional patron base, has led to increasing our visibility as a Patent and Trademark Resource Center (PTRC) and partner in innovation support and promoting use of our business and intellectual property resources. We’ll discuss the opportunities and challenges of creating an entrepreneurship education initiative aimed at both campus and community members including alignment of the library initiative to university goals, community outreach, partnership creation, and managing multiple priorities in an academic setting.”

These librarians were unable to fly in due to the storm:

 “How to Never Underestimate Librarians as New Commercialization Partners”
Yvonne Dooley & Steven Tudor (University of North Texas)

Abstract: “As higher education evolves and re-imagines information exchange with industry, an increasing number of universities are creating and expanding Technology Transfer Offices (TTO) to commercialize faculty created intellectual property. This exchange fosters technology-based economic development and entrepreneurial success. Conference attendees will learn about the successful alliance between UNT Libraries and the Office of Innovation and Commercialization, where the library moved outside its normal sphere to help create a patent internship program. Presenters will explain how this collaborative partnership works and provides win-win situations for all parties involved. Attendees will also learn new ways librarians can advance innovative community initiatives, position themselves as trusted partners, and create professional experiences to prepare students for valuable career opportunities.”

I also missed this interesting talk about managing liaison workload. App State is a UNC campus, so I should reach out to Jennifer about sometime. Sounds like her idea for engagement plans might be relevant to my last post about the lean liaison model. (I learned that Ask Faulkner covers 8,000 or 9,000+ students on her own, another example that dwarfs my situation.)

Enterprising Liaisons: Evolving Engagement
Jennifer Natale—Appalachian State University

Abstract: “Liaisons have responsibility for multiple academic departments and/or student populations and are pulled in too many directions in the middle of the semester, leaving themselves unable to accomplish all the liaison activities. Enterprising librarians can stay ahead of the curve by building a profile of the academic departments or student populations they serve and developing an engagement plan for the year. In this workshop I will outline key concepts within a profile identifying ways liaisons can intersect with their departments or student populations. The profiles will then provide the foundation for generating an annual engagement plan and allow you to balance your workload throughout the year. Engagement plans, and some technology tools, can be implemented in part or in whole and as an individual or liaison team.”

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Summer ends early when you work at UNC Greensboro. We are already two weeks of classes into the fall semester.

This fall, all three of my embedded classes feature significant changes. Perhaps the biggest change is with ENT 300, a feasibility analysis (pre-business plan) class required of all Entrepreneurship majors and minors and all Arts Administration majors. This is a team-based, research-intensive class in which the students create a major report to decide if a business or nonprofit idea should move forward to the business plan phase.

This semester ENT 300 is asynchronous online for the first time. A gutsy experiment? My workload for this class could be much less or much higher, I don’t know yet. We shall see. (The spring section will continue as an on-campus night class.)

MBA 741, the capstone course Orolando Duffus wrote about a few years ago, has a new professor, Dr. Beitler. But after two evening classes so far, the nature of this class is very similar and my role (based on Orolando’s successful embedded work) is unchanged.

Today’s topic

The third class is MKT 426: International Marketing, the oldest ongoing story at this blog. The class is dominated by Export Odyssey, an exports promotion and experiential learning project in which the student teams try to make a sale to a new country market for a North Carolina manufacture.

From the BizEd photoshoot

From the BizEd photoshoot

Working closely with this class was my first embedded librarian role. The class helped me gain teaching experience that I couldn’t get from one-shot instruction and also helped me get involved in the local economic development ecosystem. And it was a lot of fun although also at times challenging and always time consuming. Collaborating with Professor Williamson gave me confidence to pursue other embedded opportunities, such as getting involved with cross-campus entrepreneurship.

The rest of this post updates the story of this embedded role. I’ll also touch on workload and sustainability – issues always behind the scenes in embedded work.

New professor, same project

Last year, I wrote about Professor Williamson wrapping up his phased retirement, and the hiring of the new international marketing professor, Dr. Bahadir. We made the adjustment of working together as co-teachers. We also like each other. But it is a different relationship than I had with Professor Williamson. It would have to be because the professors are different people.

Professor Bahadir teaches more Export Odyssey research methodology than Professor Williamson did. So I’m not formally teaching as much as I used to in class. I miss that a little. But he is the professor of record on the syllabus, and he feels responsible to know all the Export Odyssey material. He learned all that very quickly.

BizEd photoshoot

BizEd photoshoot

I continue to attend most class sessions but decided to skip a few sessions early in the semester when class content focuses on core concepts, not the Export Odyssey project. Those sessions don’t involve the students learning research strategies and so I think my time is now better spent elsewhere on those days. (Sometimes, like both class days this week, I have one-shot instruction for other classes when MKT 426 meets.)

I used to put so much time into this class (including research consultations, team counseling, and consoling upset students). So being able to adjust my role and the workload in this project has been nice.

This fall there are now two 75-minute sections with a 15-minute break in between. So an almost 3-hour time commitment to this class each Tuesday and Thursday afternoon. For past ten years or so, there was only one section.

