Thursday, December 5, 2013

Peer to Peer > UConn < Scopus Student Ambassador (SAm) Program


By Stephanie Willen Brown & Chelsea C. Hammond

UConn’s experiment with student ‘ambassadors’ for vendor-funded training on specialized searching.

Free library training! All expenses paid! This sounded pretty good to us in the University of Connecticut (UConn) Libraries, and it sounded great to our students. The Scopus Student Ambassador (SAm) program, funded by Elsevier, permitted the UConn Libraries to hire graduate students to teach citation searching, using both Scopus and Web of Science, to other graduate students. The training doesn’t cost the libraries anything, and it is free for graduate students, benefitting both UConn Libraries and UConn graduate students. The peer-to-peer training model we used can be replicated in many types of libraries.

[snip]

Broad Applications

Peer-to-peer training holds great potential for all types of training and educational scenarios with different types of libraries, not just academic facilities giving training on databases. For example, public libraries could set up training programs for teens about using library resources that are facilitated by other teens, or have seniors teach other seniors how to find medical information using MedlinePlus and other reliable resources. School librarians might consider setting up programs where students teach other students about using the library to help complete book reports. Corporate librarians might offer brown bag lunches where one employee facilitates a round table discussion about how other employees could use the in-house librarian and library resources to their best advantage. The possibilities really are endless.

Cite:

Library Journal; September 15 2008, Vol. 133 Issue 15, p28-30, 3p

Source and Full Text Available At:

[http://lj.libraryjournal.com/2008/09/ljarchives/peer-to-peer/]

Wednesday, December 4, 2013

Student Advocates: The Key to Successful Funding for a New Building


Discusses the role of Southwest Missouri State University's (SMSU) student advocates on the successful funding for the SMSU library building. Student Government Association's Library commissioner Paul Seale's campaign for student support for the expansion and renovation of the Meyer Library; State legislature's appropriation of planning funds; Request for funding for the detailed blueprint design work.

Cite:

Horny, Karen L. and Paul Seale.  “Student Advocates: The key to successful funding for a new building.” College and Research Libraries News. 60.11 (December 1999): 899-902.

[No Known Open Access Option Is Available]

Sunday, December 1, 2013

Bowling Green State University > University Libraries Advocates Board


University Libraries Advocates Board

Advocates agree to serve the University Libraries in its continual quest for excellence; by sharing their expertise and insights; by helping promote the outstanding programs, services, and collections; and by enhancing the University Libraries reputation.

Membership on the Advocates is a three-year term and members will serve no more than two consecutive terms. The group meets twice a year; however, members consult with the Dean on an ongoing basis.

The mission of the Advocates is:

  • To serve as advisors to the Dean of the University Libraries.
  • Recommend strategies to enhance the human and financial resources necessary to promote and achieve the mission and vision of the University Libraries.
  • In pursuing this mission, the Advocates will develop strategies that will:
  • Increase a sense of pride, loyalty, and connection with the UL among students, alumni, friends, and members of the campus and external communities.
  • Share information with campus and external communities about the quality of UL programs and services.
  • Encourage alumni and friends to donate their time, talent, and resources in support of programs and services provided by the UL.

[snip]

Source

[http://www.bgsu.edu/colleges/library/about/page40448.html]

Marketing Library Database Services to End Users: Peer-to-Peer Outreach Using the Student Ambassador Program (SAm)


Abstract

Account development manager, Brie Betz (Elsevier), librarian Stephanie Willen Brown (University of Connecticut, Storrs), and Deb Barberi, one of two Student Ambassador graduate students at the University of Connecticut, Storrs, worked together to promote the use of Scopus and Web of Science, large abstract and citation databases, to graduate students on campus. The publisher paid stipends for the Student Ambassadors (SAms) and provided training and instructional and marketing materials. The librarian assisted with training and orientation and provided oversight of the program. The SAms marketed the instruction sessions and presented the use of Scopus and Web of Science to their graduate student peers.

