In the spring of 2019,LLILAS Benson Latin American Studies and Collections partnered with the Urban Teachers Program at the Department of Curriculum and Instruction in the College of Education to develop and provide free, online access to high school lesson plans. The goal was to bring together the historical perspectives of underrepresented groups, current scholarship, and digitized holdings of the Benson Latin American Collection and Latin American partners. Thanks to a Department of Education Title VI grant, LLILAS Benson was able to create a portal via UT Libraries’ open-access repositories to make these resources widely available to teachers.
For the past two years, College of Education graduate students have been creating World History and World Geography units for use in high school classrooms. The underlying principle for these teaching materials is that students are able to understand, and then subvert, dominant historical narratives in Latin American, U.S. Latinx, and African Diaspora history given the marginalized perspectives the lesson plans highlight. Using the Benson’s digital collections, they have focused on a variety of topics, including women in colonial Latin America, the Mexican Revolution, and the Cold War in Central and South America (publication in process).
The collaboration and site has since broadened to include other disciplines, audiences, and learning objectives. LLILAS Benson Digital Scholarship staff has been partnering with faculty and graduate students in Latin American Studies, Art and Art History, Spanish and Portuguese, Mexican American Studies, and History to design Digital Humanities–focused lesson plans and assignments for undergraduate teaching. Work is also ongoing to publish technical capacity-building teaching and learning resources for graduate students, digital humanists, and archival professionals at UT Austin and beyond.
The site also helps instructors and students find and browse through LLILAS Benson’s digital resources. It consolidates under its Primary Sources section all existing LLILAS Benson digital scholarship projects, digitized collections, and exhibitions. Visitors can filter these resources by grade level, date range, course subject, and country to find relevant primary and secondary sources on their research and teaching focus.
Explore the site through http://curriculum.llilasbenson.utexas.edu/. The interdisciplinary collaborations and site’s development were generously funded by the U.S. Department of Education’s Title VI Program and LLILAS Benson’s Excellence Fund for Technology and Development in Latin America. This resource was conceived, designed, and launched by:
Lindsey Engleman, Public Engagement Coordinator (2014–2019), LLILAS Benson Latin American Studies and Collections
Tiffany Guridy, Public Engagement Coordinator, LLILAS Benson Latin American Studies and Collections
Delandrea S. Hall, Doctoral Candidate, Curriculum and Instruction, College of Education
Rodrigo Leal, Website Designer and Student Technician(Spring 2019), LLILAS Benson Latin American Studies and Collections
Casz McCarthy, Public Engagement Graduate Research Assistant, LLILAS Benson Latin American Studies and Collections
Albert A. Palacios, Digital Scholarship Coordinator, LLILAS Benson Latin American Studies and Collections
Cinthia S. Salinas, Professor and Chair, Department of Curriculum and Instruction, College of Education
UT Libraries Digital Stewardship (Anna Lamphear and Brittany Centeno)
The UT Libraries wants you to know that even though spaces on campus may be closed, our work continues.
The challenges that libraries have been continuously addressing for some 30 years in a migration from the analog to digital experienced some artificial timeline compression as the university was forced to rapidly migrate operations to a mostly online presence in the wake of the coronavirus pandemic and the temporary shuttering of university operations.
“We moved 100% of our 200+ member staff from their campus work locations to a work-from-home arrangement, and started making similar arrangements for many of our 200+ student employees – in two weeks,” explains Vice Provost and Directore Lorraine J. Haricombe. “This required an intense rapid planning effort by supervisors, managers and leadership in conjunction with the entire staff.”
After the university announced it’s return plan, it was all-hands-on-deck to try to support the massive campus transition to a completely different format, and that included much of the day-to-day work happening at the Libraries.
“The University’s abrupt shift to fully online instruction, along with our complete relocation of work environments, created challenges across all of our core divisions,” explains Haricombe, “but as key partners in ensuring academic continuity during this pandemic, our librarians and staff moved quickly to provide essential services online, while also extending our reach into support for online teaching and learning.”
Libraries have spent decades building a framework for technological innovation and expertise. They’ve been working online, expanding digital resources, and advocating for barrier-free open access to information. Here at UT, faculty and students have access to high-quality digitized resources, licensed e-resources, online LibGuides, and our collective expertise to support teaching, research and learning. We have created a robust system to preserve the analog resources we’ve built over the past 130+ years in digital formats in order not only to protect them, but to make them available to people who might not be able to access them in person.