Utilizing my professional network

Professor Bahadir recognized how time consuming it is for the student teams to recruit their own manufacturers. We give them four weeks to do that at the beginning of the semester, limiting the time the teams have to develop their export marketing strategies. So Professor Bahadir asked if we could pre-recruit manufacturers to assign to student teams.

Through partnering with Professor Williamson, I had met officials from several export promotion agencies. I began inviting those folks to have lunch or coffee with Professor Bahadir and me to see if their agencies could help recruit interested manufacturers. We ended up talking to representatives of the U.S. Department of Commerce (the local office), Small Business and Technology Development Center (SBTDC, a UNC system organization), the Triad Regional Export Initiative (a grant-funded local organization on whose advisory board I serve) and some folks from state government. I enjoyed introducing everyone at those lunches.

We did end up with four student teams out of ten working with companies recruited from the SBTDC. The SBTDC became part of the support network of those teams, and attended class a few times. We hope to have more pre-selected companies in the future. Professor Bahadir is coordinating this work now that he had met everyone.

(Earlier this month, I wrote an external review for a tenure candidate in a rural part of Ohio. She is doing amazing work supporting her regional entrepreneurship eco-system and received really strong reference letters from economic development officers. I hope she writes an article about that important and interesting embedded work. )

A real Export Odyssey textbook

Cover of Export Odyssey textbook

Cover of Export Odyssey textbook

This summer, Kendall Hunt published the Export Odyssey textbook. Professor Williamson and I used to create a home-made project textbook for the students that the UNCG bookstore printed and packaged like a course pack. Through some other professors in the business school, Professor Williamson learned that Kendall Hunt was interested in new content. We pitched the idea to KH’s local rep and they agreed. We spent nine months updating and improving it.

We had to rewrite the book to accommodate non-UNCG audiences. I cut out most of the references to commercial databases in favor of free sources (mostly .gov sources like export.gov) with the exception of ReferenceUSA. We also greatly improved (IMO) coverage of the 4 P’s in the context of export marketing and provided updated case studies.

The plan was to sell the book as an e-textbook for $50. I liked the cheap price. Alas, the price has gone up already. So much for affordability as a selling point.

The MKT 426 students are using the new textbook this fall. A few professors from other campuses are apparently peer-reviewing it. We will see if any other international marketing classes pick it up. And then see what the feedback is.

BizEd article & photoshoot (in the library!)

Final story today. In May, the communications department of the UNCG business school was finishing up an invited article about Export Odyssey for BizEd, the magazine of AACSB International (accrediting body for business schools). The magazine wanted to include a picture of the instructors and some students. So we invited some students from the teams that worked with SBTDC-recruited companies. We also wanted an attractive location for the photoshoot, so instead of the business school, we ended up…in the library’s Special Collections reading room, ha.

The campus photographer took a zillion pictures, as they tend to do at photoshoots. You can see the one that BizEd decided to run at the article, but above are two rejects I liked (although I look kind of inebriated in the group portrait?) The diversity of those students is pretty typical for UNCG – we are almost a majority-minority campus.

Most of the students were about to graduate, so they were a little giddy that afternoon. Professor Bahadir and I enjoyed that symbolic wrapup of the project. It was the end of our first year working together on Export Odyssey and it went pretty well.

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Vanessa

Blame Vanessa for this post

Yesterday my work friend Vanessa Apple, a coder in our tech department, drove over to Winston-Salem for a visit. At one of the downtown breweries (a dog-friendly one, as Vanessa is into dogs), I was telling her about my crazy Friday with its ups and downs. She replied “you should write about that on your blog! You could title it ‘The Good, the Bad, and the Ugly’.”

Eh, why not? It’s been a while since I wrote anything personal about liaison work. And then I can procrastinate on some other projects I’m not in the mood for yet…

Vanessa, thank you for the suggestion. Sorry I used a different title, though.

Last Friday

8am

Didn’t sleep well, so a lame start to the day. Sunny and hot already. Put on new dress shoes to start breaking them in for the fall semester. Traffic not bad.

9am

Learned that a Charleston Conference proposal I submitted with Orolando Duffus (U. of Houston) and Rosalind Tedford (Wake Forest U.) was accepted. Yay. It will be a “lively discussion” (one of this conference’s program formats) on liaison trends. Should be fun.

Walked over to the student union next door to deposit the royalties check for the 2017-18 version of the Export Odyssey project textbook Professor Williamson and I co-wrote. (That version was printed by the campus bookstore. The next edition will be an ebook published by Kendall Hunt. More on significant changes to this, my originally embedded role, in a blog post next month hopefully.)

Right heel starting to hurt.

10am

Prepared a bit for next week’s BLINC workshop at Elon University. Got caught up on emails. Reviewed my notes from Thursday’s liaison teams retreat.

Scheduled a chat with Kelsey Molseed, a former intern and mentee, for late afternoon today in downtown Winston-Salem, where she also lives. Kelsey has just finished her MLS and had been interviewing.