Cite:

Betz, B., Brown, S., Barberi, D., & Langendorfer, J. (2009). Marketing library database services to end users: Peer-to-peer outreach using the student ambassador program (SAm). The Serials Librarian, 56(1-4), 250-4.

Source and Full Text Available At:

[http://www.tandfonline.com/doi/pdf/10.1080/03615260802687088]

[No Know Open Access Version Known]

Related

Marketing library database services to end users // Peer-to-Peer Outreach using the Student Ambassador Program (SAm)

[http://www.slideshare.net/CogSciLibrarian/marketing-library-databases-to-end-users]

Saturday, November 30, 2013

ESULA: Changing Perceptions of the Academic Library Through Student Activism.

Abstract:

Journal cover: Reference Services ReviewPurpose – The influences of electronic information access and social networking through Facebook and other communications have, in many respects, lessened the relative importance of going to the library building as a physical place and space. Changes in general college/university culture such as fewer residential students and more non-traditional students contribute in turn to a disconnect with library resources and services. The Emporia State University Libraries and Archives (ULA) have discovered an approach that not only helps in promoting services and resources, but also offers undergraduate and graduate students a training ground in leadership and mentoring of fellow students. This paper aims to focus on the issues.

Design/methodology/approach – Empowered Students for University Libraries and Archives (ESULA), is a recognized student organization whose purpose is to raise awareness of and serve as an advocate for the ULA services and collections. ESULA members also serve individually and collectively as on-campus peer resources/mentors to fellow students. The influence of campus student organizations on the development of leadership skills is discussed. The rationale for forming ESULA, long-term outcomes for the organization, and suggestions for creating a comparable organization at one's college or university are also examined.

Findings – ESULA offers members a thriving environment to develop leadership skills for lifelong learning.

Originality/value – The paper highlights that academic libraries seeking innovative ways of connecting with their undergraduate and graduate users beyond patron satisfaction surveys, library instruction, and subject/department liaisons for collection development might consider exploring similar organizational structures on their campuses.

Cite:

Cynthia Akers, (2011) "ESULA: changing perceptions of the academic library through student activism", Reference Services Review, Vol. 39 Iss: 1, pp.123 - 131

Source 

[http://www.emeraldinsight.com/journals.htm?articleid=1906428]

[No Known Open Access Version Available] [11-30-13]

Student Interest Group for Open Access


Did you know universities and research institutions in the United States pay an average of $2,048,472 per year for journal subscriptions? Or that authors and contributors (potentially including yourselves and your professors!) of peer-reviewed articles are often not in control of their own published work?

These issues can be resolved through a new approach to publishing called Open Access. Open Access means free online access to scholarly research for anyone, anywhere. There are 2.5 million articles published yearly in 25,000 peer-reviewed research journals around the world, and it is the goal of Open Access to make these articles readily available to everyone.

The Open Access publishing model has the potential to advance research across all fields of study. Come learn more about the benefits of Open Access at Galvin Library at the inaugural meeting of the Student Interest Group for Open Access.

Find out more about Open Access and RSVP ...

Student Interest Group for Open Access meeting
Tuesday, April 3, 2012
5 – 6:15 pm
Galvin Library
Cherry Conference Room

Source Available At:

[http://www.iit.edu/news/iittoday/?p=3240]

Nick Shockey > SPARC Director of Student Advocacy

Nick Shockey began working with SPARC in early 2007 as an undergraduate and student senator at Trinity University where he passed a resolution supporting the Federal Research Public Access Act through Trinity’s student government. He continued his efforts to support Open Access both nationally, aiding SPARC in its launch of the Right to Research student campaign, and locally, pushing for Open Access on Trinity’s campus.  Nick was named a SPARC Innovator for his work on student outreach and advocacy.

After graduating, Nick interned as SPARC’s student outreach fellow in the summer of 2009 where he facilitated the launch of The Student Statement on the Right to Research and organized the first Open Access Student Summit, bringing in student leaders from across the country to outline a strategy for increasing student awareness and engagement in Open Access.

