Knowledge Commons Service Model Working Group

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Posted on August 7, 2008 - 17:46.

Why have a Knowledge Commons?

The Knowledge Commons will be a vibrant, user-centred learning facility integral to the academic lives of McMaster students. The Commons will:

integrate scholarly resources, information technology, software, expertise, instruction and study space
provide a stimulating learning environment that fosters innovation
develop students' ability to access and organize information to succeed at McMaster... and beyond
develop lifelong learners and knowledge workers
integrate expert research, writing and technical assistance in a state-of-the-art facility
showcase the Library's wealth of electronic and print resources
facilitate a variety of student learning opportunities to support the full range of the discovery process: from identification and collection of information to creation of the final essay, spreadsheet or presentation
build an inclusive community through a shared purpose in discovery and learning
be a gathering place for students and researchers
enhance McMaster's reputation for innovation, creativity and excellence

Knowledge Commons Working Group

In consultation with stakeholders the working group will :

Articulate service objectives for the Knowledge Commons
Propose innovative, effective service model(s) to meet those service objectives.

Project Completetion Date : May 15, 2005

Meetings: Tuesday afternoons 2-4 pm, Mills Administration Boardroom.

Working Group Members:

Barbara McDonald (Chair)
Vivian Lewis
Paul Otto
Olga Perkovic
Robin Sakowski

Project Description

Project Objectives	To articulate the service objectives for the Knowledge Commons To develop innovative, effective service model(s) which will meet the service objectives for the Knowledge Commons.
Project Partners	Mills Reference Services Department Library Information Technology Department
Completion Date	May 16, 2005
Persons Responsible	Project Team: Barbara McDonald, Reference Services Manager (Chair) Paul Otto, Associate University Librarian (IT) Vivian Lewis, Associate University Librarian (Services) Robin Sakowski, Reference Intern Olga Perkovic, Instruction Coordinator
Linkages to Goals/ Success Factors	Refining Directions Goals: To provide an innovative and stimulating learning environment where students can prepare themselves to excel in life. To build an inclusive community with a shared purpose Refining Directions Critical Success Factors: Take Risks and Innovate Reduce Boundaries and Barriers Be Nimble and Efficient Build Our Internal and External Relationships Secure Adequate Resources From the Library Mission Statement: Our... services reflect our commitment to creativity, innovation and excellence and to the centrality of the student in a research-intensive university
Linkages to Other Areas	Other Areas Affected by the Knowledge Commons: Mills Circulation & Stacks Control staff Thode Reference & Circulation staff Innis Reference & Circulation staff Library Management Group Consultants: Health Sciences Library CIS Centre for Student Development Centre for Leadership in Learning (CLL) student representatives Campus Security Stakeholders / Potential Partners: Computing & Information Services (CIS) Centre for Student Development: Academic Skills and Services for Students with Disabilities Library users: students, faculty
Initiatives Underway	From the Library Plan. Major initiative: Create a "Knowledge Commons" (working name) in Mills Memorial Library to integrate access to information, technology, assistance, instruction and study space of different kinds. http://library.mcmaster.ca/about/k-commons/k-commons.htm Mills Reference Pilot Project: Student Technical Help Desk @ Mills Reference Desk (October 18, 2004 - April 30, 2005) Library Management Group is working on securing funding for the equipment and renovations (physical space)
Communication Plan	Announce project to d-maclib@mcmaster.ca and libnews-list Post project information on the library website: http://library.mcmaster.ca/about/k-commons/k-commons.htm Send updates to g-rsstaf@mcmaster.ca g-libsys@mcmaster.ca d-maclib@mcmaster.ca Hold discussions with interested individuals and groups about potential services, users' needs and related issues
Deliverables	A proposal which will include: a) Background: inventory & assessment of current service model challenges of moving into a Knowledge Commons environment discussions with stakeholders to clarify user needs identification of trends, best practices and innovative models of service delivery b) Recommendations for: innovative, effective service model(s) for different service scenarios (e.g. current service hours, 24/7) a process for reviewing the service model metrics and key performance measures to evaluate the Knowledge Commons new resources required (e.g. staff, software) marketing plan: managing staff & users' expectations hiring and training staff governance model for overseeing service delivery
New Resources Required	Our assumption is that additional staff and software will be required; details to be articulated in the Proposal