12pm

Drove from campus to our downtown Nursing school building (easy parking), then walked a half mile to a downtown Mediterranean restaurant to have lunch with the new business librarian at the Greensboro Public Library, Morgan Ritchie-Baum. Morgan is also a new member of BLINC. I ordered a new-to-me wrap that included strips of dried beef. Ended up with some of it stuck in my throat and had to retire to the bathroom to cough it out. Very embarrassing. But Morgan was super-polite. She is already getting involved with the local entrepreneurial and nonprofit ecosystems.

After lunch, we walked a few blocks south and I gave Morgan a quick tour of HQ Greensboro (an incubator space — UNCG is an institutional member).

On the sidewalk, we bumped into a former reference intern, Melanie Knier, who also took my old business information class. She opened a vintage apparel shop in the neighborhood.

Foot hurts more.

1:30pm

Back in the office. Took off shoes. Oh look, I had a blister which popped and then bled through my dress sock. Yuck. Applied Neosporin and band-aids.

2:30pm

Went home early.

3:00pm

Switched to my hiking shoes with thick short socks. Heel feels much better in them.

Considered changing shirts for the 4pm chat with Kelsey. Notice the new knit shirt I’ve been wearing today had a tear along the seam in the armpit area. Lovely.

3:10pm

Decided to change shirts.

4:00pm

Met Kelsey in a coffee shop and we had a nice chat. She just received two job offers (from a small school and a big school) and had to make a tough decision. We talked about that and other things for a while. She moves away next month. Hopefully we’ll meet again at a conference sometime soon.

Evening

Read a book in a brewery (not the one Vanessa I visited yesterday), then played some pinball in the retro arcade. Chatted with barkeep Cheyanne before heading home to see my wonderful wife Carol and ask her how her day went.

Made dinner together and talked about looking forward to playing with the little nephews on Saturday at a family pool party. Slept much better that night.

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UNCG Bell Tower in summer

UNCG Bell Tower in summer

I continue to work on summer projects, but this week finally started to dip into a folder full of readings that date back to last fall. Below are summaries and some comments on articles, blog posts, and conference presentations concerning teaching and business librarianship.

All of these readings are open access (except the one from the Journal of the Academy of Business Education, which is available in ProQuest and Ebsco).

Conference review: MBAA International Annual Conference 2017
Cara Cadena
Ticker: The Academic Business Librarianship Review, 2:2 (2017)
http://ticker.mcgill.ca/article/view/25

MBAA is a business administration academic conference that meets each spring in Chicago. 900 folks attended in 2017. Cara is a business librarian from Grand Valley State University (who did a good program at LOEX in 2016). She summarizes the programming and support for research and publishing offered by this conference.

Cara spoke at this conference with an international management professor with whom she co-teaches. Cara writes that she

“…was the only librarian in attendance at MBAA International and was warmly welcomed by attendees and organizers. The idea to collaborate or team-teach with a librarian was new to many in the audience. Many viewed this as a real innovative idea and sought to replicate it at their institution. The presentation is available at: https://works.bepress.com/cara-cadena/2/ .”

Do check out the slides, which approach the issue from both business education and librarianship perspectives. You can tell from the slides how Cara was teaching the MBAA profs about our take on information literacy.

Thank you, Cara, for promoting the value of business librarians at this academic conference.

Speaking our language: Using disciplinary frameworks to identify shared outcomes for student success in college … AND BEYOND!
Rebecca Lloyd and Kathy Shields
LOEX 2018
http://www.loexconference.org/sessions.html and Google Drive

Rebecca is from Temple University, Kathy from Wake Forest University. Both are subject liaisons. I would have certainly attended this one if I had gone to LOEX in Houston this year. Don’t overlook the notes to the slides.

Do you remember what popular movie “…AND BEYOND!” comes from? The initial communication problem of those two co-stars was a result of two different mindsets (being a real spaceman v. being a toy), which Kathy compared to talking “to disciplinary faculty about information literacy” from a library mindset. Understanding a disciplinary mindset regarding IL helps up perform more effectively as liaisons.

Rebecca wrote (quoting from the notes, slide 9):

“[Information literacy] is not a term that resonates with most disciplinary faculty. And even for those that can define it, they do not see information literacy as a separate skill-set, detached from the other knowledge practices in their discipline. Instead disciplinary faculty see it as embedded within the various practices and ways of thinking students need to learn as they move through their discipline’s curriculum.”

So liaisons need to use the language of the discipline to help develop “higher order critical thinking skills among undergraduate students.” The next part of their presentation discusses disciplinary frameworks (with a link to the ACRL list) and connects those frameworks with the ACRL Framework (ex. slide 14 notes). Case studies follow.