In August 2009, Nick was hired full time as SPARC’s first director of student advocacy where he is responsible for growing SPARC’s relationship with the student community as well as managing the Right to Research Coalition, a group of local, national, and international student organizations that advocate for researchers, universities, and governments to adopt more open scholarly publishing practices.  Under Nick’s direction, the coalition has grown to represent just under 7 million students in approximately 100 countries around the world and has facilitated student lobbying in over two hundred Congressional offices.

[http://sparc.arl.org/about/staff/nick-shockey]

Open Access Week 2011: K-State Student Advocacy #oaweek

Open Access Week: A global event, now in its 5th year, promoting Open Access as a new norm in scholarship and research.

Often during discussions about Open Access there is a group that is overlooked. Usually Open Access is declared a librarian thing. Maybe it'll even be considered a faculty thing. And while free and open access to information is a library thing and a faculty thing, we all tend to forget it isn't just those. Students do research, too. Open Access is and should be as important to students as it is to faculty and librarians.

Whether you're an Expos student working on an investigative report or a grad student researching your doctorate, you need information. You need access to the endless amounts of research that countless others before you have generated and published, whether it's the latest in biofuel research or archaeological find in the Flint Hills. And helping to connect you with the information you need is what Open Access Week is all about: free and unfettered access to the research and data you need for your own work.

That's also what the Right to Research Coalition is all about. They're an international student group with a mission: they believe that "No student should be denied access to the research they need". Check out their Student Statement on the Right to Research for more information or take a look at their Advocacy and Education tools.

While there currently isn't a student association at K-State affiliated with R2RC don't despair! You can still be an Open Access advocate here at K-State. If you are writing a paper to publish, check out OA journals in your field to publish in. Talk with your professors to see if they're publishing their research in OA journals and advocate they do so. Deposit your scholarly work in K-REx and suggest your classmates and faculty do so as well. Use articles from OA journals in your research. Or check out the R2RC webinar that we will be showing on Wednesday at 11am in Hale 30

[snip]

Source and Full Text Available At:

[http://ksulib.typepad.com/talking/2011/10/open-access-week-2011-k-state-student-advocacy.html]

Medical Student Association Backs Open Access


The International Federation of Medical Students' Associations is the latest group to join the Right to Research Coalition. Nick Shockey looks at how this coalition is gathering momentum

In June of 2009, students made their first organised foray into the open access movement with the Student Statement on the Right to Research – a short petition signed by a handful of North American student organisations calling on students, researchers, universities, and governments to open up access to research. From that seed, the student voice calling for free, immediate, unrestricted access to the results of research has grown into something that was almost unimaginable in the beginning.

Only 18 months after its launch, the Student Statement has transformed into the Right to Research Coalition, an international alliance of over 30 student organisations which actively work to advocate for and educate students about a more open system of scholarly publishing. This month marks a significant milestone in the expansion of our coalition and of the student voice as a credible and growing force for opening scholarly communication. We’re pleased to announce that the International Federation of Medical Students’ Associations (IFMSA) will join our coalition as our 31st member.

IFMSA is the world’s largest medical student organisation, representing over 1.2 million medical students in 97 countries, and serves medical students all over the world. In explaining why IFMSA has chosen to make open access a priority, IFMSA’s president, Chijioke Kaduru, said: ‘Open access to research will positively benefit all aspects of health care…[and] will also improve and democratise medical education by expanding access to research articles so crucial to students’ training.’

[snip]

Source and Full Text Available At:

[http://www.researchinformation.info/news/news_story.php?news_id=713]

The Digital Natives are Getting Restless: The Student Voice of the Open Access Movement


Wednesday, November 27, 2013

Distance Education and Virtual Reference: Implementing a Marketing Plan at Texas A&M University


Abstract

Texas A&M University Libraries has been testing virtual reference services since February 2004, but during the fall semester 2005, the Libraries began implementing and actively promoting the services to various target groups. Distance education students were identified as a primary target group for virtual reference services, and as of the fall semester 2005, approximately 1,600 students were enrolled in 190 distance education classes. This paper presents the Libraries plan for promoting virtual reference services to distance education students and faculty and for evaluating the plan.