Work Plan

	Activity	Person(s) Responsible	Target Date
1.0	Analyse Our Local Situation
1.1	inventory & assessment of current Mills Reference service model	Barbara	Jan 21
1.2	challenges of moving into a Knowledge Commons environment	Barbara	Jan 21
1.3	mine existing internal surveys & user feedback to identify customer needs user surveys Instant Messaging survey (Amanda) space ERD survey comments box libweb comments	Robin	Jan 31
1.4	meet with stakeholders, consultants and library staff to discuss issues, concerns and ideas for innovative service delivery & staffing models	Barbara - invite to WG mtg	Feb 15
2.0	Scan the Academic Library Environment
2.1	Literature Search: Review the IT & library literature to: Identify libraries which have best practices Identify innovative service models	Robin	Jan 21
2.2	Site visits Seneca - Newnham Campus (DONE) Robarts ScotiaBank Info Commons (DONE) Waterloo Guelph	Vivian - set up others - go if available	Jan 31
2.3	@ OLA Superconference opportunities Wed Feb 2 Ryerson tour 2 pm Fri Feb 4 3:45#805 "Learning Commons: People First, Machines Second" Anne Fullerton (waterloo) Corinne Laverty and Melody Burton (Queens) Sat Feb 5 9 am #901 "When Google is Not Enough: Challenges at a Reference/IT Help Desk" Mara Bordignon, Seneca@York	Barbara	Feb 5
2.4	Talk with (phone) librarians at other institutions Seneca@York Carleton Memorial Calgary Alberta UBC Saskatchewan	Barbara	Feb 15
3.0	Draft Service Objectives	Barbara	Jan 31
4.0	Draft Service Model Recommendations	all	Feb 18
5.0	Review KC Concept & Feasibility Study		Feb 20
6.0	Write Report	all	Feb 28

Literature Review - Summary

Submitted to the Knowledge Commons Service Model Working Group

January 25, 2005

by Robin Sakowski

Services Provided

All KC's offered productivity software, printing and up to 200 computer stations (and sometimes more) for student use. Many of the facilities offered some sort of specialized productivity software such as Photoshop. Many of the KC's offered scanners and CD-ROM burners.

Those KC's that incorporated media into their facility offered DVD burners and specialized media programs.

Wired and wireless capability in the KC was a service most KC s stressed as integral to their ability to adapt to future user demands and change (U of Mich./Media Union has 3000 network connections!)

Most KC's offered small group study rooms and larger e-classrooms for faculty and library instruction use with projectors, network connections and/or stand-alone computers, white boards, and appropriate furniture.

Staff were available for user assistance for all of the software and hardware provided in the commons as well as research help.

Several KC's offered workshops on productivity software and media software to students in addition to their information literacy instruction workshops. Most instruction took place in separate rooms reserved for such activities (Wong e-classroom type rooms).

Laptop lending was offered at several KC's and all reported it was a heavily used service.

Virtual Help in some form was offered by all KC's. Many had already instituted e-mail or chat reference help. Most also offered a technical hotline of some sort for user and staff support.

Service Model/Philosophy

The need for administration, library and IT personnel to develop a new service paradigm for the KC was a prominent feature of many articles. Several articles proposed general service models based on service and reference theories (Beagle, Fritch and Mandernack). The need to meet users at their level of technological comfort, at their side rather than at the desk, as well as user expectations of service came through as the three biggest issues of the KC service model.