The Framework, like the old Standards, seem to me too focused on using scholarly literature, other types of articles, and evaluating web pages (article-like content). Those content areas aren’t relevant for the majority of teaching I do, in which the students are using specialized content (including lots of numeric data and other structured data, like company lists) to solve problems in their communities. I’ve seen some attempts to apply all the Frameworks to business research, and sometimes the suggested active learning activities seem irrelevant to business research needs. It’s easier to do this with more social sciencey disciplines like Economics and Geography. Something I need to think more about.

Business and workplace information literacy: Three perspectives
Elizabeth Malafi, Grace Liu, and Stéphane Goldstein
Reference & User Services Quarterly, 57 (2), Winter 2017
https://journals.ala.org/index.php/rusq/article/view/6521

Three short articles by public, academic, and special librarians (published under the above title) on the state of IL in those three different environments. This piece provides a good summary for those new to business librarianship, but also some benchmarks for more veteran librarians. Show this to your boss if he/she doesn’t understand your work or operating environment as a business librarian.

Elizabeth Malafi, the coordinator of the Miller Business Center at the Middle Country Public Library in Centereach, New York writes on “Business Empowered at the Public Library.” She asserts that public library business services must reflect the needs of the local business community, and then provides examples of that customer-centered focus. Career research, financial literacy, and legal questions dominate her scene. Their business librarians also support other reference librarians. Research consultations with business persons are common and encouraged. Elizabeth concludes with this message to us:

“The only way to get to know your local business community is to meet them. Talk to them at your programs. Visit local business groups and partner with local business organizations.”

Grace Liu, Business Reference Librarian at the University of Maine, writes on “Business Information Literacy in Academic Libraries: Challenges and Opportunities in Meeting Trends in Business Education.” She identifies five trends in business education affecting business research instruction and services:

  1. AACSB’s “Engagement, Innovation and Impact” Principles (more emphasis on community engagement, community problem solving, and experiential learning. But challenging to support without embedded librarian engagement; one-shots can’t really cut it.)
  2. Data-Driven or Evidence-Based Decision-Making (more emphasis on critical-thinking and analytical-reasoning skills)
  3. Customization, Specialization, and Innovation (students have more choices in their business school curriculum, so librarians need to be more flexible)
  4. Experiential Learning (which “enhance students’ critical-thinking skills, problem-solving skills, self-directed-learning skills, and teamwork skills”. My focus by necessity at UNCG.)
  5. New Business Curricula (ethics, leadership, entrepreneurship, etc.)

Stéphane Goldstein, the Executive Director of InformAll CIC and Advocacy and Outreach Officer for the CILIP Information Literacy Group, writes on “Workplace Information Literacy.” Unlike in academia, IL in the workplace concerns the “social contexts” of each workplace as well as the skills of the individual:

“Effective handling of information—and the IL that goes with that—contributes to the growth of organizational knowledge; and workplace information tends to be less structured and more chaotic than is the case in educational settings.”

IL leads to both improved organizational performance but also employability. People with strong IL skills will be vital to the development of “knowledge societies”. (This section is dense with idea and hard for me to summarize.)

I made my students 49% smarter and I can prove it
Chad Boeninger
Libraryvoice.com (January 2018)
http://libraryvoice.com/teaching-learning/i-made-my-students-49-smarter-and-i-can-prove-it

Blog post from the always inspiring Chad Boeninger from Ohio University. This post describes Chad’s lesson plan for teaching 100 students at a time how to research a business venture of each team’s choosing. So two challenges:

  1. Leading active-learning in a huge class;
  2. Supporting all the teams despite each needing to use different research strategies and sources based on their business model. (I wrote a little about this challenge last time.)

Chad discussed how the last time he taught this class, the students focused on learning the databases, but didn’t do much thinking about how they could use their research findings to make decisions and solve problems with their proposed business. (See some of Ilana Stonebraker’s writing about problem solving being the ideal goal of research instruction and IL.) Chad ended up having to provide many consultations with student teams regarding using their research.

The next time he taught these sections, Chad had the student teams watch database video tutorials and then answer questions using database content. Through answering the questions, the students learned more about understanding the content and applying it to a business idea. Chad still had many consultations with teams after the workshop, but the consults tended to focus on the business ideas and how to support them, not just database training. Much more lesson planning details in Chad’s post. I always enjoying reading detailed accounts of a lesson plan for interesting research assignments!

Why can’t I just Google it? Factors impacting millennials use of databases in an introductory course
Anne Walsh and Susan C. Borkowski
Journal of the Academy of Business Education, (199) Spring 2018
Available in ProQuest and Ebsco

The authors are faculty at La Salle University. They surveyed students in an introductory business class and “found that performance features, along with ease of use, were primary factors influencing database selection.” The authors didn’t apparently work with a librarian on this project (see below for such a research partnership) but do refer to librarians several times in this long research article and cite some library science journals. However, the idea of librarians proactively supporting research and classes is not mentioned.

The article opens with a lit review on millennials’ digital behavior. The introductory class is taken by all first-year students in the business school, who work in teams to develop a business plan over 16 weeks. That’s an interesting choice. I think most entrepreneurship educators would recommend having new/young students first learn to develop a business model. But writing a business plan in this class does get the students into using research for problem solving (one of Liu’s trends in business education, see above).