Since the initial announcement of the university’s closure, expert Libraries’ staff have been responding to a constant flow of requests from the campus community for help adapting to the temporary process and policy changes that have occurred, along with training in online processes that may have been overlooked in the past.
They’ve worked directly with vendors and coordinated with information technology staff to maintain and in some cases expand digital access to resources, and made spot transitions to in person services making them available in an online environment. In certain cases, they’ve helped to develop alternative pathways to create access to resources that seemed otherwise out of reach without access to physical library spaces. It’s been a massive undertaking with little opportunity for preparation by folks who have traditionally thrived in library spaces surrounded by patrons and colleagues, but who have been required to move to isolation while continuing to provide for the needs of a Tier 1 research university.
Examples of this work abound, from work transitioning to new realities, to finding innovative ways to continue work already in progress, to bootstrapping solutions when success seems a distant possibility.
Preparing Library Staff for a Different World:
The sudden closure of the libraries on campus required a quick response to undertake preparations for a new way of operating for the Libraries, and one of the first orders of business was to try to prepare the extensive staff and their breadth of responsibilities for transitioning to a new work environment.
Even before decisions about operations were finalized that included the cessation of in-person services and subsequent closure of space, Libraries facilities staff were implementing social distancing measures to keep frontline staff and patron safe while continuing to provide core services that included visible distance guides for circulation interactions, and the erection of plexiglass guards to minimize contact.
Libraries’ IT staff, meanwhile, had their work cut out for them with the colossal task of working with a 300+ workforce on individual bases to convert mostly onsite work environments into functional remote digital presences. It required the strategic deployment of limited technology hardware resources, and the immediate evaluation and positioning of new software applications to meet the requirements of the new and considerably unfamliar working conditions.
Teaching and Learning Services (TLS) staff quickly reorganized research support services by setting up accounts for 35 liaisons and TLS librarians to enable direct booking of consultations, reviewed potential technologies for providing on demand research help, and prepared documentation for using Zoom and Canvas conferencing and teaching tools with organized training for library liasons. Staff also reviewed ways to shift information literacy instruction to an online environment and developed resources for anyone transitioning their instruction sessions.
Staff in Research Service organized communications flows to make sure that liaisons were informing their constituents of service changes, and liaisons updated LibGuides, calendaring applications and chat features to create as seamless a transition for users as possible. Academic Engagement liaisons have been proactive and also quickly responsive to faculty and student needs, ranging from filling requests for e-book text alternatives and other e-resources, adapting their instruction and helping faculty rework assignments, updating CourseGuides, and holding virtual office hours. Discovery and Access staff have set up mechanisms for availing faculty and researchers of crucial physical materials that are no longer directly accessible, and a limited cadre of Stewardship staffers worked feverishly to digitize resources needed for summer classes.
Shifting Resources to a New Environment
As future-oriented as libraries focus on being, it’s hard to deny the quintessential connection between the traditional archetype and the books that are so tied up in it. So when the places that house the 130+ of physical collections are no longer accessible, how do librarians fulfill the needs of the biblio-centric researchers and faculty that normally haunt the stacks on any given day?
As it became evident to the Libraries’ most energetic users that much of their access to stack browsing and physical retrieval were going to be halted for an indeterminate time, it became incumbent on librarians to locate alternate resources in order to support the maintenance of the university’s core research efforts.
Fine Arts Library staff heard concerns from faculty researchers at the College of Fine Arts’s (CoFA) Butler School of Music about burdens caused by the inaccessibility of the bound music scores that reside on the 5th floor of the Fine Arts Library, and were able to point users to over 54,000 digitized scores available thanks to the Libraries’ partnership in HathiTrust. HathiTrust has opened at large cache of their digital resources in response to the pandemic, all of which are accessible contingent on the current accessibility of physical resources, so changes to the status of those physical resources could result in the loss of that resource; copyright inquiries have increased for our Scholarly Communications unit as they help people navigate the intricacies of collaboration the digital environment. Staffers in Research Services have coordinated with faculty to locate ebook alternatives to course texts, pointed to temporary resources opened by publishers in response to the crisis, evaluated fair use requests for audio visual materials to meet teaching needs and promoted existing resources such as the extensive PCL Map Collection as resources for consideration by faculty in the recalibration of their syllabi.
