College of Alameda Annual Program Update 2013-2014
for Library Instructional Programs (LIS) & Services
I.   Overview 	
Date Submitted:	 2013	
Data Download Date:	1/23/2013 17:41	
Discipline: LIS	Library Instructional Programs & Services	
Campus:	Alameda	
Dean / Manager	Dr. Inger Stark, VPI	
Department Chair	David H. Sparks, Head Librarian	
Mission  Statement: The College of Alameda Library strives to be a learning-centered library for a diverse community by providing physical and online access to quality print, electronic, and multi-media resources, services, and instruction. The library faculty and staff strive to promote academic excellence and student success 	
by emphasizing skills in library research, information literacy, and critical thinking.
As a result of encouraging intellectual curiosity, independent thinking, and lifelong learning the library helps students, faculty, and staff achieve success in their individual educational, occupational, and life goals.	

PCCD BI-TOOL DATA for LIS 85, LIS200 (data missing for LIS 500 - ASTI Workshops see Taskstream)

PCCD BI-TOOL DATA for Student Success

PCCD BI-TOOL DATA for Faculty (INCOMPLETE/INCORRECT)

IV. Faculty Data Comparables F2013 – CORRECTED 	
 	Alameda	Berkeley	Laney	Merritt	
Contract FTEF	2.0*	2.0	3.0	2.0	
Hourly FTEF	1.6	1.5	2.9	.6	
Extra Service FTEF (LIS85, 200)	0.13	0	0.1	0	
Total FTEF	3.73	2.5	6	2.6	
% Contract/Total	54%	80%	       50%	77%	
*1 FTE Library on maternity leave until Spring 2014					
V. CTE, Transfer, Basic Skills	
CTE and Vocational:  Community and labor market relevance.  Present evidence of community need based on Advisory Committee input, industry need data, McIntyre Environmental Scan, McKinsey Economic Report, licensure and job placement rates, etc. 

[CCC Libraries and LIS courses are not currently part of these statistics reports]	However, studies from several California Community Colleges, such as that prepared by Glendale Community College, have shown instruction in Information Literacy/Competency increases student GPA, persistence, the number of units they complete, and their performance in individual classes.”  This was confirmed by our own data collected here at COA. (See program review for details) 
The Academic Senate for California Community Colleges continues to reaffirm its support for information competency for AA degrees. This body also continues to recommend that IC/IL be a graduation requirement.  The COA and Peralta Librarians, with the support of the Chancellor, continue to pursue the concept of creating an information competency requirement at Peralta.	
Transfer and Basic Skills:  Describe how course offerings address transfer, basic skills, and program completion

Curriculum and teaching methodology developed and materials purchased for new emphasis on Basic Skills in Library Resources and Instruction

	At the ASCCC Spring 2008 Plenary Session the committee, Resolved, That the Academic Senate for California Community Colleges request that the Basic Skills Initiative Steering Committee incorporate appropriate library activities into the assessment tool and effective practices portion of any future editions of Basic Skills as a Foundation for Student Success in California Community Colleges

Information Literacy as a Basic Skill: See detailed narrative rationale for inclusion of information literacy as a basic study skill in 2007-08 Unit Plan.. The library has either already integrated, or is exploring instructional practices that relate to those listed for programs in the Basic Skills Initiative (section D1-D10) including:

LIS85 (transfer course)
LIS200 (basic skills approach)
Library Instruction (orientations, one or multiple sessions)
•	Application of current learning theory in information competency; 
•	Tailoring orientations to specific disciplines, assignments, and needs of instructor/student;	•	Uses a variety of teaching methods (audio, visual, small groups, etc.) to address holistic development of all students (social, emotional, class, and cultural experience), also providing public access to research materials on campus for student without such resources
•	Creation of new testing and assessment tools for evaluating skill set for basic skills/ESL students via library assignments 
•	Orientations and workshop are presented in a highly structured environment physically in the library to orient student to facilities and resources; 
•	Works with English basic skills, ESL, DSPS, other student success, basic skills and learning community programs, instructors sharing and developing library instruction and resources for student in these programs; the library has created a new special collection for ESL materials and purchased recommended resources for EMOJA, APASS, and ADELANTE
•	 Has begun a series of assessment tests to help access instruction and monitor student performance including: bibliographic assignments, critical thinking assignments – “What is your assignment?” What is the research process?” “Assignment topic as search strategy.” Pre/post tests. 