In each class session, the students view PowerPoint slides that link to one of 17 “online databases” to use to research their business idea. Table 1 identifies the databases – mostly free sites, some not normally defined as a database, like the Johnson & Johnson homepage (?), but also Mintel, MarketLine and Capital IQ. Some of the more complex databases like Capital IQ were demonstrated in class by the instructors.

The article’s theoretical discussion explores students’ preference for using a small number of search engines that they are familiar with, and discusses other information seeking behavior. The authors surveyed 141 students from several sections of the class near the end of the semester and had a 55.3% response rate.

Students were asked to rate the usefulness, ease of use, and intention to use each database in the future. J&J, MarketLine, Monster, UPS, and Mintel were deemed “easy to use” by over 50% of the students. The research/library databases scored well for “intended to use in the future”, despite being new to most of the students and more challenging to use. Nice to learn. The authors note this as one of several pleasant surprises from the findings.

The discussion provides strategies to encourage student success with databases. Being extra responsive to first year students is one suggestion. Introducing new databases relevant to current research needs in class is another. The authors caution that a longitudinal study is needed to learn if students do continue to use databases introduced in this class.

From barrier to bridge: Partnering with teaching faculty to facilitate a multi-term information literacy research project
Elizabeth Pickard
Collaborative Librarianship, 9(3) 2017
https://digitalcommons.du.edu/collaborativelibrarianship/vol9/iss3/5/

Elizabeth is the Science & Social Sciences Librarian at Portland State University. She writes about collaborating with a professor on IL instruction in an asynchronous, online class. She also provides recommendations for creating such partnerships.

This project began with Elizabeth’s interest in conducting an IL research project comparing different teaching formats (ex. face-to-face v. online). She first needed access to bibliographies from student papers. Elizabeth targeted a 300-level online and face-to-face archaeology course and pitched the benefits of her involvement in the class to its professor. (See p.4 of the PDF for her selling points, which concern the needs of both the students and the prof.)

Elizabeth relates successes and frustrations getting students to agree to participate in the student. Working with a second instructor of this class proved to be a challenge. (Given the nature of this journal, its articles tend to go into great detail about relationships and communication. Editorial emphasis I’m sure.) In the first professor’s sections, Elizabeth’s contributions paid off for both the students and the professor. Other professors in the department learned of the collaboration and project and were interested in and enthusiastic about the results.

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Alyson Vaaler is an Assistant Professor and Business Librarian at Texas A&M University in College Station, TX. She works with the management department in the business school, which encompasses entrepreneurial programs and centers on campus. Prior to Texas A&M, Alyson worked as a Circulation Supervisor at Eastern Illinois University.

She earned a B.A. in music history and literature from the University of Wisconsin-Madison. Alyson also holds a M.M. in music history and literature, as well as a M.L.I.S. from the University of Wisconsin-Milwaukee.

Review of USASBE 2018

This year, I attended and presented at USASBE 2018 in Los Angeles, CA. The conference was held  at the Loews Hotel in Hollywood, January 10-14. Wednesday and Thursday were pre-conference days, so the main full conference days were Friday and Saturday, ending at noon on Sunday.

Logistics: Very close to Hollywood Boulevard and the Chinese Theater. The immediate area around the hotel was nice, but the farther you ventured the more dodgy it got. I didn’t wander off on my own and didn’t have a lot of time to play tourist.

Food: We were fed very well at this conference. There was a continental breakfast each morning with a sit down plated lunch. During lunch there was a presentation or award given. I would have preferred to socialize with my tablemates during this time because some of the lunch presentations were hard to hear. Several people ate and left during them.

Cost: Expensive. I paid $725 because I was waiting to find out if our presentation was accepted before I registered. The early bird was $675. I applied for an ACRL VAL Travel Scholarship (which I didn’t end up getting), but it’s a possible source of funding for a conference like this. The travel scholarship is specifically for librarians presenting about the value of libraries at non library conferences.

Size: The conference used the Whoova app and it listed 512 attendees. I suspect this includes exhibitors.

Exhibitors: Representatives from Sage, Emerald, and Business Expert Press. The exhibitors were small in number, a lot of individual entrepreneur programs had booths, as well as companies that sold market simulation products.

From reading Steve’s blog post about his experience with USASBE 2017, it seems the conference structure has changed. This made submitting to the conference a bit confusing, as some of the proposal examples and instructions were not updated to reflect this. Nevertheless, the new structure included three tracks:

  • Teaching Track (experiential exercises, case studies, emerging exercises, sharing modules or courses)
  • Research Track (papers, panels, workshops, emerging research)
  • Programming Track (share best practices in running centers, incubators, competitions, training programs, etc.)