[snip]

Conclusion

The Texas A&M University Libraries experience provides evidence that the implementation of an organized, cohesive marketing strategy can have a positive effect on the promotion of library services. But it also demonstrates the need for more systematic and quantitative analysis of the impact of marketing strategies. In particular, this study poses questions for further research: When should a marketing blitz take place? Should faculty, graduate students, and undergraduates be targeted at the same time or at staggered times throughout the academic year? Should a marketing campaign be repeated? How often? Long-term evaluation of user statistics is certain to offer more insight into the process of marketing library services.

Cite:

Distance Education and Virtual Reference / Karen I. MacDonald, Wyoma Vanduinkerken
Journal of Library & Information Services in Distance Learning / Vol. 2, Iss. 4, 2006

Source and Full Text Available At:

[http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1030&context=univ_lib_facpub]

Sunday, November 10, 2013

Victoria University > Library > Research Ambassador Program

 

[snip]

Research Ambassadors not only offer their extensive research skills for peer-to-peer training, but are also available for a chat about anything to do with your research or student experience. They can be used as a sounding board for ideas and questions you may have in relation to your candidature.

They are also a great contact if you have a question but do not know who to direct it to. If they don't know the answer to your question, the Ambassador will find out and get back to you.

Advice for building research skills is available in the following areas:
  • candidature preparation
  • data analysis software - NVivo, SPSS
  • data and file management
  • document formatting
  • EndNote
  • ethics applications
  • IT troubleshooting
  • Library research databases
  • mathematical modelling
  • Microsoft Office - Excel, Word
  • research design and methodology
  • referencing and citation styles
  • Turnitin
  • writing support for literature review, research proposal and thesis chapters

Ambassadors also provide support for cultural, academic and campus transition, including:
  • cultural transition: adapting to living in Australia
  • academic transition: adapting to life as a research student and its associated challenges and;
  • campus transition: finding services and staff for appropriate support (referral service
[snip]

Source and Full Text Available At


Thanks to Cindy Mohammad, Client Communication Coordinator, Victoria University Library !


Tuesday, September 17, 2013

Reaching Out to the Campus Community Through a Student Advocacy Group

Emporia ESIRC

Cynthia M. Akers
Terri Pedersen Summey

Academic librarians often face challenges reaching out to students and gathering feedback about library resources and services. As Kuhlthau (2004) discovered, the information seeking or research process contains a strong affective element. As students proceed through the research process, they experience a diverse range of emotions, including anxiety, isolation, and frustration. Students may be intimidated by the library and often perceive that they are the only individuals having difficulties. This perception might inhibit students from asking for assistance, especially from library staff who appear to be older, more knowledgeable, and more confident. Because of this apprehension, students may avoid the library and not be aware of the library resources and, more importantly, the services available to them.

Although librarians work hard to ‘spread the news’ about library resources and services, they interact mainly with other faculty outside of the library. Interactions with students are often in a more formal library instruction setting or one-to-one at the service desks within the library when students are brave enough to approach someone. Often, students may seek out other students, including student employees, as informal peer mentors. “When a student sees a classmate working in the library, there is an existing relationship upon which communication can be built. If the questions posed by our anxious student are met with good answers, a bridge to the library has been built” (Baird 2006, 4).

[more]

Source and Full Text Available At 

[https://esirc.emporia.edu/handle/123456789/174]


Saturday, August 31, 2013

The Library Student Liaison Program at Eastern Washington University: A Model for Student Engagement

Julie L. Miller | College & Undergraduate Libraries, 18 no. 1 (January/March 2011): 1-15

Abstract:

In 2006, Eastern Washington University (EWU) Libraries implemented a library student liaison program to enhance library efforts at student engagement. Reporting to the associate dean of libraries, the library student liaison is an undergraduate hired on a part-time basis to represent students within the library organization and to represent the library among the student body. The three goals of the program are (1) to enhance communications between EWU Libraries and the student body, (2) to articulate student perspectives on library services and help determine priorities for meeting student information needs, and (3) to increase student participation in library programs and activities. The student liaison develops an annual action plan to support these goals. Activities have included developing and maintaining the library's social networking sites, conducting student surveys, and implementing library events for students. Entering its fourth year, the student liaison program has been very effective in meeting desired outcomes.

[snip]

Conclusion

The library student liaison program has changed EWU Libraries in ways both desired, and, in  some cases, unanticipated. Not only doesthe library have more student-friendly tools or  communication (e.g., the library now has social networking sites maintained by a student for students), it also has a systematic communications plan with students as the target audience. In the past, public relations were often the last consideration when the library made a change in policy or services; now, public relations is integrated into the planning process. The library has more pathways to receive feedback from students, and that feedback is being incorporated into  the decision-making processes. In short, the student liaison’s presence insures that communication with students remains a priority. More students are attending library events and activities—for the simple reason that the library is offering more events and activities relevant to students. The student liaison is responsible for implementing programs of interest to students. Library faculty and administration call upon the liaison to support some of the library’s traditional programming (such as the annual Books2Eat event). The library is becoming a more welcoming place as a result of the liaison program. Perhaps the greatest change is that EWU Libraries have become more focused on serving students. Having an informed and articulate student liaison to participate in policy discussions and to provide input into operational decisions has changed the dynamic of library management. Library decision makers are no longer making decisions based on our own experiences as undergraduates and what we think students need— we’re listening to students express theirinformation needs. The library is engaging students more
and more effectively at EWU. In a twist on Gardner’s challenge, the library student liaison program is teaching EWU Libraries to love its students.

Source and Full Text Available At:

[http://digitalcommons.butler.edu/cgi/viewcontent.cgi?article=1039&context=librarian_papers]

Grand Valley State University > Library Student Advisory Committee

Grand Valley State University

We need student input and support to meet your current and future needs. The Library Student Advisory Council works with the Libraries to develop and enhance the Libraries’ services, policies, resources and physical and digital spaces.

Council Goals:
  • Facilitate and strengthen communication between the Libraries and students
  • Bring ideas and issues to the attention of the Libraries
  • Provids feedback on issues such as marketing to students and changes to services, policies and hours
  • Provide advice on usability of library system interfaces
  • Identify and initiate joint projects or initiatives between the Libraries and students
  • Help library administrators understand student’s information and research needs
  • Provide an opportunity to increase awareness of library services and issues related to access, copyright, fair use, technology, etc.
  • Participate in user needs assessment and assist with the interpretation of results to improve library service quality
  • Advocate for and support of the University Libraries
Members serve at least one academic year and are be able to continue to serve on the council as long as they are currently enrolled at GVSU. The council meets twice a month to discuss and provide advice on issues, projects, and initiatives that affect the quality of the student experience with the GVSU University Libraries.

Source

[http://www.gvsu.edu/library/lsac/]

Lincoln Memorial University > Be a Health Sciences Library Ambassador!


Attention LMU-DCOM classes of 2013-2016 and PA classes of 2013-2014

I would like to have two students per each class of students to serve as a Health Sciences Library Ambassador. This is a new program to get the word out to other students about helpful library resources. My vision for this is for it to be student-driven. The ambassador can tell me what resource we have that he or she would like to promote, and, if freebies are available for that product, I will call reps and try to get posters, bookmarks, pens, keychains, etc. (whatever goodies they have) to give to that student to distribute to the rest of their class; there is no guarantee that I will be able to get enough items to give one item to each member of a class. As different resources are for different years, not all ambassadors will need to distribute the same materials at the same time. The helpful games and tutorials do not provide freebies so promotion of them and other similar resources will have to be done via other means. I welcome student ideas and look forward to watching the program evolve over time. I will expect the ambassadors to give me a heads up as to what they plan to do in advance just so I’m aware. I want the ambassador to distribute items in a fair manner and to not keep the best items for himself / herself. I can ship items to ambassadors who are off campus. I’d like the ambassador to have me review emails before they are distributed. There are resources for different clubs so ambassadors can make sure that the clubs to which they belong are aware of helpful things for their clubs; for example, the Mango database for learning languages is useful to the international medicine club, and some resources could be promoted at the pediatric health fair and others at the Doggy Dash (there are helpful games and tutorials and such for vet anatomy). Students can put in as little or as much time into the program as they like. Students can ask me to find things for their clubs and interests. I will simply appreciate the help with marketing and promotion of resources. I do not expect ambassadors to answer questions about products and do not want them to feel like they have to do so; they can refer all questions to me. If you are interested in being an ambassador, please email me at lisa.travis@lmunet.edu with your name and class by 8am on Monday, October 29. I will choose the 2 ambassadors for each class via drawings of all replies for each class sometime at the end of my work day on Monday, October 29.

[snip]

Source 

[http://library.lmunet.edu/medlib/lisas-blog]

Engaging the Disengaged, Indefinitely, and with No Budget: Creating a Sustainable Model for Student Library Ambassadors


Mike Clifford*, Elizabeth Gadd(1), Jenny Coombs(2), Carol Hollier(2), Ginny Franklin(1), Karen
McCormick(1), Paul Maynard(3), Peter Willmot(3), Maurice FitzGerald(4)

*Correspondence to: Mike Clifford, Faculty of Engineering, The University of Nottingham,
University Park, Nottingham NG7 2RD. E-mail: mike.clifford@nottingham.ac.uk
(1)University Library, Loughborough University, Loughborough, Leicestershire, LE11 3TU
(2)George Green Library, The University of Nottingham, University Park, Nottingham NG7 2RD
(3) Wolfson School of Mechanical & Manufacturing Engineering, Loughborough University,
Loughborough, Leicestershire, LE11 3TU
(4) Loughborough University, Loughborough, Leicestershire, LE11 3TU

Abstract: University Libraries offer a wide range of services and facilities to help enhance the student learning experience and to aid the transition into learning at University. Often, too few Science and Engineering students fully engage with the services and facilities on offer and therefore do not benefit from the opportunities available to them. Drawing on research highlighting the value of peer support, and the fact that students are far more likely to use their peers as an information source than ‘experts’, Loughborough University Library obtained small project funding in 2010 to employ four Student Ambassadors in a pilot project to improve student engagement with the Library. The successful project demonstrated the potency of the idea in engaging with students, particularly non-users, a large proportion of which are based in the Science and Engineering Faculties.

In the absence of continued funding, the challenge, addressed here, is how to make such posts sustainable. Past experience at both Nottingham and Loughborough Universities has proven how difficult it is to recruit students on a voluntary basis to engage with University Libraries.

In this paper, an innovative and creative method of recruiting and supporting “Learning Resource Leaders” (LRLs) at Nottingham and Loughborough Universities is discussed. The strategies employed have resulted in the recruitment of four LRLs – two at each institution – supported by an industrial sponsor who provides a package of non-monetary incentives. The paper also describes the techniques used by the LRLs to disseminate information about the resources offered by the University Libraries and to engage with the student cohort.

Keywords; student engagement, sustainability, industrial sponsors, library, learning
resources.

4th International Symposium for Engineering Education, 2012, The University of Sheffield, July 2012, UK

Source and Link to Full Text Available At

[http://isee2012.group.shef.ac.uk/docs/papers/paper_23.pdf]


Queens University Belfast > Library Ambassador


The position should give the volunteers some insight into library work, in particular the public service aspect of it during the induction weeks.

The period of employment will be for three weeks - Welcome Week and the first two weeks of the new academic year.  The role of the student ambassadors will be to enhance the student experience by interacting with new students and helping them to become familiar with the library service.

The Ambassadors will primarily have a roving support role, helping students to use the self-issue, the laptop loan service and the printing facilities.

They may also field general queries about resources and will need to be able to demonstrate how to use the catalogue and find material on the shelves.

They may help to man the Welcome Stand in the Library which is a promotional event as well as assist staff with library induction tours at the start of term.

For further information contact Jacqueline McCurry j.mccurry@qub.ack

 Source and Link Available At:

Humber College > Student Library Advisory Council

Humber college.PNG

Humber Libraries strives to encourage, maintain and exchange dialogue between library staff and Humber’s diverse student population through its commitment to the development of a Student Library Advisory Council.

The goals of SLAC are to:
  • Help identify and prioritize gaps in library services to improve the overall student experience.
  • Be a forum for students to give feedback to the library on service expectations.
  • Create a positive, inclusive and collaborative relationship between the student community and Humber Libraries.
  • Impart SLAC members with a greater understanding of research, collections, information literacy and library services.
  • Increase student awareness of the library by being ambassadors for their programs.
  • Give SLAC members the opportunity to gain volunteer experience and explore their professional and creative potential within a college environment.
Council Members

2013-2014: To be announced.

Join SLAC >

Current News and Projects >

Contact SLAC >

Source and Links Available At:

Friday, August 30, 2013

Student Assistants as Library Ambassadors: An Academic Library's Public Relations Initiative



Douglas F. Hasty > Technical Services Quarterly18, no. 2 (2001)': 31-40.

Abstract

The successful delivery of customer service skills in the library is an important component of public relations. Within academic libraries, there is a group of employees who are willing and able to provide excellent service skills. The library student assistant has been relied upon to staff service desks and areas where direct, repeated daily contact with patrons is part of his or her job. However, these part-time, temporary employees are seldom given formal training and recognition to ensure that the library's service philosophies receive full compliance. The development of a customer service training initiative and an employee recognition program for the library student assistant would be an advantageous staff development concept.

Source and Link to Full Text Available At 

[http://www.tandfonline.com/doi/abs/10.1300/J124v18n02_03#.UiE5iZLVCGF]

For Subscribers Only

University of Florida > Education Library Student Ambassador


Job Title: Education Library Student Ambassador

Basic Function and Responsibility: 

Student ambassadors will act as official liaisons between the Education Library, their academic department and various student organizations within the UF College of Education. Ambassadors will foster communication, increase awareness of library services and resources throughout the college and serve as a "voice" for their fellow students.

Duties and Responsibilities:

  1. Act as liaison between fellow students, academic program and library staff
  2. Evaluate library resources and provide input on the selection of new library materials
  3. Provide feedback on library services and/or suggest new services
  4. Assist with the planning and implementation of library events
  5. Market and promote library resources, services, workshops and events throughout the COE
  6. Assist with instruction and training of fellow students (i.e.: co-present with librarians, suggest new workshops, offer feedback on content etc.)

Entry-Level Qualifications:

  1. Upperclassmen (Junior or above) or graduate student
  2. College of Education major or minor
  3. Able to serve for two consecutive semesters (Fall '12 - Spring '13)
  4. Available to work on campus for up to 30 hours per semester

Preferred Qualifications:

  1. Public speaking experience
  2. Participation in student organizations or college events

A $500 honorarium will be awarded to each Education Library student ambassador at the end of service.

Source and Links Available At 

[http://uflib.ufl.edu/educ/ambassador.html]

University of Southern Carolina > Library Ambassadors to the Residence Halls


Program Details

The USC Libraries are seeking energetic incoming freshmen to serve as Library Ambassadors to the Residence Halls for the 2013-14 academic year.  Ambassadors are required to:
  • Attend training sessions scheduled during the first month of classes
  • Outreach to other students living in the Ambassador’s residence hall and be available to those who have questions regarding library research 
  • Complete a capstone project to promote the USC Libraries’ services and resources (see below for more information)
  • Represent the Library at campus events
Library Ambassadors will receive a $600 stipend awarded in two disbursements: $300 in November 2013 and $300 in March 2014 (contingent on completion of the capstone project). Ambassadors are expected to keep a log of hours and activities undertaken as part of the position.  Hours will be flexible in accordance with the student’s schedule and life in the residence halls.
Source and Links Available At

Wednesday, August 28, 2013

Kansas State University > Student Ambassadors

banner

Application Deadline | Friday, September 27, 2013

The Libraries Student Ambassadors serve as advocates and representatives for K-State Libraries at social, cultural, and fundraising activities. Ambassadors also provide valuable feedback on the Libraries initiatives and services, as well as advocate for the perspectives of the student body.

The Ambassador program provides students with leadership skills, professional connections, and the opportunity to make a positive impact at K-State.

Who are K-State Libraries Student Ambassadors?

The Libraries Student Ambassadors are an elite group of undergraduate and graduate students who represent various colleges and interests. Their opinions and ideas help shape the future of K-State Libraries.

Qualifications

  • Strong interest in making a positive impact by improving and advocating for the Libraries
  • Committed to attending training and meetings in order to provide constructive and insightful feedback to the Libraries
  • Uses the Libraries: online resources, print/physical resources, and/or physical space
  • Comfortable speaking with individuals or small groups
  • Willingness to explore and discover innovative solutions
  • How do I become a K-State Library Student Ambassador?

Apply online by Friday, September 27, 2013. Interviews will be scheduled with a select number of applicants following the written application deadline.

Responsibilities

  • Monthly meetings (with meals provided)
  • Two years of service (unless you are a graduating student)
  • Four hours of service per month

Advisors

Adriana Gonzalez - Faculty and Graduate Services Department Head

Darchelle Martin - Events and Programs Coordinator

Sara K. Kearns - Undergraduate/Community Services Department Head

Source Available At:

[http://www.lib.k-state.edu/ambassadors]

Saturday, August 24, 2013

GWLA Student Library Advocacy Survey


Colleagues/

While I will continue my own efforts, I have decided to focus my investigation primarily on Student Library Advocacy activities by the libraries of the Greater Western Library Alliance (GWLA) ,  as well the ISU Peer 11 institutions .

I am requesting your assistance in identifying  all candidates for my _Student Library Advocacy_ blog that is "devoted to documenting initiatives in which students are directly or indirectly involved in promoting library collections, events, services, etc. to fellow students, as well as to faculty, and/or staff."

It is located at 


In addition to ISU, the GWLA  llibraries are:i
  • Arizona State University
  • Baylor University Libraries
  • Brigham Young University
  • Colorado State University
  • Iowa State University
  • Kansas State University
  • Oklahoma State University
  • Oregon State University
  • Rice University
  • Southern Illinois University
  • Southern Methodist University
  • Texas A&M University
  • Texas Tech University
  • University of Arizona
  • University of Arkansas
  • University of Colorado at Boulder
  • University of Hawai'i at Mānoa
  • University of Houston
  • University of Illinois at Chicago
  • University of Kansas
  • University of Missouri
  • University of Nevada, Las Vegas
  • University of New Mexico
  • University of Oklahoma
  • University of Oregon
  • University of Southern California
  • University of Texas at Austin
  • University of Utah
  • University of Washington
  • University of Wyoming
  • Utah State University
  • Washington State University
  • Washington University in St. Lou
I have created a new SurveyMonkey survey and request assistance in identifying appropriate items for each:

GWLA Institution and Appropriate Web Address(es)

> Institution
> Relevant Web Address and Summary Text (If Available)

Programs

> Conference(s)
> Seminar(s)
> Other

Publications

> Article(s)
> Paper(s)
> Presentation(s)
> Other

Please copy and paste the name and web address for each entry, if available.

NOTE: ALL Submissions are Anonymous

Thanks For Your Assistance !

The survey is available at:

http://www.surveymonkey.com/s/TPWTBT8

DiISCLAIMER: This is an independent survey and is not associated directly with the GWLA organization.

Regards,

/Gerry

Gerry McKiernan
Associate Professor
and
Science and Technology Librarian
Iowa State University
152 Parks Library
Ames IA 50011