The successful KC must define what it means by "service" The KC's overriding concern should be with providing excellent customer service from all parties rather than allowing territorial issues (reference v.s. IT) and chauvinism (experts v.s. generalists/professionals v.s. everyone) to define its operations.

Several KC's are following a modified Brandeis Reference Model: using a mix of librarians, IT staff, paraprofessionals and student workers in various roles and at various service points.

Many KC's employ two service points: an information desk (first proposed and implemented by Beagle at UNCC) and a research/technical help desk that is often on another floor of the integrated facility. The information desk is seen as the first point of contact for all users and is the hub of information services for the entire library. The promotion/adoption of chat/e-mail assistance ensures added coverage. Staff are often cross-trained in basic reference and basic technical help. Experts are available for referrals and desk staff are trained to know when to pass on the question to an expert. One-on-one consultations were offered by many KC's but point-of-need was stressed. Many KC's employed roving librarians and student technical staff.

Most Innovative: Lied Library, University of Nevada, Las Vegas. All staff are combined into a single service pool from which to draw staff and expertise for the 2 service desks (both called research and information desks). Implementation of an Assistance-in-Depth Librarian who roves the commons. Institution of a "Greeter Program" where all library patrons are greeted upon entrance to the library/commons and given info pamphlets and asked if they need help.

University of Michigan's Media Union is experimenting with point-to-point, two-way voice and video that would allow users to click on the librarian icon on their computer screen and be connected to a reference librarian for live help.

CSU does not do referrals. Every question is answered at the time it is asked.

Role of Reference, Library IT, Campus IT

Who provides direct service?

Almost every KC integrated into a library uses some combination of librarians, paraprofessionals, IT staff, and student workers. Most employ student workers only as computer/technical assistants in the KC but a few hire and train students (usually graduate students or MLIS/MLS candidates) for basic reference and for off-peak reference coverage especially in those facilities that are open 24 hours. Librarians, paraprofessionals and student workers seem to have the most direct contact with users.

The majority of KC's do not have IT front line service people. Most IT support is done via on-call pagers and 24 hr. hotline service. Notable exceptions are University of Arizona, Tucson; Oregon State; University of Iowa, Harden Health Sciences Library; University of Washington; Wayne State.

Several KC's have entered into strategic partnerships with campus IT to provide hardware and software support for the KC as well as training for personnel and workshops for users.

Most Innovative: University of Arizona, Tucson. Has put specialists and generalists from many units of the library working together in the KC. Their staffing plan is also a model of forethought. Every possibility for user needs, questions and hardware/software support seems to have been taken into account before the facility opened to ensure adequate staffing levels and proper personnel.

Administration

Who manages the commons?

Not much consensus on administrative structure of the KC. Several institutions have created the position of Head, or Dean, of the Knowledge Commons (proposed by Beagle for UNCC) with co-ordinators of reference, instruction, data services, media, and the information desk reporting to the Head of KC. Head of KC, in this model, reports directly to the University Librarian.

Other KC's seem to have adopted a more complex administrative structure with separate heads of reference, IT, media, and instruction all forming a KC governing committee that reports to a higher-up of some description. This seems to be a model for larger KC's (i.e. more than 300 seats).

Most Innovative: University of Arizona, Tucson. The entire library, under which the KC operates, was reorganized from hierarchical to team-based. 11 teams are responsible for the administration of the library and everything in it. All staff participate in the teams, often on more than one team and can move from team to team on occasion.

Training

Training was identified by the majority of KC proponents as the biggest challenge to a successful facility. Many of the KC's recommended having a training programme in place well before the facility opened and nearly every article I read justified the need for a well-rounded and robust on-going staff training programme.

Extensive training programmes were developed by most KC's for library staff and student workers. Student workers are hired by the KC under the supervision of the Head of the KC or a coordinator for the unit they work for (reference, IT, media, etc.). The majority of these KC's required student workers to have a certain level of technical experience at the time they were hired.