Ongoing Remote Expertise
Beyond the access to informational resources that had to be reconsidered, the Libraries needed to reimagine how best to utilize staff expertise to support the changes to the new teaching and learning environment.
Graduate research assistants in Teaching and Learning Services started fielded numerous questions about Libraries services, collections and spaces at the onset of the pandemie, increasing their availability the week of March 16. They have been working Saturdays throughout the crisis to expand the service for user needs.
Staff have also worked on numerous specialized cases to assist faculty who had either enlisted Libraries support for their classes, or who came to the Libraries as a resource when they needed help thinking through a pivot to online teaching. In specific cases, staff experts were able to help facilitate video learning opportunities using prerecorded training videos in tandem with live presentations to explore practical opportunities for research, and in certain cases, included additional special collections archivists to discuss specific digital resources and opportunities available from collections that normally require an in-person visit. Staff have also ramped up video consultations as unforeseen challenges arise in the transition to online, and in certain cases, have helped to train faculty adapting to video conferencing technologies required to carry-out the expectations of a new and sometimes foreign online teaching environment.
Uncertainty seems to be a constant in the current crisis, so speculating on the future seems like a bit of a fool’s errand. Nonetheless, the necessity for change that was precipitated by the sudden closure of library spaces created opportunities to consider what we’ve done in the past, and how we may be able to do things better in the future. An excellent thought piece by Christopher Cox, dean of the Clemson Libraries, ponders some previously unchallenged notions about what libraries are, and suggests that this moment has offered us the chance to reenvision ourselves for a new era. Are we overvaluing books? Do we invest enough work in digital preservation and access? Is the current model for electronic resources in the best interest of the public? Has our investment in collaborative space and technology hardware been challenged? What is our new role in the virtual space? Are we providing equitable access to all our users? These are all questions that have arisen before, but they’ve taken on additional gravity when applied in the midst of extreme adversity.
We know we’re up to the task, though. We’ve proven it. If there’s one thing we’ve gleaned in the last months, it’s that we have the capacity to rapidly adapt to unexpected challenges that are far beyond our control. And to thrive in doing so.
You did it! (Or your graduate did.) Congratulations. After four years (more or less) of hard work and long nights in PCL, you’ve earned your degree and are looking toward the next phase of life as you head out into the world.
And though your time at UT has officially come to a close, you’ll still have some access to library resources on which you’ve come to rely through the summer.
Hold on to your student ID card, as you’ll retain privileges through the following summer. These privileges include:
regular student check-out privileges
access to interlibrary loan services
access to most UT Libraries electronic resources
use of study rooms, carrels. or lockers under the same guidelines that apply to enrolled students
Your privileges will remain active until the 12th day of classes in the fall semester.
Courtesy Borrower Privileges
There are several options for getting a Courtesy Borrower card:
There are several alumni membership levels available–sign up quick, recent grads get special deals! After you’ve joined, bring a photo ID to Courtesy Borrower Services to apply for your card. You’ll also get remote access to three article databases, Academic Search Alumni Edition, Business Source Alumni Edition, and JSTOR Alumni Edition.
The TexShare Library Card Program is a reciprocal borrowing program, coordinated by the Texas State Library, which provides access to materials from many Texas libraries. If you’re a patron in good standing at a participating public library, you can get a TexShare card from that library and bring it to Courtesy Borrower Services to apply for your UT Libraries courtesy card. While the card is free, each participating library has its own qualifications for eligibility. For example, Austin Public Library requires their patrons to be in good standing for a period of six months before qualifying for a TexShare card. Check with your local library for details.
Are you a Texas resident?
If you are a Texas resident, but you don’t qualify for a TexShare card, just bring proof of address, a photo ID, and $100 to Courtesy Borrower Services to apply for borrowing privileges at UT Libraries.
Courtesy borrowers can:
check out print and media materials from all UT library branches
access most electronic databases from onsite library workstations
access online renewal and recall services
Courtesy borrowers cannot:
access databases remotely
check out equipment
use interlibrary loan services
access Jamail Center for Legal Research, the Harry Ransom Research Center, or the Center for American History
We talk much of collections and spaces as the resources of great relevance to our users. But let’s not neglect the incredible expertise represented by our staff, whose skill and talent provide the basis for all of the work libraries do.