At COA, librarians attend Basic Skills workshops and keep undated concerning the Basic Skills & Student Success/ Enrollment Management Committee via contact and consultation with English and Counseling faculty.	
VIA. Course / Instructional SLOs and Assessment (Classes, Reference, & Library Research Instructional Sessions)	
Number of active courses in your discipline	3 (LIS85 Online, LIS200, LIS500 (ASTI)), Reference One-on-One Instruction, Class Instruction (Orientations)	
Number with SLOs	All	
% SLOs/Active Courses	100%	
Number with SLOs that have been assessed	LIS85 (3)
LIS200 (1)
LIS500 (ASTI) positive attendance
LIS - Orientations	
% Assessed/SLOs	75%	
Describe assessment methods you are using	Graded assignments, quizes and tests on materials covered, student survey, final project	
Describe results of your SLO assessment progress: 100% input & complete

Research shows that library usage and instruction increases rates of retention and success for community college students. A recent study completed at Pasadena Community College shows that "students that who use the library showed an increase in both retention and success - as high as 14% greater than students who never checked a resource out of the library"  (Basic Skills Handbook. http://www.cccbsi.org, Chapter 4). 

Over all success rate for LIS courses is 65%. Instructional SLOs are similar for all library instruction and are meant to measure levels of information competency, “The ability to identify and articulate an information need, selecting appropriate information sources, using and presenting those information sources effectively and efficiently, critically evaluating the information found and using information ethically.”

LIS85 (quizzes, survey, graded assignments)
COA has the only successful Information Competency classes in the district. In LIS85 there are good retention and success rates (70%) The district does not collect or calculate data on other library instruction. 

Rubric: Of the three SLOs 87% of students have been assessed at the “satisfactory” level. For Outcome # 1 (Information Need - Articulate a problem, issue or search question) 91% of students were assessed at the “expert” level. These represent improved retention and success rate from an equally positive assessment detailed in the 2008 report

LIS85 surveys: Course evaluations for LIS85 consistently show that students find the course a valuable educational experience.  Supporting data

REFERENCE DESK (ONE ON ONE INSTRUCTION; survey, statistics)

The ability of the librarian to work individually with students at the Reference Research Workstations (Library Lab) is a critical “teachable moment” in practice in libraries. Data collected at reference includes: type of interaction and subjects and topics discussed/researched
Students can also now, ask reference questions over a Chat Reference service that remains underused.

The information collected here includes subjects sought and discussed and is used in collection development of new research and reading resources. While anecdotal information is shows that one-on-one instruction remains effective, especially in familiarizing the student with useful access to print and online resources, an additional trend of student personal laptops is also a contributing factor. 	from the In Course Surveys for LIS85, 91% of respondents said they either agree (24%) or strongly agree (67%) with the statement that "Now I feel more confident in finding useful sources of information for assignments in other classes.100% of respondents said they either agree (33%) or strongly agree (67%) with the statement that "After completing the course, my knowledge about how to find information and what is academically acceptable has increased.

LIS200 (quizzes, survey, graded assignments) Enrollment has been an issue in this course due to its time offering and lack of connection to specific curriculum. Supported by DSPS & ESOP counselors in the past, current linkage with specific learning community classes and soon with the Student Success program, enrollment has improved. The overall success rate has been lower (34%) than for LIS85 due to the high dropout rate. Current semester linkage with Eng 201AB Hear My Story Learning Community has already increased participation with fewer drops.

Library Instructional Sessions (assignments, survey, testing, statistics) are driven by librarian/faculty collaboration and faculty demand. In 2012-13 these classes has slightly increased by 1.2%, while the numbers of students attended increased by 16%. This reflects that college’s policy of increased class size. We anticipate another increase in attendance and faculty use of instruction next years due to the one hours increase in library evening hours, due to greater access and opportunity for class instruction for evening faculty and students. 

REFERENCE DESK (cont.)

As a result librarians have adopted new methodologies in taking reference to the student rather than waiting for the student to show up at the desk. Librarians now go to students studying and ask if they need help.

As cuts and retirements effect loss of FTES, Library instruction is also effected since class instruction stimulates and drives more productive use of Reference instruction. Analysis of data collected at reference notes a four year trend (2008-2011) of only a 6% reduction of “reference Interviews” from the previous four years (2003-07). However, in 2012-13 this trend has been less at only 2%. Discussion of this slowing trend has tentatively concluded that the 12% increase contact between librarians and faculty (see “faculty consultations below”) is a contributing factor. If instructors require or recommend instruction and interaction with librarians, students tend to follow up.