Most Innovative: Colorado State University Libraries/Electronic Information Center. Utilized their existing staff technical teams and those staff who were already technically oriented to develop and administer training to all staff in the Library and EIC. This training was optional and open to everyone on staff.

University of Washington, Odegaard Library offers an extensive training programme for library staff as well as faculty and teaching assistants through a partnership with the integrated Center for Teaching, Learning, and Technology on all the software and hardware offered in the commons.

When is service offered?

Several of the largest KC's are 24x7 but many others employ a 24x5 or 24x6 model. In these facilities, technical help and basic reference (how to find call numbers, how to use the catalogue) was available at all times the facility was open from student workers.

Other facilities were open only during the library's existing hours. In this model, technical help was available during all hours the facility was open while reference help was offered at reduced hours (usually the hours always offered).

Performance Indicators

Metrics

Accountability was not something that came up in the literature for KC's. Many of the facilities did not say specifically how they were measuring success of the KC and the impact of services on the community. In general, most KC's had some statistics for gate counts, either to the library or to the KC alone. Many integrated facilities did not record separate statistics but compared statistics from before the KC and after the KC.

Performance indicators were still being counted in terms of number of sessions offered, number of participants in sessions, gate counts, circulation stats, dollars spent on printing and other KC related fees, etc.

Best Practices

Foremost in the literature was the move from "at the desk" service to "at their side" service for commons users. Many KC's had two chairs at each station to facilitate roving staff (whether research or technical help staff) to sit with users to guide them and act as consultants where they are working rather than have them come to the desk every time. This could be a significant issue for commons users as many of them will not want to relinquish their seat to ask questions and risk losing the station to another user.

The integration of staff from many units in the library especially reference, IT and instruction, in order to provide training as well as front line user assistance. This integration allowed the "right" staff to be on-hand for user questions, made consultation and referral easier to accomplish for all KC staff, and provided a large pool of knowledge and expertise for training all staff for work in the KC.

Engaging in outreach to students and faculty. The integration of reference, IT, media and instruction have allowed many KC s to expand the range of workshops and instruction sessions to students. Many of the KC's have developed units, such as the TWIST project at University of Iowa, that cater to helping faculty develop courseware, websites, use WebCT or Learnlink more effectively, develop courses and improve the bibliographic elements in assignments. Librarians in this initiative were involved in class listservs answering questions on researching and resources throughout the class.

Regular communication via staff-only websites, logs, and meetings and the implementation of a continuous training programme for all KC staff was often cited as one of the keys to a successful facility.

Annotated Literature Review

Submitted to the KCSMWG January 25, 2005

by Robin Sakowski

Background Reading:

Bailey, R. & Tierney, B. (2002). Information commons redux: Concept, evolution, and The Journal of Academic Librarianship,28 (5), Synthesizes some of the earlier work on KC's from Beagle and others focusing on integrated centres (i.e. integrated with the library). Discusses functional integration at length adapting the Brandeis University reference model for KC s. Brief discussion of training and staff integration issues

Beagle, D. (1999). Conceptualizing an information commons. The Journal of Academic Librarianship, 25 (2), 82-89. Briefly discusses the concepts of a KC. Discusses 4 general reference service models: traditional reference service, walk-through consultancy, referral consultancy and case manager reference

Boone, M.D. (2004). The way ahead: Learning cafes in the academic marketplace. Library Hi Tech, 22 (3), 323-327. Brief look at KC s for the 21st century including space, staffing, "triage" reference service, with particular focus on adaptability of the facility through wireless connectivity and laptops.

Boone, M.D. (2003). Monastery to marketplace: A paradigm shift. Library Hi Tech, 21 (3), 358- 366. The philosophy of KC s and the "paradigm shift" going on in academic libraries. Specific discussion of several KC s including Guelph and Indiana University. Also includes stats from ACRL surveys of 177 institutions who had done facilities renovations and offered technologies to users.