Jenifer Flaxbart is the Assistant Director of Digital Scholarship for the University of Texas Libraries. She directs the recently created Digital Scholarship department within the Academic Engagement division. Her portfolio includes Digital Scholarship projects, education and partnerships, Research Data Services, Scholarly Communication and Open Access initiatives and the Scholars Commons, a pilot space and related services designed to support scholars engaged in the research lifecycle.
She received her MILS from the University of Michigan, Ann Arbor, and a BA in English Literature from Hiram College.
Why did you decide to enter the field of library and information science? What motivated you to seek a library degree?
Jenifer Flaxbart: I knew I wanted to become part of a profession that facilitates the sharing of information and creation of new knowledge. My high school Math teacher opened each new chapter with a lecture and one was about the Ancient Library of Alexandria. I realized my goals for my own education and career aligned with the opportunities provided by the field.
How has your relationship with academic scholars changed over the years?
JF: I have been in several roles in which I’ve been the information conduit for students and faculty, connecting them with relevant resources through the collections acquisition, research consultation, online guides and video tutorials, classroom instruction and frontline reference assistance at a service desk or via a virtual chat service.
More recently I’ve worked with scholars through focus groups, steering committee work, and collaboration to inform space renovation initiatives, plans services and events, and work to create partnerships in pursuit of shared objectives.
Right now I’m participating in a series of Town Hall conversations with faculty about the next big research question at UT Austin through a program called Bridging Barriers that’s coordinated by the Office of the Vice President for Research. The UT Libraries submitted a concept paper that was layered into each of the six themes under discussion. We are well-positioned to assist researchers with data management as well as the creation of Open Educational Resources (OERs). OERs communicate research outcomes and impacts in transparent ways that support students in their studies and benefit members of the public.
How have the ways academic scholars research changed over the years and how has that changed your job?
JF: I’ve been an information professional for over two decades. During that time, I have helped others conduct research in many ways, using card catalogs, CD-ROMs, online databases that charge by the use, and databases that charge by the year. I’ve championed and leveraged the technological shift that enables expanded access as we have transitioned from print-based to online searching.
Because technology enables remote access, research can be done almost anywhere. Students and faculty can work at home and in coffee shops or airports as easily as they can in the library. If you watch them in action, they typically use a hybrid approach: several devices, such as a smart phone and a laptop or tablet, as well as a print book or two and some paper notes.
Many who have experienced this migration retain a fondness for the printed object: content that can be cradled, carried, stashed and retrieved at will, without the aid of a computer or device. Yet technology can enhance access to content in many ways. Digital formats can ensure that the content endures beyond the life of the paper on which it’s printed.
Libraries have, in an effort to accommodate group project work as well as the need for silent study, evolved spaces formerly dedicated to the storage of physical formats to compelling, flexible spaces equipped with embedded technology and robust wireless networks. The spaces and added-value services provided attract students and faculty engaging in the modes of research, teaching and learning that define higher education today.
Can you think of an example where access to content has been transformational in your personal life?
JF: Being able to source article or book content from our collections or through our InterLibrary Services unit is one of the privileges of UT affiliation. I’ve leveraged this access in simple ways, like using authoritative reviews to inform major purchases, and in more profound ways that enrich my professional knowledge and my parenting style.
Another fun example of how content can be personally impactful, for my family, is Turner Classic Movies (TCM). The classic film content preserved and shown by TCM provides context for cultural norms and timeless themes, readily available on basic cable. Thanks to TCM, our 8-year-old daughter knows who Marilyn Monroe and Bette Davis were, and her favorite film is the Billy Wilder comedy Some Like It Hot. She and her 13-year-old sister enjoy being scared by Alfred Hitchcock and convulsed by the Marx Brothers. Without vision, technology, and funding, TCM wouldn’t be able to fulfill its mission. It is a credible source of information about and access to an impressive vault of film content.
Likewise, the UT Libraries collect, organize, preserve, and provide access to content. If the content is in digital form, or we can create a digital derivative of it, we can do more with it. We can make it easier to discover and more visible. We can make it available to anyone with an Internet connection on the other side of the globe.
How will libraries mesh the use of print and electronic resources?
JF: This is already happening every day. Content is often available in multiple formats, in print and online, and what’s online can be printed. We make a significant investment in electronic resources, both because some things are only available in that way and because online access extends the reach and impact of these resources. When materials are unrestricted by copyright, we can also digitize and share content worldwide, as with our PCL Map Collection.