LIBRARY GENERATED DATA:
Library Instructional Sessions	2012-2013	2011-12	2010-11	
1.	Nos. of sessions 	40 (+9 Summer)	45	49	
2.	Students Attended /Average Size 	1213 / 30	1258 / 30	1460 / 30	
3.	Instruction Consultations with Faculty	12	9	12	
REFERENCE DESK Instruction
One-on-one	4,277	4,374	4,879	
Group Study Rooms (# of Bookings/ average students per booking)	673 / 3.58	691 / 4.19	N.A.	
Chat Reference daily average	N.A.	N.A.	N.A.	
Webpage Hits	N.A.	31,956	28, 819	
Summer Instruction	2012	2011	2010	
        1.  Sessions / Student Attending	9 / 287	Not Funded	6 / 226	
TRANSACTIONS -- Use of Library Materials	2012-13	2011-12	2010-11	
Circulation / Reserve / In-House
 (check-ins only)	26,950	31,487	
22,502
	
Gate Count --  (number of entrances and exits) – Actual users	305,218	314,112	344,224	
Reading / Research Materials Added to All Collections NEW/ DONATIONS	345	443	707	

Student Usage of Library Online Resources 2012-13:  Specific Databases Used	Fall 2012	Spring 2013	Summer 2013	Total
2012-13	
Books in Print-Total Searches	453	202	16	671	
College Source-Searches	23	19	20	62	
Country Watch-Views	95	21	10	126	
CQ Researcher-Searches	340	242	210	792	
EBSCO-Searches	33585	87595	11972	133152	
Gale-Usage	8100	9202	2215	19517	
LexisNexis-Total Searches	861	757	154	1772	
Oxford University Press-Queries	98	113	251	462	
SIRS-Searches	1428	1386	2133	4947	
2012-13 Online Databases Use	44983	99537	16981	161501	

Data for online database usage still does not reflect and/or delineate remote/off campus access. It is hoped that the new library system authentication will help resolve this problem.

Classified details and narrative:

VI A. Classified Professional Personnel (Library Technicians) F2013	
 	Alameda	Berkeley	Laney	Merritt	
Contract Classified	4.0 (1 vacant position)	1.0
(3 vacant)	7 
(2 vacant)	3.0	
Hourly Classified FTES	0	.8	 1	.5	
Total FTES	4.0	1.8	8	3.5	
% Contract/Total	100%	0%	 87%	86%	

Contract Classified Professional Personnel 

▪ 1 Principle Library Technician	
▪ 2 Senior Library Technicians	
▪ 1 Library Technician II

▪ 1Vacant Position (Cataloging/Processing)
	IF VACANT POISTION FILLED: 

•	Maintain acceptable level of performance for cataloging library materials for student use. 	IF NOT FILLED:

1.	Would need to continue to hire P.T. Cataloger/Processing Librarian
2.	New material purchased would take longer to be ready to be shelved for student use.
3.	Staffing of library would become difficult in times of furloughs and during illnesses, or any other retirements.	

VI B.-VII Library Program: Services SLOs and Assessment	
Number of active SERVICE AREAS 	Access Services, Collections, Technology (3)	
Number with SLOs	3 / 100%	
Number with SLOs that have been assessed	2	
% Assessed/SLOs	100% Fall 2013	
Describe assessment methods you are using: Current method is data collection from the library’s bibliographic utility (catalog system) and occasional survey. A new general survey will be administered Fall 2013 that includes not only use statistics, but subject/topic development. Other survey questions cover, from a student perspective, facilities needs/use, technology needs/uses. In general the overall response to library services and instruction from students in the Spring 2013 survey, were positive. See Taskstream for a more detailed analysis.

ACCESS SERVICES

COA Library statistics show that the number of books circulating and used in house continues to fluctuate. Since automation of the catalog, circulation remains 20%+ above pre-automation figures. Librarians speculate that this is probably due to the increase of more current publications the general collections. Availability of Measure A funding to develop these collections and grants from CLASS Committee has been essential for developing basic skills reading research materials as well as the special collection for ESL and leveled reading, EZ READING.