Fritch, J.W. & Mandernack, S.B. (2001). The emerging reference paradigm: A vision of reference services in a complex information environment. Library Trends, 50 (2), 286-305. The impact of offering access to technology in the academic library to user expectations and reference service. Shift from traditional reference to instruction and consultancy. Discusses digital reference, consulting, peer mentoring, hiring and training.

MacWhinnie, L.A. (2003). The information commons: The academic library of the future. portal: Libraries and the Academy, 3 (2), 241-257. Retrieved December 15, 2004 from http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v003/3.2macwhinnie.pdf Discusses the demands of the patron on academic libraries in general and what that means for KC s. Identifies trained staff as the biggest challenge to the KC. Compares 19 other KC's in table format linking staffing levels and technology offered by the KC. Identifies staffing and training as crucial to the success of the KC.

Nikkel, T. (2003). Implementing the Dalhousie Learning Commons. Feliciter, 4, 212-214. Very brief report on the opening of this facility. Stresses organization and planning, surveying users for feedback, and the problems of integrating IT and reference support for users

North Carolina State University. The Center for Universal Design (1997). Principles of Universal Design. From http://www.design.ncsu.edu:8120/cud/univ_design/princ_overview.htm Accessed April 18, 2005.

Sowards, S.W. (2003). Reference collections, reference services, and the change from text to technology. New Library World, 104 (1187/1188), 135-141. Discusses the change to public services in academic libraries due to technology and user demands for electronic everything. Talks about shaping user expectations, the importance of continuous staff training and forward thinking.

Staffing Models/ Service Models/Philosophies/Types of Questions Asked:

A tale of three libraries. (2004) Library Journal, 129 (19), 12-14. Describes University of Georgia, Athens KC. Multiple service desks, joint library and computing services staff, move from reference related to technical questions at desks and librarians doing more outreach and ILI

Beatty, S. (2003). The information commons: Strategies for integration. In A. Martin & H. Rader (Eds.), Information and IT literacy: Enabling learning in the 21st century (pp. 151-160). London: Facet. Details the implementation of the Information Commons at University of Calgary including service design and delivery. Discusses the U of C focus on student learning outcomes tied to their IC service model.

Berry, J. N (III). (2002). Arizona's new model. Library Journal, 127 (18), 40-42. Major focus on the undergraduate experience, "support specialists" for ILC are primarily librarians, reorganization of the library/ILC management model into a team model, emphasis on service, and what service really is, to the user (primarily undergraduate students).

Cowgill, A., Beam, J. & Wess, L. (2001). Implementing an information commons in a university library. Journal of Academic Librarianship, 27 (6), 432-439. In-depth look at the implementation of the KC at Colorado State University libraries. Includes discussion of staff commitment, training, skills and knowledge needed for the KC, tapping existing staff teams (such as their Reference Services Tech Team) for training and user assistance. KC staffing consists of librarians, library assistants and student workers. IT staff do not have direct contact with users. Focus on staff being available all hours library open and providing immediate answers for technical questions and referrals for reference/research related questions if no staff available

Crockett, C., McDaniel, S. & Remy, M. (2002). Integrating services in the information commons: Toward a holistic library and computing environment. Library Administration and Management, 16 (4), 181-196. Discusses Leavey Library's move to a fully integrated service culture. Details specific strategies in employing, training and supervising all staff (librarians, paraprofessionals and student workers) to handle front-line reference and IT questions and to refer more complex questions to appropriate personnel. Includes a list of core competencies for KC student navigators.

Ferguson, C., Spencer, G. & Metz, T. (2004). Greater than the sum of its parts: The integrated it/library organization. Educause, May/June, 39-46. Specifically discusses combining the reference and IT help desks in an academic setting including administrative aspects, physical aspects and staff /culture aspects. Includes practices from three different institutions.