What is the academic libraries role in affordability in higher education?
JF: We provide curriculum-aligned research materials, particularly academic journal content that is peer-reviewed, rigorous research, book content and aggregated, proprietary database content, including music, film and special reports that contain proprietary information. This licensed content is subscribed to or purchased by the UT Libraries in support of all students, leveling the playing field in support of student success.
Additionally, we continue to advocate Open Access, to mitigate or eliminate the cost of subscription-based access, given that some of the authors of that content are right here at UT. And we encourage the creation and sharing of Open Educational Resources (OERs) so that faculty and students can access and reuse, revise, remix and redistribute resources that fuel teaching and learning in current and compelling ways.
How do you foresee patrons interacting with libraries in the future?
JF: I think about the Ancient Library of Alexandria and its’ destruction, and draw connections between the past and what’s to come. Physical materials, papyrus and artifacts, are always at risk. Few have direct access to such items and too little is known about the treasures held behind closed cabinet doors.
Technology makes the capture and delivery of irreplaceable content and information about it, what we call metadata, which describe the physical format as well as subject matter, possible in ways unimagined. It enables a scholar in another time zone or on another continent to look at and learn from a digital derivative of a printed pamphlet or text from an earlier era. And the magic of technology extends to ensuring that this captured content is preserved even if the original is lost.
Some argue that artifacts like a scroll or fibula must be experienced in person. When that isn’t possible, technology offers a via alternative, from scanned pages of a calligraphed manuscript to a 3-D printer-generated replica of a metal tool. I would argue that these visual and palpable replicas are vital windows into the past, and that with appropriate funding, staffing and technological resources, libraries are well-positioned to enable and evolve new levels of access to and engagement with content for all forms of scholarly endeavor.
“Thank you for representing comradery for the university experience. For me, [the Libraries] serve as everything from academic and professional home bases, to safe spaces where friends can chat and grab coffee between classes, to settings where team work and innovation flourish at all hours of the day and night. The libraries are where we go to reinforce friendships, academics, as well as our longhorn pride.”
—Judy Albrecht, Psychology, Junior
2.5 million visitors passed through the gates of the University of Texas Libraries in 2016. That gate count is the equivalent of 25 home games at full capacity at Darrell K. Royal stadium. Have you ever wondered what students do at UT Libraries?
Some students come to UT Libraries because it is integrated into the UT curriculum. Librarians teach students the fundamentals of research at a tier-1 research university. At our core, the library is about experiences, not just lending books.
In library classrooms, librarians work with faculty to teach students to be better researchers. Students learn to navigate our materials (10 million volumes in our collections, our online maps, images, databases, e-journals, e-books, news sources, and government information), of course, but library instruction is most concerned with developing critical thinking skills. 18 and 19 year-old students stepping foot on the Forty Acres need to learn to evaluate sources of information for reliability, to use information ethically, and to consider what information will best meet their needs.
Librarians are available to help students in each of these areas in classes and one-on-one at the reference desk. In fact, the UT Libraries provided over 50,000 individual reference sessions for students and faculty, and welcomed almost 12,000 attendees to Library Instruction Sessions in 2016. The skills we teach in these sessions are essential to success in college, and library instruction is one way we participate in UT’s efforts to increase retention and progression.
Students come to UT Libraries for the special things we have. Thanks to private philanthropy, students have access to everything from special collections to cutting-edge software and gadgets. Imagine yourself cheering the Longhorns at Darrell K. Royal stadium. Now imagine eleven football fields, that is the space our books, reference materials, classrooms, collaborative study spaces, and technology would fill!
Over the years, UT Libraries asked students, faculty, and staff, “What do our student need to succeed?” We learned students needed spaces for in-house tutoring for Science, Technology, Engineering, and Mathematics. UT Libraries met these needs by working with campus partners to build the STEM Study Areas and tutoring spaces in the PCL. Students wanted a space to talk, work, and learn together, so we created PCL’s Collaborative Commons. Students needed computer labs with advanced software, new equipment like 3D printers, and creative spaces like a recording lab, and with the help of donors we created the Foundry, the Scholars Commons, and enhanced the media lab, meeting each of these needs
Students come to UT Libraries to meet classmates to work on projects. They pick UT Libraries because we are open 24 hours, 5 days a week and they feel safe here. Just how safe are the UT Libraries? Enough for students to bring in blankets, pillows, and sleeping bags and use us as their temporary home for all-nighters during finals week. It is not unusual to see a student wake up early in the morning and head out to take their test. We’ve even seen a student set up a tent in PCL.
We do all we can to provide safe and comfortable spaces for students. Parents can take comfort knowing their student has to show their UTID card past a security guard after 10pm to get in and out of the library.
The academic rigors, competitiveness, and challenges that take toll on students are also on the forefront of our mind. We help students relieve stress with therapy dogs during finals week, and ask them to send postcards home so parents know they’re okay (and studying).
The UT Libraries are an integral part of the overall student experience, whether it is providing research guidance, cutting-edge technology, or safe innovative spaces that serve as incubators where ideas and progress are born at all hours of the day.
Contemporary application of technologies demands reimagination of libraries as creative academic spaces instead of just learning hubs. For the campus community, the Libraries are committed to delivering essential services in the most efficient way possible; a recently-launched cloud printing system is another step in this direction by the Libraries’ IT department, and we take pride in it.
In only two months, this service has redefined a significant part of user experience both online and onsite. The print stations are already experiencing periods of capacity use, and future expansion of the service is a likely reality. With the new and smarter cloud printing system, the requirement of printing more efficiently has been addressed. All printers within the UT Libraries system are now connected to a cloud printing portal — MyPrintCenter. It can be accessed by UT students, faculty and staff to upload documents that they need printed without having to be physically present near a computer within the Libraries. Users may select an uploaded document at any Library printer and collect the printouts at their convenience within a 24-hour period. As an alternative to the cloud printing portal, print jobs can be sent to the system via a simple email. The system also integrates a smartphone application — Pharos Print — into the printing service to augment its usability and mobile access for users.
Through better aligning our technological initiatives and muscle with our patrons’ behavior patterns and needs, IT at UT Libraries is dedicated to achieve a user-centric vision. We are exploring a number of exciting projects, aiming to hone and implement agile and innovative technologies to expand the UT Libraries systems with an eye toward the next advancement to benefit Libraries’ users.
Sarah Fahim is a graduate research assistant working in the UT Libraries’ IT department – Online Experience Team. She is working toward her graduate degree in Advertising at the Moody College of Communication.
Imagine this — your student just returned to campus from Thanksgiving Break and realized that finals are just around the corner. What do they do? Panic? Eat more mashed potatoes or pie and try to forget about it? I’ll never argue with more pie, but when your student calls to talk about this stressful time, tell them that instead of panicking or eating their feelings, they can take advantage of services offered within the libraries.
PCL houses several partner organizations who offer great services to students:
The Writing Center (in PCL) offers help at any point in the writing process. Tell your student that good writers seek feedback! Appointments here
The Sanger Center’s Public Speaking Center is now open in PCL – their consultants can offer suggestions on any presentation or speech assignment. Appointments here
Tutoring for intro-level Calculus, Biology, and Chemistry courses is now available in PCL’s UFCU room. See the schedule
The UT Libraries house many new services for students, but librarians have always been available to help with research. Students can ask us questions about finding sources of information, about choosing or narrowing a topic, about when and how to cite sources, and about which sources of information are credible. We are available to help in several ways. Your student can:
We talk much about the collections (physical and digital) and spaces at the UT Libraries, but there’s a significant technology infrastructure in place to facilitate access and digitally preserve the Libraries’ massive assemblage of electronic resources. To maintain those important tools, a highly-trained cadre of technology professionals is constantly on call to respond to issues, discover and implement technological innovations and provide for the support needs of staff.
As the Libraries have continued to explore ways to expand services to address the needs of campus, we’ve considered how we might leverage this technical expertise to provide support beyond the Libraries.
Chris Carter — the Libraries’ Director of Planning and Operations — was approached by representatives of the McCombs School of Business after they heard a description of the cost model for supporting UT Libraries labs. McCombs Director David Burns wondered if that support could be scaled to provide lab support in the Business School. Carter and his staff ran the numbers and took the proposal to Libraries administration, who roundly backed the evaluative project, and after a pilot period in Summer 2015, Libraries’ IT Infrastructure staff took over the tech support of a lab at the McCombs School.
Under the terms of service, the Business School purchases the hardware and secures licensing of specialized software, and the Libraries provides installation and support of operating systems, applications and updates for the computers; when there’s a problem with a PC, Libraries IT staff respond to address it. Fees charged per computer by the Libraries was determined to allow for the accommodation of additional IT staff should growth of the lab make it necessary.
Along with the branches, this brings the support coverage area maintained by Libraries staff to 14 locations, and Carter feels that there is room to expand to provide the service to other interested parties on campus.
“We structure the service so that it fits into our current, lean and efficient desktop support approach,” says Carter. “The cost per PC for support is intended to allow us to add an FTE if we increase the service so much that it needs an extra person. For now, we just rely on the excellent and efficient people we currently have. In particular, the excellent systems administration skills of David Roberts makes this possible.”
The College of Natural Sciences recently contributed 20 additional units to the Mallet Chemistry Library — bringing the number of computers to 32 — and provided specialized software, but, in this case, the Libraries simply took ownership of the expanded lab. The opportunities for growth in the third-party support model for campus computer labs, though, is extensive thanks to an ever-present need for technology.
Carter thinks the Libraries are well-suited to play the support role for other campus partners by virtue of what we’ve learned from internal efforts.
“We see the service from the perspective of supporting a high volume 24/7 kind of operation in PCL and extend the same service offering to anyone who wants to have a library lab in their space,” Carter says. “The McCombs lab is a 24/7 facility for business students and we’ve been able to both replicate what is available in PCL and customize it for their needs. It’s a good model of a basic, replicable service that will both scale and also allow for local customization depending on the discipline.”
The Libraries held a Kick-off event on September 16 to share design renderings of a new academic work space in the Perry-Castaneda Library called the Scholars Commons that will be piloted on entry level starting early next year.
My colleagues and I had the great opportunity to welcome attendees into an empty room behind yellow paper-covered windows to share a “before” glimpse of what the UT Libraries hopes will become a favorite place on campus for graduate students and scholars.
Scheduled to open in January 2016, this “third space” for serious study is a pilot project to test services and different types of spaces.
The Scholars Commons initiative is comprised of 3 main areas:
silent study space,
a Data Lab, and
a Graduate Landing Spot, with reservable media-equipped rooms, a lounge and a break room.
Design development for the space was informed by input from graduate student and faculty focus groups and a survey with over 1,200 respondents conducted last spring. Additional insights came from the Graduate Student Assembly (GSA), the Graduate Student Writing Group and Graduate Student Services within OGS. The design was created by Harmony Edwards-Canfield of E+MID (Edwards + Mulhausen Interior Design), also responsible for several successful recently completed PCL projects.
Situated opposite the new glass-walled Media Lab, in what was formerly the Periodicals Room and the adjacent office suites that housed the Research and Information Services department, the Scholars Commons is tangible, visible evidence of support for serious students and scholars.
The materials in that space were relocated elsewhere within PCL, and the staff relocated to a UT Libraries office suite in the new Learning Commons, next to the University Writing Center. As with space used to create the Learning Commons, the Scholars Commons project represents intentional repurposing of staff space for student use.
The office suite closest to the PCL lobby will host speech center services provided by the Sanger Learning Center and research consultations in media-equipped meeting rooms with UT Libraries librarians. When not reserved for consultations, the rooms will be available for group study use by students.
Subject specialist librarians, or liaison librarians, already work one-to-one or in small groups with students and faculty to advise on literature reviews, research paper resources, data needs and other aspects of the research process and lifecycle, including publishing. These refreshed rooms will expand existing consultation space.
The large room that once housed the current periodicals and reference materials will become silent study space. And the office suite in the back of that room will be a dedicated Graduate Landing Spot for group study and informal community building.
The Scholars Commons will also offer programming, including salon events with featured speakers, research presentations and exhibit space. In brief, the pilot focuses on real-life needs, real-world challenges, research and relationships.
Kick-off participants enjoyed locally-sourced refreshments and live music by Maxwell’s Daemons, a celebratory nod to the soon-to-be-silent zone for scholarly endeavor.
Brianna Frey, an Architecture graduate student in attendance, expressed that the quality and amenities of a study area are important because productivity stems from the ability to focus. “Additionally, it is important, especially because my field has a lot of group work, to have collaborative spaces in study areas” Frey told the Daily Texan. The pilot will offer both options.
Monitor this blog and UT Libraries social media outlets for more details as the January reveal approaches.