Textbook Reserve use, although remaining high (25,000 average per school year), has stabilized, due in part to the cut in sections/classes as well as cuts in funding and inefficiencies in budget availability for pre-semester purchases. The Peralta Foundation has given district libraries grants between 1-2 thousand dollars each. However lack of a stable budget for collection development remains problematic for the library to update collections

COLLECTIONS

Data collected includes current and historical circulation statistics used as a partial factor in weeding the collections of underused and outdated resources. Collection Development has been refocused in three ways: 1. Emphasis on keeping more current materials that reflects up-to-date research, literature, and analysis. 2. Emphasis on 
METHODS PROPOSED AND USED for evaluation and action on two SLOs:

Ongoing assessment of status of equipment through communication with manager COA IT Team and campus and district IT committees to provide funding for "Total Cost of Maintenance" funding for library technology and adopt recommended Technology guidelines for replacement of IT (every three years). In Fall 2011 this issue was adopted as a goal of District IT Committee. Library OPAC (research workstations for students) were replaced Spring 2013. 

	various reading levels for better use of the above materials for Basic Skills, ESL students. 

3. Emphasis on Ethnic Studies that reflect trends in the curriculum, especially the Learning Communities.
Acquisition of new research and reading materials follows standard methods in academic librarianship. There are: analysis of curriculum, new course development (kept up to date via participation in Curriculum Committee approval process), seeking recommendations from faculty, research in academic library literature in recent publications and databases (e.g. Choice Magazine & Online database, Books-in-Print database, etc.). The ongoing “weeding of the collection” project is also helping to improve currency and availability of print resources to students. Collection development is also driven by those subject areas (LC) that are being weeded. Currently we are continuing to weed Social Science and replacing these outdated, underused items.

TECHNOLOGY

Technology SLOs include efforts to providing quality Library technology and services (hardware, software and networks) using library technology to provide professional, technically skilled library faculty and staff; to provide timely, appropriate, current, and knowledgeable responses to students and faculty requests for information needs; to provide access to adaptive technologies that assure access to library resources for persons with special needs all of which supports access to resources for the educational needs for the college community.

Library Use for Special Needs Users: in house statistics show that usage of ADA OPACs had declined due to neglect of IT issues, infrequent refresh of hardware, overload of building networks, and additional funding for Library ADA software licensing remain unaddressed. Observation of wheelchair use of new special library furniture resulted in purchase of additional special tables and carrels for student use.
	
Describe results of your SLO assessment progress: 100% (survey, in house and library system generated statistics) Program outcomes conform to those of Information Competency, but also including an Institutional Goal of life-long learning. 

Library Services outcomes include collecting data related to students ability to:

1.	Demonstrate and communicate their service-related information needs 
2.	Using appropriate self-advocacy skill with librarians and staff 
3.	Successfully complete a “service transaction” from appropriate service desks;
4.	Demonstrate social responsibility by proper behavior, use of library equipment, and library policies; 
5.	Be aware of online and remotely accessible resources as well as the ability to access these resources.	
Reductions in library open hours have been made incrementally between 2006 and 2012 totaling a 23% cut.  Due to outreach and collaborative efforts of Library faculty and efficiencies of classified staff, library services continue to grow and be used by more COA student, despite funding cuts in staffing, open hours, and purchase/subscription of reading and research resources. For the academic year 2013-14, as reflected by student survey and faculty demand, evening library open hours were extended by one hour to help re-establish library use by evening students and faculty requesting evening library instruction.

Analysis of SLO data also demonstrates more in depth use of library facilities, services and instruction. Despite the lack of progress in updating collections, but due to the acquisition of ESL and Easy to Read books as well as new Ethnic Studies books, circulation of library materials remains steady and slightly up.	

VIIB.Accomplishments and Goals Met from Instruction Programs & Services Outcomes and Assessment: 

1.	Expansion of evening hours: allowed for greater access to and use of library by evening students as well as evening faculty who brought their classes in for instructions
. 
2.	Maintained a quiet, clean, open facility for student to use for study and research. This is an often overlooked accomplishment, but is definitely a historic and perpetual goal of all libraries. It is also the primary reason for the Library and LRC Open Lab to remain open when classes are in session (as per Title 5), but also because the Library is often the ONLY college service and facility open in which student may seek shelter and use productively to successfully complete their classes.