Foley, M. (2004). Managing a new breed of academic library worker: The student computer assistant. Technical Services Quarterly, 21 (4), 59-69. Practicalities of hiring, training, and supervising student computer assistants in "library computer labs". Service ethic of these student workers is discussed.

Heaton, S., Nozero, V. & Starkweather, W. (2002). Research and information services in Lied Library. Library Hi Tech, 20 (1), 47-57. Implementation of a single service pool from reference, other public services staff, bib services, etc. to provide assistance at service desks at University of Nevada, Las Vegas libraries. Student workers roles in this environment described. "Tiered approach" to reference (Brandeis) and a splitting along lines of specialty (i.e. KC tech staff answer tech questions, librarians and LA staff answer research questions). Details on levels of assistance offered by different staff (similar to Leavey Library at USC). Embedded "rover" aspects in KC librarians. Importance and implementation of training. Issues surrounding new service measures.

Hughes, C.A. (1998). "Facework": A new role for the next generation of library-based information technology centers. Library Hi Tech, 16 (3-4), 27-35. Focuses on the relationship of the KC/technology centre to faculty. Use of graduate student workers. KC librarian outreach to faculty.

McKinstry, J. & McCracken, P. (2002). Combining computing and reference desks in an undergraduate library: A brilliant innovation or a serious mistake? portal: Libraries and the Academy, 2 (3), 391-400. Retrieved December 15, 2004 from http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v002/2.3mckinstry.pdf Creation of a separate "help desk" in the KC that handles all tech and research queries and the implementation of an information desk on the first floor of the library to answer directional questions and direct users to the KC help desk on the second floor. Combination of librarians and student workers. Use of name badges with names and titles to help users identify who helped them and the level of help they can expect. Shifting service paradigm from at the reference desk to at the student's side, roving aspects, and chat reference help.

Miller, M. (1998). Anticipating the future: The University of Michigan's Media Union. Library Hi Tech 16 (1), 71-83. Library and technical staff from many service units comprise staff of KC. Stresses the need for total collaboration. Reorganization of library management into task groups including one for staff development. Multiple service points that combine research, technology and circulation. Separate "hotline" office where technical queries via phone and e-mail/chat are handled; also serves as a hotline for staff questions on tech issues. Administrative structure discussed.

Site Specific Web Pages Detailing Staffing/Service Models

IC reference/information/IT staffing model - Fall & spring semesters [weekday]. (2000). Retrieved November 29, 2004 from http://dizzy.library.arizona.edu/library/teams/ilcst/staffmodel2.htm University of Arizona, Tucson KC staffing schedule showing details for levels and types of staff for every hour of the facility's operations.

IC reference/information/IT staffing model - Fall & spring semesters [weekend]. (2000). Retrieved November 29, 2004 from http://dizzy.library.arizona.edu/library/teams/ilcst/ILCstaffingmodelweekend.htm University of Arizona, Tucson KC staffing schedule showing details for levels and types of staff for every hour of the facility's operations.

Information technology FTE contributions to the ILC information commons. (2000). Retrieved November 29, 2004 from http://dizzy.library.arizona.edu/library/teams/ilcst/ilc-itfte.htm Number of hours IT contributes to the KC at University of Arizona, Tucson

Library FTE contributions to the ILC information commons. (2000). Retrieved November 29, 2004 from http://dizzy.library.arizona.edu/library/teams/ilcst/ilc-libraryfte.htm Number of hours Library contributes to the KC at University of Arizona, Tucson.

University of Arizona ILC reference and IT support personnel plan. (2000). Retrieved November 29, 2004 from http://dizzy.library.arizona.edu/library/teams/ilcst/staff&servicedraft.htm University of Arizona, Tucson recommendations for KC support personnel qualifications, number of staff, and primary duties.

Comparisons of KC s in Table Format

Synthesis of site data. (2000). Retrieved November 29, 2004 from http://dizzy.library.arizona.edu/library/teams/ilcst/sitesynthesis2.htm Compares 14 different KC's from across the United States and Canada.