Terence O’Neill (Michigan State University) and I presented our “Emerging Teaching Exercise” on Friday morning. I would almost describe these as “lightning talks”, quick ideas that were meant to spark conversation. Some other ideas that were presented alongside ours focused on idea generation, conducting design sprints, and using virtual reality to aide in business observation. We presented in a two hour block with six other presenters. Each presenter had 15 minutes to talk about their idea and comments were held until the end.

Part of Alison Vaaler & Terence O’Neill's Emerging Teaching Exercise

From Alyson Vaaler & Terence O’Neill’s Emerging Teaching Exercise

Our presentation “Connecting Market Sizing to Business Intelligence Resources” discussed how to identify and use data found in library resources to calculate market size. I’m actually using the lesson plan that we developed for this exercise, so it was a very practical presentation to prepare for. People in the audience were engaged and we received very thoughtful comments about how best to integrate this idea into the classroom. I was most surprised that throughout the conference, people tracked me down and asked me questions about my presentation. That generally never happens at library conferences!

One of the things I disliked about this conference (and I suspect this is part of the new structure) were the two hour programming blocks. [Yes, this wasn’t the case last year –Steve] The large blocks of time made it difficult to see different programming within the tracks. I tried to duck in and out of a couple sessions, but the audience would ask questions or reference an earlier presentation that I had missed. I quickly found it easier to just sit it out in one session for two hours. This was a long time to sit in one session, especially during the research heavy sessions.

My favorite track (and the one most worthwhile to me personally) was the teaching track, particularly programs where faculty led the audience in experiential exercises. As a librarian, I typically don’t get to sit in a classroom and see the different problems and issues students struggle with. It was enlightening to see how faculty approach these problems and have developed exercises to engage students in the entrepreneurial process.

I was struck by how comfortable these teachers were in front of an audience and how well they connected with an audience. This is probably something that is second nature to them, but I was impressed by it all the same. The audience also had very constructive feedback and questions at the end of the sessions. I truly felt as if the audience were engaged and were eager to have a dialogue about these presentations.

From another USASBE program

From another USASBE program

The conference as a whole felt like a large community of practice. I think this was a reflection of the variety of attendees. I talked to faculty, staff members, lecturers, all with varying degrees of experience and involvement in their entrepreneur programs. It was a refreshing mix of people that kept the conference from being overly academic or stuffy. Overall, this made for a very accessible conference. People were very friendly and eager to learn.

USASBE also has several special interest groups that met during the conference. I attended the special interest group meeting for “Creative and Arts Entrepreneurship”. I have an arts background and think this would be an interesting avenue for future research. Attendees talked about ways to bolster the involvement of arts entrepreneurship topics overall in USASBE. I also learned about an adaptation of the Business Model Canvas for arts called the “Creative Canvas”. I’m working with a student group “Business in the Arts” later on in the semester and I think I’m going to integrate this somehow into my discussion with them.

I attended one research session block because I was curious about the research field in entrepreneurship. I get the sense that entrepreneurship is a relatively young field and it is still “fighting” for recognition as a scholarly, academic research field. The research was very high quality (in my opinion), but several people I talked to indicated that they don’t go to this conference for the research programming. What most people expressed appreciation for were the programming sessions and the teaching sessions. I would agree that these were the most valuable parts of the conference to me as well.

Overall, this is a worthwhile conference for librarians involved in entrepreneurship. For me, it served as another venue for presenting, which I’m trying to do more of. Proposals also do not need as much future casting as library conferences. (Our proposal was due October 15th, 2017 and we were notified late November of acceptance).

USASBE 2019 will be in Tampa, FL, so at least it will be a warm location again!

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Last day of work in 2017! The campus closes at 5pm today for the winter break. Despite the campus being quiet all week, I’ve been pretty busy: training an Economic prof on Zotero as he begins writing his next book; creating promotional videos for a couple of entrepreneurship classes switching to online format; preparing to teach my 530 class next semester; and working on BLINC projects as its new chair.

We formed BLINC (Business Librarianship in North Carolina) in 2003 as an independent group representing public, academic, and special libraries. BLINC joined the state library association, NCLA, a few years later as a new section. However, we have continued our tradition of offering quarterly workshops that are free and open to all. Workshop locations rotate around the state.

We have sadly noticed a slow decline in attendance in our workshops in this decade. Based on our discussions with librarians, we attribute that slow decline to:

  • Reduced staffing of public service points (making it harder for some librarians at smaller libraries to be away for the day);
  • Reduced travel support;
  • And the declining number of librarians with a focus on outreach and service to entrepreneurs, nonprofits, and small businesses.

That last trend is particularly disturbing. Wake County Public Library is our poster child for that one. Wake is the second largest county in population in the state; it includes Raleigh, Cary, and the southern edge of Research Triangle Park. Normally the public library systems in larger counties have a business librarian. Wake once did (Susan Wolf Neilsen, a 2016 winner of the BRASS Public Librarian Support Award sponsored by Morningstar, and co-founder of BLINC, now recently retired; Kathe Rauch was another Wake County public librarian involved in BLINC –Kathe recently retired too). But apparently the library administrators there have a strong focus on children now, not proactive engagement with entrepreneurs, nonprofits, and small businesses to support economic development. Wake Co. is also unusual for not having a central or headquarters library, which is where a business librarian would normally be based.

In strong contrast is the High Point Public Library (a city-based, not county-based library, which is uncommon in this state). HPPL has three business librarians (Cassie Ettefagh, Vicki Johnson, John Raynor) charged to build connections across the city, provide support in economic development and job hunting, and promote the value of the public library to community stakeholders.

There are also academic business librarians (or liaisons assigned to business programs among other programs) who are not very engaged with BLINC. This is sometimes due to geography – it’s a long drive from the coast (UNCW) or the mountains (WCU) to the center of this state.

Another issue is the recent emphasis in many academic libraries on functional liaison roles over subject liaisons. In this decade, the liaisons covering the business schools at UNC Chapel Hill and NCSU have also been assigned many social science programs, a huge workload that makes business information one of many foci for those business librarians. UNCCH is hiring its first entrepreneurship librarian very soon, so BLINC will invite that person to get involved with us like BLINC founding member Rita Moss (a past UNCCH Business Librarian, now retired) was. (However, David Ernsthausen remains a BLINC member. He is the Faculty Teaching and Research Support Librarian for the UNCCH business school. We appreciate David’s continued involvement.)

And that brings up what could have been a fourth bullet point above, so I’ll add it now:

  • BLINC needs to put more energy into recruiting and welcoming new members.

So at our winter workshop two weeks at the Greensboro Public Library, a dozen BLINC friends spent two hours after lunch brainstorming some strategic planning, including marketing and promotion. Our discussion included what are the trends with our own positions and professional needs, not just trends in BLINC, since BLINC needs to remain relevant to our own needs.

the value of BLINC, or, how would you describe BLINC

the value of BLINC, or, how would you describe BLINC

Our first question was:

“What is the BLINC value proposition; or, how would you describe BLINC to a prospective member?”

We had fun with post-it notes and came up with this list:

  • Developing/professional growth
  • Learning
  • Getting feedback
  • Networking
  • Consulting
  • Collaborating
  • Amplifying the capacity of business librarians
  • Turning outward / Supporting economic development
  • Sharing
  • Training / teaching / educating
  • Mentoring
  • Caring (about each other)

The next question:

“What are your individual needs as a business librarian (or as a librarian who supports business/entrepreneurship/nonprofits among other roles)?”

Responses (with some overlap, as you would expect):

  • Teaching — examples, learning from other experiences, best practices
  • Resource sharing: new, free sources
  • Inspiration, what others are doing, getting me out of my bubble; real life uses of business databases
  • Affirmation: need to know what others are doing, thinking of doing
  • Big topics in business education
  • How to be a better educator
  • Learning about emerging/big topics in business (ex. A.I., crypto-currency)
  • Need to build relationships/network: with business and nonprofit service providers
  • Opportunity to collaborate with other business librarians: conference presentations, publications, etc.
  • Networking: getting out of office; looking for expertise
  • Getting help evaluating business collections and resources; what is still core resources and reference sources; sharing resources (ex. gov docs)
  • Getting help with a tough question.
  • Evaluating NC LIVE business collections
  • Promoting NC LIVE business collections
  • Developing training
  • Collecting success stories
  • Data skills: finding, collecting, interpreting, how to teach making decisions

Then we transitioned to discussing BLINC itself. Question three:

“What are BLINC’s needs as an organization?”

blinc as a group -- SWOT analysis

blinc as a group — SWOT analysis

Being business librarians (or just smart and effective thinkers, haha), we organized this discussion around a SWOT analysis, making sure to limit the S and W to internal factors (BLINC) while O and T focused on the external:

Strengths:

  • Our diversity (roles, experiences, work situations)
  • Our energy (interest and enthusiasm for networking and training and collaborating, and in service to our communities)
  • Esprit de corps
  • Professional experience and knowledge
  • History of professional development
  • Pride

Weaknesses:

  • Our diversity [yes, listed twice – John said, very thoughtfully]
  • We have been getting smaller
  • Fewer business librarian positions in the state
  • Our name – too business focus? There’s also nonprofits, entrepreneurship, job/career services, economic development. Some folks who are not full-time business librarians might be scared off by the emphasis on the B-word.
  • Lack of marketing and promotion of BLINC
  • Limited time and attention
  • Not collecting success stories enough and sharing

Opportunities:

  • Google (need to provide more advanced training on)
  • New professionals we can recruit
  • Awareness could grow
  • Provide broadcasts of our quarterly workshops and/or webinars
  • Partnering with groups (GRS and STEM [NCLA sections], CABAL, Azalea, SBTDC, etc.)
  • Increasing focus on data (big data, data analytics, data visualization, new sources for data)
  • Cal Shepard (State Librarian for NC)
  • Telling stories
  • Collaborating with NC LIVE on training that has already been asked for

Threats:

  • Google
  • Competition
  • Fear (and misunderstanding) of business research
  • Travel budgets in decline
  • Travel time allowed in decline
  • Lack of economic development mission/focus in public libraries (maybe some campuses too)
  • Our bosses out of touch with community needs, possible roles of libraries in communities.

Finally, we discussion action steps based on the above:

“What can we do to meet those individual and group needs while living out our value proposition; or, what should BLINC do in 2018-19?”

  • Recruit new members:
    • Make a list of prospective members and contact them
    • Also prospective LIS students (there are several LIS programs in this state)
  • Develop a marketing strategy; rebranding: our focus, titles, roles
  • Professional development, learning, sharing
  • Partnering with other groups (see above in SWOT – Opportunities)
  • Online workshops/Webinar trainings (have an N.C. focus at first)
  • NC LIVE training package / toolbox
  • Quarterly workshops — possible topics:
    • Business service support / promoting economic development using NC LIVE and government data (Census, BLS…)
    • Learning more about emerging business topics, such as AI and cybersecurity
    • Learning the needs of city/metro planners (ask one to talk to us)
    • Data sources
    • Teaching and training techniques (on business research topics, not common info lit topics).
    • Trends in embedded librarians and liaison librarians

We have begun to work on some of those ideas already, with more work to come in 2018. My fellow officers for the next two years are the amazing Sara Thynne of Alamance Community College and Arnetta Girardeau of the NCCU Law Library (very recently the business librarian for Greensboro Public). The three of us will try to leverage the full BLINC membership to identify potential new members (or former members) and reach out to each person individually. Time consuming, but more effective than a blanket emails to NCLA-L.

We also plan on targeting messages to library system directors, with the angle that “if your library has a goal to be more involved in your community, then you need a BLINC representative” (something like that).

We also need continued programming, attractive and convenient, promoted effectively. We have had that every year since 2003, although not always promoted as well as could be. But there are some other types and formats of programming, alone or with other groups, we could consider adding to the mix.

Wish us luck!

Oh, and happy holidays!

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Past

In 2013-14, my library finished a discussion of how to reorganize our liaisons. I blogged about this process under the tag ”liaison reorganization.” Our process was easy to write about because each brainstorming session, workshop, and internal survey produced a document that was easy to turn into a blog post.

After we submitted our proposal, Library Administration charged us to implement the proposed cross-departmental subject and functional teams. We also redefined our official liaison roles, and rebranded the Reference & Instruction Department as the Research, Outreach, and Instruction Department (ROI). ROI is now in effect our liaison department, since we largely ended the practice of having librarians in other library departments serve as liaisons with a primary focus on collection development. All liaisons now focus on R, O and I.

[The first proposed departmental acronym was RIO but our business librarian mentioned the financial acronym of ROI and folks apparently liked the implied connection. If we worked at UNC Wilmington out at the beach and not UNC Greensboro, maybe we would have stuck with RIO.]

Present

This fall we have a new task force to review and rethink our liaison teams. I’m excited about this. After three years of working in these liaison teams, it’s time to step back and discuss how this structure is working out for us. There have been many successes with our team structure, but we created it in part to enable us to be nimble and flexible in response to changing opportunities and needs on campus. So our liaison organization should be reviewed every few years, even if we remain happy with it.

We also have new liaisons, a new dean, and a new ROI department head, Amy Harris (although Amy served on the reorganization task force with me). And some teams have been more active than others lately and so could use a little recharge.

My colleagues Anna Craft (Coordinator of Metadata Services and member of our Scholarly Communications team) and Karen Grigg (Science Librarian; Science and Collection Management teams) are co-chairing the task force. I’m a member and have been providing historical documents. The charge of the task force is below.

Our task force report will provide recommendations on the teams we need (subject and functional), how they are organized and led, and their activities. Amy asked that we consider the question “If we started from scratch in 2017, what teams would we propose?

Regarding leadership, we need to discuss the process for team leaders to give feedback to supervisors, as well as the time commitments team leaders should be expected to make (and should there be any sort of credit or workload allowance made for that service?).

We also need to consider the terms for serving on each functional team: do the current memberships still make sense? Which folks should basically be permanent members?

The task force will begin by surveying all the team members on team aspects and also surveying the liaisons on liaison roles and workload issues. The latter survey will be a repeat from one conducted in 2014. I will be interested to see how the results on that one will be different after having a few retirements and new hires since then.

I will keep you updated on any interesting developments or findings as we have these discussions this school year.

Charge: Liaison Team Structure Review Task Force

Goal: Examine the liaison functional and subject team structure implemented in 2013-14 to determine how well it is functioning and what changes should be made in response to evolving needs and University Libraries’ strategic priorities.

Objectives:

  1. Review weaknesses identified in our earlier (pre liaison team) organizational model to determine what challenges still exist.
  2. Identify new liaison opportunities based on Libraries’ priorities and campus needs.
  3. Assess and review current team structure and team activities. How can cross-communication be improved?
  4. Make recommendations on the team structure to address challenges and new opportunities.

 

 

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