3.	Refined and revised procedures and rules for student use of group study rooms.

4.	Continued development of new ESL collection – EZ Reading. Created processing and shelving procedures. Collaboration with Basic Skill Faculty in recommendations for acquisition/purchase of relevant materials.

5.	Met with VPI continuing discussion about Library’s need for a memo of understanding (MOU) to create a minimum budget that reflect actual annual costs. No action taken.

6.	Faculty Consultations & Resource Advising – Formal collaborative/consultation sessions with faculty for both class sessions and other pertinent print, electronic, and web resources continue to grow, averaging over the last five years at 11 consultations annually. Informal consultations also continue to grow, but is estimated at least to be double that of formal consultations.

7.	Staff development options: Suggested by librarian Steve Gerstle, faculty can now earn staff development credit hours for library instruction and library resources consultations.

8.	Continued multiple library instructional sessions for ASTI by K12 Certificated Specialist Librarian Barbara Fields.

9.	50% Increase in online research, by students using electronic databases.

10.	Ongoing Scheduling of LIS85 & LIS200 Course with good enrollment -- Retention and success rates for LIS85 equal to or above college percentages. LIS200 linkage with Learning Communities and Basic Skill English also resulted in better enrollment.

11.	Completed SLOs &  Assessment Cycles in CNET & Taskstream

12.	Completed and submitted to the state Chancellor’s Office the California Community College’s 2012-13 Libraries and Learning Resources Annual Survey 	

VIII-IX. Strategic Planning Goals

	1. Advance Student Access, Success, & Equity
•	Demonstrated by analysis aid to success and equal access to library/information technologies and print resources 
	2. Engage our Communities & Partners
•	Outreach to local media for campus/library events; plan for new community oriented workshop
	3. Build Programs of Distinction
•	Assists by providing resources necessary for curriculum and instruction for information competency.
	4. Create a Culture of Innovation & Collaboration
•	 1st campus website; 1st computer access; 1st campus virtual/chat interaction with students (Chat Reference)
	5. Develop Resources to Advance & Sustain Mission 
•	primary mission and goal of COA Library is to acquire and provide reading and research materials for students that reflect curricular needs; all SLOs depend on this ongoing historic charge	

The Library supports all these Strategic Planning Goals that meet the educational needs of its multicultural and diverse community by emphasizing the teaching of library research and information literacy -- LIS85 (transfer level), LIS200 (basic skills) & other Instructional Sessions by acquiring a current, authoritative, and appropriate collection of resources through professional research and collaboration with instructional faculty in order to serve the college community and provide the basic resources necessary for “programs of distinction,” including our specialized “learning communities,” and to advance and sustain the college’s mission. 

[1, 3, 5] The library strives to provide excellent, comprehensive and flexible services, resources, and programs that embrace a range from introductory and basic research skills to more advanced information literacy skills.  In this way the library can help prepare and empower all students for further education and occupational goals.  

[1 - 5] By insisting on a vision of a teaching-centered library, librarians support the college goals in using, traditional individual and in-class as well as newer team, or group oriented teaching methodologies to train student seekers of knowledge. Through the processes of learning how to access library services, one-on-one reference, or classroom instruction, library faculty assists the college’s goal by teaching students how to seek, evaluate information, as well as communicate effectively and efficiently.  

[1 - 5] Although the college removed the crucial skill of Information Competency as a goal and learning outcome for the institution, the library does support and create learning opportunities and resources relevant to the college’s Institutional Learning Outcomes, 2011. It does so primarily by mapping our program and course level outcomes to these college outcomes and by carrying out historic academic goals in librarianship that encompass these goals. (See Taskstream) Library programs and instruction also aids the college in other goals such as helping to improving student persistence, retention and completion rates and increasing student success.  Ability to use public spaces such as the library and critical thinking in information seeking is especially relevant for at-risk students helping to promote throughout the college clearer lines of communication, more stable student services and staff, and respect and civility between faculty, staff, and students.

VIII-IX. Accomplishments and Goals – Strategic Plan Relevance 	
New Programs Under Development: including course and workshop development	Planning to redesign Library Workshop Series: 

1. 1-2 session as required workshops integrated with and linked to the new Student Success initiative.

2. And/or development into three related sessions that address the information needs of the Alameda Community (working, retired, after school) and that teach information competency skills for essential daily tasks as well as library use and research

3. Collaboration with Alameda Free Library and Alameda Multicultural community Center and other yet to be identified adult learning and/or retired persons centers and facilities.	
Programs Integral to Overall College Strategy	1.	Collection development of appropriate reading and research materials to keep current and to add relevant materials based on new curriculum
2.	Instruction in several setting and methodologies in library use and research including:
a.	 the “embedded” or “class” librarian approach in which a librarian follows a class throughout the semester.
b.	Hard linking LIS200 (basic skills approach) to Learning Communities and other English classes.	
Programs/Courses Essential for Transfer	LIS85 (Introduction to Library Information Studies) is a transferable course required by many UC and CSU campuses. It prepares all students with essential information competency skills necessary in our 21st century information society as we;; as expected by today’s employers: a basic knowledge of critical search for information, evaluation of information, and presenting the results of research to colleagues.	
Programs/Events that Serve a Community Niche	Annual Library Events – All College Creative Writing Reading	
Programs where student enrollment or success has been affected by extraordinary external factors, such as barriers due to housing, employment, childcare, etc.	It is a historical goal and part of COA Library’s current mission to provide reading and research materials and online access via research computer workstations for students that do not have materials or access otherwise. The lack of a stable, annual and minimum budget for library resources has impeded our central mission.
	
In general library services and instructional programs strive to provide basic informational resources to support the entire college curriculum. This is especially true for the development of new programs/subject areas that come to the attention of librarian via the Curriculum Committee development process at the college and result in developing library collections in new directions.

Library services and programs are essential to the colleges strategic plan, mission and vision and are mandated by Title V.	

X.  Action Plans and data sources (indicate which data sources used)	
Describe action plans for responding to the above data. Consider curriculum, pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district collaboration with the same discipline at other Peralta colleges. 
1.	DISTRICT-WIDE: See District Libraries Technology Resource Needs:
•	Online Catalog (minor upgrade and authorities database clean-up
•	Online Article Database funding district-wide: continued funding by district.
 
2.	BUDGET & PLANNING: Maintenance of Effort (MOE) Annual Costs Library Budget – Included with Administrative Budget.  MOU with Managers to fund minimum/maintenance of effort budget each year, regardless of funding source; establishment of detailed maintenance budget at the line item level for annual costs and expenses.

3.	Database Increased costs – Regular funding for library research electronic online databases not covered by District Budget and Planning Funding. Depending on funding, review selection of current databases. Seek CLASS Committee Basic Skill/Student Success Grant in 2012-13. District funding approved and granted for most databases. 
•	College approval of a MOU for a minimal annual or “maintenance of effort” budget for annual library expenses submitted with annual administrative budget and approved by Budget Committee, Business Office, College Council, & District to create “roll-over” budget that reflect actual annual expenditures.
•	Post Measure A Planning: Promote growth and development of programs and services by including library in Regular and New Money funding, not just Measure A as has become the district practice
•	Educational Master Plan: Inclusion of Library Services and Instruction section.
•	Adopt regular funding of extra sessions (Intersessions, Summer) including Instructional Librarian.

4.	MAINTAIN LIS Instructional Program: Library Instruction – Increased demand shown since 2002 – Until faculty/staffing increased in proportion to increased demand; analysis has shown (see above) this contributes to Student Success by reflecting an 81% persistence rate.

•	Continuing offering LIS85 each semester
•	Feasibility study of developing Workshop series (LIS500) in conjunction with Alameda Free Library and other community organizations
•	Online Reference: Evaluation of experiment and survey of Virtual Reference services 

5.	SLOs: Ongoing assessment of analysis and revision of teaching methods in Taskstream

6.	MARKETING NEEDS:

•	Community Outreach to Alameda Public for collaboration on a literacy event
•	Feasibility of having Information Literacy Workshops (LIS500) at Alameda Public and/or advertise LIS85
•	Funding for printing Library Pamphlets about:
1.	 Regular services and instruction
2.	Specialty pamphlets titled: “How a book gets on the library’s shelves,” and “What do librarians do?”
3.	Library Bookmark with services and hours	YRLY FUNDS NEEDED (See MOE for more details): _

Funded by district
($25,000)

$40,000 (Lottery)

$29,850 -P.T. Librarians

$19,800 – Annual update of Student Resources

$2,000 + 2% annual cost increases

$9,690 Summer

Library Faculty Extra Service
or Adjunct Librarians

No Costs

$500

$1,000.
	
Data Source – COA and PCCD Library Data	Data Source – Institutional Goals: see relevance above	
Data Source – BI Data not applicable to library services	Other Data Sources: COA Library bibliographic utility statistics and other data 	

XI: FUNDS NEEDS (next page)
XI.  Needs: Please describe and prioritize in each category 	FUNDS NEEDED	
Please describe any equipment, needs: 

•	Replacement of Library faculty and staff work computers (monitor, keyboards, mice)
•	Replacement of Library OPACs for student use with Thin Client (12) units facing Ref Desk ($9,000 estimate) 
•	Library CD/DVD Server – TurboPlus/Kintronics estimate $3,000 – $17,500.)
•	Annual 3 M security gates maintenance contract 

•	Bi-annual renewal fee for Public Web Browser 
•	WebChat – Virtual Reference Service

11, 836

   9,000
   8,000 (approx)
   2,500
      
      250
      250
	
Please describe any material needs: LIBRARY MATERIALS (READING & RESEARCH RESOURCES FOR STUDENT USE)

Collection Development - MOE
  
•	Annual Standing Orders for Reference Collection
•	Periodicals: Stabilize budget allocations for periodical collection. Begin revision of collection development policy statement for periodicals.  Weed collection. 
•	Reserve Textbook: Develop additional sources for funding Reserve Books (Book Store, Student Government funds, President, development of E-Reserve – copyright issues).
•	Collections: Funding support for library materials to research, select, and processes a new Multimedia Collection 
o	Continued Upgrade of collections based on Measure A funding (Measure A, $50,000) Bring COA up to accreditation standards (volumes, currency, and curricular appropriateness) research materials for student needs. Complete the collection upgrade within ten years first with Measure A funds, then applying annual funding to accomplish the goal.
o	EBOOKS: Keep Springer collection up-to-date
o	MULTI-MEDIA: The library has never received funding for a multi-media collection, currently maintaining a limited faculty media reserve of copied media violating copyright regulations.  See 2006 Program Review description of a planned project to properly fund (materials, staffing, equipment, furniture) establish a Listening Viewing Center. The cost of adding a Multi-Media Collection of a minimum of 400 items would be a great added value to library collections, and, as a result for student and faculty.  Costs for multi-media resources are greater than for print and range from $30,000-$60,000 total to be in compliance
o	 College Archive: Begin cataloging and organization of College Archive.  Based on supplies already ordered, plan for future equipment and supplies for archive.

5,500 
8,800

7,000

50,000 - Update

5,000 - Update

$20,000 (initial investment for compliance to standards)

Librarian Extra Service	
Please describe any supply needs: (OFFICE & CATALOGING/PROCESSING) 

General office supplies & specialized cataloging supplies for processing new  library materials to make resources available for students

$3,559

Please describe any faculty/classified/student assistant needs. 

•	Evening Librarians
•	Summer librarians
•	Summer extra service instruction
•	Library Faculty Subs, for Jane McKenna’s Sabbatical
o	day reference desk subs
•	Staffing needs: Fill current vacant position for Library Technician (Cataloging/Processing)
•	Continue to hire P.T. Cataloger/Processor until hiring of Cataloging Technician
•	Student Assistant and/or Safety Aid (Morning & Evening to close) (Obj. Code 2453, Floating 20hrs total)) to assist with increase work flow in technical services, acquisitions, public services, and security	

25,935
  8,148 
  1,050 (30 hrs.)
12,500

Salary?

7,000

6,700 – Stu Assist.
$ ? --Safety Aids	
Please describe any facilities, SIGNAGE, FURNITURE needs.

o	L Bldg Lighting Project: Replace AND/OR repair L Bldg ceiling lighting, collections, and exit/emergency lights
o	Book Trucks (4)

2,000
1,600	
Please describe any Technology/SOFTWARE NEEDS (See equipment above for replacement of faculty/staff computers)

•	PCCD Millennium Library System Needs (Fall 2011) Request for all District Libraries to complete installation of modules that will improve new bibliographic utility and student access via online catalog. 
•	Replacement of one ADA computers and working networking with licensing for software (Zoom Text and Audio/Reading)
•	ADOBE Digital Publishing Suite, Professional Edition	

Funded by district

1,200
   400
   500	
Data Source – COA and PCCD Library Data (see online library planning documents)	
Data Source – BI Data not applicable to library services