What Others Are Doing

Carleton University: http://www.library.carleton.ca/learning_commons/index.html
Joanne Henning, University of Victoria : jhenning.law.uvic.ca
Queen's University: http://library.queensu.ca/webdoc/learningcommons/
UBC: http://toby.library.ubc.ca/calendar/clc/clc.cfm
commons blog: http://www.info-commons.org/blog/ [No longer available]

Proposed Services

DRAFT FOR DISCUSSION
revised: March 1/05

This document outlines our long-term objectives for the Knowledge Commons [working title]. Some initiatives (noted with an *) are dependent on funding and/or will require significant staff resources and time to develop.

Students, TA's, faculty and staff will have access to:

Information Technology
Library IT staff will support the Commons Service objectives by acquiring, installing & maintaining the IT infrastructure:
- 200 PCs with:
- web browser
- productivity software including some combination of:
  - word processing
  - presentations
  - project management
  - databases
  - spreadsheets
  - statistical analysis
  - web authoring
  - programming
  - GIS
- standard accessories & plugins
- adaptive software
- media plugins (ability to listen to sound files / view videos)
- ability to save files: burn CDs, USB key etc.
printers (colour & black/white)
scanner
photocopier
wireless connectivity
laptops (to borrow)*

Resources
- library resources (print & electronic)
- Internet
- numeric and geospatial data
- resources for students with disabilities (e.g. alternate format, photocopied /scanned books/articles retrieved from stacks)
- McMaster student resources (e.g. WebCT, LearnLink, SOLAR)

Expertise
Research Help

choosing the right search engine (e.g MORRIS, e-article databases)
searching effectively: library resources, Internet, etc.
physically locating articles, documents and books
completing an assignment using the best resources available
critically evaluating information
using information effectively to accomplish a specific purpose
accessing and using information ethically and legally
citing resources accurately (using APA, MLA, RefWorks etc.)

Research Consultations

research advice
advice on doing a comprehensive literature review for a thesis topic
followup on an instruction session
help with a class assignment - students
consultation on designing a class assignments & availability of resources for large introductory courses- faculty/ TA's

IT Help

account set up (WebCT, Learnlink, MAC ID, LibAccess, RACER etc) printing
wireless, MacConnect
support for productivity software assistance with adaptive technology
troubleshooting hardware/software problems referrals to Library IT staff for indepth problem solving

Library IT staff will be responsible for:

resolving problems referred from IT Help Desk
creating FAQs for common technical problems
maintaining equipment & software
providing backup systems / redundancy for public services

Writing / Authoring Help
Centre for Student Development staff and peer helpers will offer:

writing clinics & appointments
assistance managing citations using RefWorks & Write 'N Cite
advice on writing papers
help in creating presentations

Referrals

all Commons staff will provide knowledgeable referrals to campus services

Teaching & Learning Spaces

6 group study rooms with computers
group work areas
individual study spaces
tables/soft seating

Teaching & Learning Labs

hands-on labs for specific courses (librarian + faculty / TA)
optional labs for specific courses, e.g. ArcView sessions
labs offered as followup to MTU session (librarian + TA)
Research @ your library® workshops (librarian + CSD)
workshops on finding and working with microdata in Excel (librarian +IT staff +Data Specialist)
sessions requested by groups of students who need focussed help with a particular research tool or search methodology in order to complete an assignment (librarian + self-identified 'at risk' students + CSD)
IT skills for international students (Library IT staff +CSD)
peer mentoring for academic skills development
writing skills workshops (CSD + librarian)
staff professional development workshops
workshops for faculty /TA's (librarian + CLL)

When not booked, the Wong E-Classroom could be open for general use.

The Knowledge Commons will be open long hours.

Open Hours: 100 hours per week (minimum)

The McLay portion of the Commons can operate as a self-contained facility after the rest of the Library has closed. Depending on funding and staff resources, some possible scenarios are: