Books and Contributions to Books Copyright (c) 2013 Grand Valley State University All rights reserved. http://scholarworks.gvsu.edu/library_books Recent documents in Books and Contributions to Books en-us Tue, 23 Apr 2013 13:20:28 PDT 3600 Responsive Web Design for Libraries: Beyond the Mobile Web http://scholarworks.gvsu.edu/library_books/5 http://scholarworks.gvsu.edu/library_books/5 Tue, 05 Mar 2013 10:23:54 PST A responsive website adapts to each users' device, changing its presentation through fluid grids, scalable images, and CSS3 media queries. I give an introduction to responsive design, and then walk through converting the Grand Valley State University Libraries website to be responsive, so that looks great on every device and eliminates the need to maintain separate websites for "desktop" and "mobile" devices, while offering equal access to all.

]]> Matthew Reidsma Making Noise in the Library: Designing a Student Learning Environment to Support a Liberal Education http://scholarworks.gvsu.edu/library_books/4 http://scholarworks.gvsu.edu/library_books/4 Fri, 01 Feb 2013 12:00:45 PST In this case study, the authors describe the library’s physical and programmatic designs, focusing in particular on the Knowledge Market as the heart of studentcentered learning in this new environment. They tie the library’s design and Knowledge Market programming to the Association of American Colleges and University’s (AAC&U) Liberal Education and America’s Promise (LEAP) Goals, which form the basis of Grand Valley State University’s general education program. By describing the Knowledge Market’s space and the collaborative programming offered within it by the University Libraries, Writing Center, Speech Communication Center, and other student support services, they will show how the Knowledge Market disrupts the traditional notion of the library and traditional methods of learning.

]]> Ellen Schendel et al. Changing Role of Senior Administrators http://scholarworks.gvsu.edu/library_books/3 http://scholarworks.gvsu.edu/library_books/3 Fri, 01 Feb 2013 12:00:42 PST In alignment with ARL’s strategic focus Transforming Research Libraries, designed to articulate, promote, and facilitate new and expanding roles for ARL libraries that enable and enrich the transformations affecting research and research-intensive education, this study has probed the nature of administrative positions that support accomplishing these objectives. The ongoing evolution within these organizations and the roles of those who work in them is mirrored in the administrative structure of the academic library. Two decades ago, it was largely the library director who managed the organization, perhaps with assistance from an associate in public and technical services, or from a single deputy. The metamorphosis of higher education has put new demands on libraries to be agile, engaged, and responsive in diverse ways. Hernon, Powell, and Young (2001) have described the university library director’s role as a position in transition over this same period. The library’s chief executive now has additional challenges and responsibilities: defining the strategic direction of the organization, articulating its vision, and participating more explicitly in the academic life of the parent institution. As a result, aspects of library management and leadership are being taken on more fully by members of a senior administrative team possessing a skill set that enables them to manage what once was exclusively director-level work.

This survey focused on the professional, administrative, and management positions that report directly to the library director (or in some ARL member libraries the position that serves as the representative to the association), positions that have not been examined by a SPEC survey since 1984. It explored the responsibilities of these positions, and the skills, qualifications, and competencies necessary for these administrators to successfully lead a transforming 21st century research library. It looked at whether and how position requirements have changed in the past decade, whether the number of direct reports has changed, whether these administrators have assumed new areas of organizational responsibility, and how they acquire the new skills to fulfill those responsibilities. Forty-six of the 126 member libraries responded to the survey between March 12 and April 16 for a response rate of 37%.

]]> Kathleen DeLong et al. From Collections to Laboratories to Centers: Development of the Curriculum Materials Collections or Center to 1940 http://scholarworks.gvsu.edu/library_books/2 http://scholarworks.gvsu.edu/library_books/2 Tue, 23 Oct 2012 11:16:10 PDT The need for curriculum materials collections/centers is evident with the study of the development of education practices in the United States. "Keeping-school" was viewed with such disdain that anyone without training was believed to be able to teach - "Any farmer can teach" (Bowen, 1887, p. 14). As education became more important to the growth of the nation and its citizens, teacher preparation changed from mimicking how one was taught to being viewed as a science and requiring its own laboratories similar to science and medical laboratories.

]]> Rita Kohrman Financial Implications of Demand-Driven Acquisitions: A Case Study of the Value of ShortTerm Loans http://scholarworks.gvsu.edu/library_books/1 http://scholarworks.gvsu.edu/library_books/1 Tue, 23 Oct 2012 08:26:16 PDT Doug Way et al.