Erica Gamble Community Informatics Doctor C. Hagar 2 December 2010 Loyolans and the 3C IC Philosophy: A Case Study.

Introduction to the Richard J. Klarchek Information Commons E. M. Cudahy Memorial Library Cudahy is outdated, inefficient, and lacking in quality study space (Loyola Libraries, Overview). This statement on the Loyola University Chicago Libraries website was made in response to feedback about the main library of Loyola's Lake Shore Campus (LSC). In a radical reply to both growing concern in the library and the growing student body, Loyola University decided to meet the changing information, communication, and technological needs of the Loyola community by designing a new space to be annexed to the E. M. Cudahy Memorial Library. However, Loyola University Chicago (LUC) did not intend to simply build a new, shiny library space and forget about Cudahy Library. In fact, plans for a Phase II renovation of Cudahy Library are mentioned on the Loyola University Libraries website (Loyola Libraries, LUC Information Commons).

The Mission and Vision Loyola's plan was to create a variety of study spaces for undergraduate students that would also function as a center to access both technical and library support services and sophisticated information and communication technology (ICT). The Klarchek Information Commons (IC) mission works toward, "'Preparing People to Lead Extraordinary Lives,' by providing a technology-rich learning environment that supports both collaborative and individual research (Richard, Mission). The ICs transparent facade looks out to Lake Michigan, creating a serene space that serves as a facility for
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Gamble student collaboration and a central hub to develop Loyola campus culture. The grand, collaborative

effort required in implementing and sustaining an Information Commons has led to the development of a new physical space that embodies Loyola University Chicago Libraries vision: To be Loyolas gateway to the world of information and scholarship.

The Objectives At the ALA 2010 Annual Conference in Washington DC, Leslie M. Haas Director/Librarian at the IC stated the objectives of the new Commons: To provide flexible learning spaces that provide students with a space to collaborate, discover and solve complex problems in their pursuit for knowledge. The IC reflects our users need for easily-accessible technologically-advanced electronic resources and it embraces the increasing global reach of information. In the IC we provide service and support for both library research and technology assistance. How can the new Klarchek Information Commons meet this standard? In their article, From Information Commons to Knowledge Commons, Shuhuai et al. claim that the supporting layer of a learning institution is a conglomerate of: information technology, organizing and management, and culture and spirit. Because the IC should reflect patron needs, an ... [effective] evaluation system is crucial for the supporting layer.

Introduction to the Case Study In this case study I intend to describe the context behind the activities and outputs of the Richard J. Klarchek Information Commons. I began my research by locating and selecting: information found on Loyola University Chicago websites (Loyola, Loyola Libraries, Richard J. Klarchek Information Commons, and Digital Media Services) and literature about the nature of /impact on communities that embrace their Information Commons. Anecdotal information from unobtrusive student observation and 3 IC staff member interviews (anonymity promised; IC Administrator, IC

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Librarian, and IC Reference Assist staff) supplements information on the LUC website and philosophyheavy literature. I hope to illustrate current challenges facing the IC and the perceived impact of the IC on Loyola faculty, staff, students (together called Loyolans) and the broader community. This case study is an attempt to demonstrate both the real and the symbolic impact of the space, technology, and support that the new Klarchek Information Commons contributes to the Loyola community, campus culture, and Library culture.

Introduction to IC Patrons The intended patron community of the Richard J. Klarchek Information Commons (IC) are Loyola University faculty, students, and local organizations that align with Loyola's values. The Commons is most frequented by undergraduate students, per IC staff interviews. According to the Facts at a Glance sheet (retrievable from Loyola's website), in the spring of 2009, roughly two-thirds of the Loyola community consisted of undergraduate students: 15,879 total enrollment; 10,077 undergraduates; 2,076 new freshmen; 590 transfer students. About half of the new freshman were born in Illinois. Other 2009 matriculating freshman came [from] 50 states and territories, and 82 countries. The IC Librarian stated that resources and services at the Information Commons are constantly being adapted to best meet the academic needs of the Loyola student body in a context relevant to each individual's prior-knowledge and culture. Freshman and sophomore students under 21 years are required to live on campus. This large population of students on campus must be considered when designing study spaces and selecting, implementing, and evaluating library resources and services and ICT support. Loyola's Plan: 20092015 addresses the need to guide and engage undergraduates: [Loyola] takes seriously its commitment to providing the kind of education for all students, especially our undergraduates, that transforms them in order that they may become agents who can in turn transform society... This includes new immigrants,

Gamble minorities, first-generation college students, and young men and women of all faiths who seek to become exceptional, conscientious, and ethically aware leaders.

The 3C IC Philosophy: Collaboration, Connectivity, and Community The January 2008 opening of Information Commons was enabled by interdepartmental collaboration (Loyola University Libraries and Information Technology Services) and funding from Michelle and Richard J. Klarchek and other generous benefactors (Richard, Information Commons Timeline). This interdepartmental collaboration and cooperative planning enables IC staff to model the 3C's philosophy, which defines the purpose of the Information Commons, to foster Collaboration, Connectivity, and Community.

Organizational Collaboration In addition to expanded space for both collaborative and quiet study, the Information Commons provides access to information and communication technology (ICT) and technical support. Discussion with an IC Administrator revealed truly collaborative relationships between the Commons and other Loyola departments. For example, the main location of the Writing Center, which helps students improve their writing, was relocated to the second floor of the IC. The IC works to maintain a close relationship with the Information Technology Services (ITS) department. Collaboration between library and IT staff is evidenced by the Super Help Desk (also called the 2nd Floor Help Desk) staffed by librarians and technology people, a place where all types of questions can be answered (Loyola, Overview). In a follow-up email, the IC Librarian said this about the developing reputation of the Super Help Desk: I think it's becoming more well-known as the place to go for help with research and technical support. The second floor help desk hosts the reference services at one end and at the other end it staffs two IT student workers. They help with basic computer/printer problems and also check out laptops and headphones. Our Research Consultation Office is also located on the 2nd floor, where we conduct one-on-one research consultations

Gamble with students who make appointments with Reference Librarians. The IC librarian at the Super Help Desk informed me that students are happy to use this service and frequently borrow laptops, headphones, and iPods.

ITS contributes another key service to the IC, the Digital Media Lab (DML). Anyone can view names and descriptions of media equipment available at DML and Loyolans can make a reservation to check-out media equipment from any computer. However, the Digital Media Lab services extend beyond lending mp3 players. Currently DML activities include maintaining a blog with helpful tech tips for students, providing a poster printing service, and more. Media advisors to help Loyolans decide what technology to use and how to use it to complete a project. IC staff provide Loyolans with access to information and communication technology and appropriate technology support services, while Cudahy librarians maintain access to print and online resources and reference services relevant to patrons. Together, the interdepartmental support services and resources provided by Information Technology Services and Loyola University Chicago Libraries create an increasingly supportive network for students to safely socialize, learn, and share. Loyola students and faculty were observed comfortably using the cooperating facilities (Cudahy Library, Connections Cafe, and the Information Commons) to study independently or in groups, access information and ICTs, and socialize with and learn from classmates and staff.

Student Collaboration The Information Commons extends Cudahy Library's information and technology services. Students are happy to utilize the independent and group study facilities and library reference services available at the IC. At 12:30 a.m. on Tuesday November 30, 2010, there were over 50 students on working at individual computer stations at Cudahy and the Commons, 2 groups of students working in group study rooms, and 1 group using a TeamSpot room to work. The aforementioned data was

Gamble gathered informally via the Lab Maps web page on the IC website. The interviewed IC staff confirmed my hypothesis that the Information Commons has become

the undergraduate, academic hangout on campus. I was able to observe students in the IC: converse in table groups surrounded by notes and course texts, listen to mp3 players while reading or computing, and comfortably approach the IC help desks which features special signage stating: Our students and faculty are not an interruption. They are our reason for being here. A positive outlook on learning and collaboration resonates throughout the IC and is conveyed to students through the attitudes of IC staff. According to the IC Administrator interviewed, student IC staff are selected based on their ability to provide quality customer service in a library setting. New IC staff are oriented though online tutorials and practical mentoring. The upbeat and encouraging IC staff set a positive tone for the new Commons space. Positive experiences keep students returning to the Commons and positive people inspire positive thinking about constructive ways to improve the IC. For example, the IC Administrator mentioned working with the student environmental organization to set up a recycling program for batteries and ink cartridges.

Connectivity The Information Commons provides Loyolans with a myriad of avenues to use state of the art technology and connect to the Internet. The IC provides patrons with about 220 desktop computers in common areas and 50 laptops available for check-out at the Super Help Desk (Seal). Wireless Internet access is provided most places on campus, and the IC is no exception. Loyolans can access high speed wireless Internet anywhere in the library and the Commons. Finally, the IC Librarian informed me that the IC plans to work with Sprint to improve cellphone coverage in the Commons, at least for patrons with a Sprint cellphone contract. Through planning, reflection, and a spirit conducive to change, the Information Commons now

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facilitates Loyolans use of sophisticated, yet relevant ICTs avoiding technolust and resultant waste of resources and staff frustration (Casey and Savastinuk, 50). Although the LibQual Survey 2010 highlighted students need for A library Web site enabling me to locate information on my own, I have discovered that library planners are developing the LibraryWiki, Loyola Library's 23 Things. Loyola Library's 23 Things is ... an online learning program to help Loyola staff and faculty learn more about emerging technologies that are changing the way people access information and communicate with each other (Loyola Libraries, Introduction). The 23 Things program is posted online using one of the Web 2.0 technologies that it teaches participants about, Wikis (also known as collaborative websites). This plan to empower library and IC staff with the Learning 2.0 program (Blowers) will enable staff to instruct Loyolans in using these emerging technologies. This addresses both the needs of patrons unfamiliar with the benefits of evolving ICTs and increasing necessity to become efficient users of these technologies (Smith). By fostering digital inclusion (Crandall and Fisher) through instruction in information and technology literacy, Loyola University Libraries empowers Loyolans not only with new research skills, but also with Internet communication skills to help Loyolans maintain relationships with classmates, friends, family, and communities in other parts of the world.

Community Positive learning and sharing experiences between IC staff and patrons is helping the community of lifelong learners grow. IC staff accomplish this by empowering the Loyola students with abundant and flexible study spaces and patient instruction in using social and research technologies. The IC Reference Assistant I interviewed expressed that helping students at the IC has inspired her to consider librarianship in her academic future. Her stories reminded me of the CPL Cybernavigators, so I shared a quote with her from Sophia Hou: ... when you see their hunger for

Gamble knowledge and then you watch the community grow, you just really want to change yourself to that field. Sophia's experiences in empowering library patrons with ICTs as a Cybernavigator planted

seeds of librarianship in her mind (Hou), similar to the IC Reference Assistant. Conversations in the IC about people discovering beauty in empowering professions, such as librarianship, parallels the social justice foundation of education at Loyola. Based on Loyola's 2009-2015 Plan for Excellence, this evolving community empowerment trend related to the development of the Information Commons and CTCs best aligns with the third goal of Loyola's plan: Create an institutional culture devoted to public service and research, particularly in the areas of the life sciences and health care, ethics and social justice, and children and families, emphasizing interdisciplinary collaborations (Loyola, Plan). The Klarchek Information Commons further enlivens the spirit of social justice and community service in their Community Access Policy. This policy permits guests (with a valid ID) from any community to utilize some of the facilities and services provided by the Library and the Commons, Monday through Saturday from 8 a.m 5 p.m.. My interviews with a Library Administrator/Librarian and a Reference and Electronic Resources Librarian led me to better understand how feedback from IC patrons has shaped, and continues to shape, resources and services provided by the Klarchek Commons and Cudahy Library. In 2010, between March 15 and April 4, the Cudahy Library conducted a LibQual online survey (Loyola Libraries, LibQual). Based on the Executive Summary of the LibQual survey, the results of the study were positive, noting that patrons have higher standards and expectations of Loyola University Libraries: This is even more significant when you see that the minimum expectations increased in almost every area. The largest gains were in the Library as Place section, perhaps unsurprisingly as the Information Commons has had a tremendous impact on the quality of our spaces. The You Asked, We Listened web page on the Loyola University Chicago Libraries website

Gamble illustrates how librarians responded with improved and expanded services to some of the concerns raised by Loyolans on the 2010 LibQual survey. In addition to LibQual, the Klarchek Information

Commons staff gather patron feedback in various other forms such as comment cards (suggestion box), user surveys, focus groups, real-time matrix statistics about how the computers are being used (Richard, Lab Maps). This feedback is taken seriously by the IC to ensure that Loyolans continue to utilize the Commons and provide constructive criticism about the quality of IC facilities and services. As long as the IC continues to listen to and implement suggestions made by patrons, Loyolans will feel more comfortable participating in the selection and design of library services and resources.

Challenges to Optimal IC Service Cudahy Library continues to provide library resources and services to patrons in a quieter study space. However, I learned from my the interview with an IC Librarian that sometimes the IC patrons and staff feel separate from Cudahy Library. Group messenger is one method Librarians and IC staff use to communicate remotely throughout the IC and Cudahy Library. The IC Librarian informed me that she often wishes that she could walk patrons to the stacks or periodicals in Cudahy. The IC Administrator revealed that staffing has become a moderately stressful situation due to budget concerns and conflicting schedules, while assuring me that IC services have not been diminished by this factor. Loyola University's E. M. Cudahy Memorial Library is annexed to the Info Commons - past Connections Cafe and a corridor scattered with students and study tables. If you are unfamiliar with the layout of the lake shore campus, the journey to Cudahy library could be confusing. The IC Librarian described the new University 101 course, which ensures that students new to Loyola are familiarized with the collaborative relationship between Cudahy Library and the IC. The LibQual 2010 survey Executive Summary cites some challenging issues that face a community new to the concept of the Information Commons (i.e. noise, staff, website). However,

Gamble LUC Libraries Strategic Plan: 2010-2013 outlines solutions to these issues: Many suggestions and comments reflect the same issues the library has designated for development in our strategic plan, notably improvement of the web site and access to online resources; creation of a variety of study spaces to address needs for quiet and group study; and strengthening the collections to support research.

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Sustainability of the IC The library tradition has always been to guide and sustain the community it serves. When thoughtfully approached, the Library as an Information Commons ... creates a synergy between the user support skills of computer staff, the information skills of reference staff, and production skills of media staff (Beagle, 1999). A library blog called 23 Things for Library Staff details LUC Libraries efforts to sustain and improve resources and services available to Loyolans. The LUC Libraries Strategic Plan: 2010-2013 describes an ongoing plan to: y y y re-envision library collections. re-align services and facilities to meet established and emerging needs. re-affirm our identity and centrality to the academic mission.

Re-evaluating Library and IC resources, services, facilities, and culture is central to the Library 2.0 model of sustainability. In Library 2.0: A Guide to Participatory Library Service, Casey and Savastinuk guide the reader through the process of creating a review plan for all... services... if only to confirm that they are still needed or that they are working in the same way as originally intended. Using patron feedback as an evaluation tool can ... improve communication ways for staff and user, and find out the experience and need of users. It is necessary for facility, quality, support, and management improvement (Shuhuai et al., 9). Loyola's Information Commons is noted as an ambitiously green building (Strand, 19). The positive discussion generated by the Klarchek Information Commons motivates the University to maintain, sustain, and further develop IC facilities and services. Discussions about evolving

Gamble Information Commons, such as Loyola's IC, contributes to the changing perceptions of resources and services that Libraries, when adequately funded, can potentially provide to patrons.

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Loyolans may not recognize the impact they have on the IC. By frequenting the Commons and providing feedback about the IC, the Loyola community shapes the design of IC resources and services and ensures that the IC will continue to supplement both the Library and the University mission.

Conclusion and the Future of Information Commons As a Place, the Information Commons is a symbol that continuously resonates in the minds of Loyolans, environmentalists, and scholars in the global community. While Cudahy Library represents the philosophical center of theories behind library outreach, the Commons is a symbolic space that fully embodies the 3C philosophy of Collaboration, Connectivity, and Community. Together, these buildings represent a Library Commons or, a place for Loyolans to safely and purposefully pursue knowledge and participate in conversations. The current successes and perceived future successes of the Richard J. Klarchek Information Commons has inspired Loyola to discuss the [development of] an Information Commons for the Water Tower Campus in new or renovated space (Loyola, Tactic 3). Through 23 Things for Library Staff on a Loyola library blog, IC staff are empowered with the Learning 2.0 program. In From Information Commons to Knowledge Commons: Building a Collaborative Knowledge Sharing Environment for Innovative Communities, Shuhuai et al. concludes the research paper with certain characteristics distinguishing a Knowledge Commons from an Information Commons: The KC conceptual model is built on top of IC, infused with theories of knowledge management, collaboration and Library 2.0, and thus it is possible to serve as a guideline for constructing a collaborative knowledge-sharing environment. KC has all the characteristics of IC, and emphasizes knowledge communion, interaction, collaboration and conversion. It seems that the philosophy behind a Knowledge Commons is not so different from the 3C philosophy

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of the Klarchek Information Commons. At this very moment, the IC is working to meet Loyolans' ICT needs and build relationships with the community that create ties and contribute to culture. Perhaps a Knowledge Commons might be the next level of service for Loyola students, faculty, and staff. If intelligently and collaboratively outlined, designed, and implemented, the LUC Libraries Strategic Plan: 2010-2013 may be Loyola University Libraries path to creating a collaborative, connected, knowledge-sharing community.

Gamble Works Cited and Consulted All URLs accessed on 13 July 2011 Alvarez, Rene L. An Overdue Visit. Life After Loyola. Loyola University Chicago, 11 Nov. 2009. Web. <http://blogs.luc.edu/alvarez/2009/11/11/an-overdue-visit/>.

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Beagle, Donald. Conceptualizing an Information Commons. Journal of Academic Librarianship, 25.2 (1999): 82-89. Library, Information Science & Technology Abstracts with Full Text. Web. Blowers, Helene. About the Learning 2.0 Project. 23 Things You Can Do to Become Web 2.0 Savvy. Public Library of Charlotte & Mecklenburg County: 3 Aug. 2006. Web. <http://plcmcl2about.blogspot.com/>. Casey, Michael E, and Laura C. Savastinuk. Library 2.0: A Guide to Participatory Library Service. Medford, N.J: Information Today, 2007. Print. Charnigo, Laurie, and Paula Barnett-Ellis. "Checking Out Facebook.com: the Impact of a Digital Trend on Academic Libraries." Information Technology and Libraries. 26.1 (2007): 23. Print. Crandall, Michael, and Karen E. Fisher. Digital Inclusion: Measuring the Impact of Information and Community Technology. Medford, N.J: Published on behalf of the American Society for Information Science and Technology by Information Today, 2009. Print. Digital Media Lab. Academic Technology Services, Division of Information Technology Services. ---. Equipment Loan Program Reservation System. Loyola University Chicago: 2011. Web. <https://myits.luc.edu/dmlequipment/day.php>. ---. Software Applications 2011. Web. <http://www.luc.edu/digitalmedia/software.shtml>. ---. Training Archive. 2011. Web. <https://myits.luc.edu/techconnect/category/training-2/>. Digital Media Services. Information Technology Services, Loyola University Chicago. <http://blogs.luc.edu/digital/>. ---. Digital Media Services Poster Printing 2011. Web. <https://myits.luc.edu/posterrequest>. Haas, Leslie M. Klarchek Information Commons. In Gray, Brian. "Zip Learning 12 Learning Commons in a Flash (LLAMA - BES)" ALA Connect. 10 May 2010, ALA Connect, American Library Association. <http://connect.ala.org/node/101994>. Haas, Leslie M. and Alison Stillwell. The LibraryInformation Technology Partnership: Challenges and Solutions. Journal of Library Administration, 50.1 (2010): 51-66. Library, Information Science & Technology Abstracts with Full Text. Web. Hou, Sophia. The Cybernavigators of Chicago Public Libraries. eChicago Proceedings 2009, 79-98. IC Admistrator. Interview by author. 1 Nov. 2010. IC Librarian. Interview by author. 23 Nov. 2010.

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IC Reference Assistant. Interview by author. 23 Nov. 2010. Katz, Robin M. The Survey as Outreach: How Measuring Recognition Can Further Promote Services and Resources. 2010 Poster Presentations, Library Assessment Conference. Web. <http://libraryassessment.org/bm~doc/katz_robin.pdf> "LLAMA News Section." Library Leadership & Management, 23.3 (2009): 152-5. Library, Information Science & Technology Abstracts with Full Text. Web. Loyola University Chicago. ---. Facts at a Glance. April 2010. Web. <http://luc.edu/undergrad/academics/factsheets/facts_at_a_glance.pdf>. ---. Loyola's Plan: 2009-2015. 2010. Web. <http://www.luc.edu/strategicplanning/plan_2009_2015.shtml>. ---. LUC Libraries Strategic Plan 2010-2013. 31 March 2010 <http://libraries.luc.edu/about/LibrariesStrategicPlan.pdf>. ---. Message From the President. 2009. Web. <http://www.luc.edu/strategicplanning/index.shtml>. ---. Plan for Excellence / Goals. 2009. Web. <http://www.luc.edu/strategicplanning/goals.shtml>. ---. Tactic 3. Strategy 5. 2010. Web. <http://www.luc.edu/strategicplanning/strategy5.shtml>. Loyola University Chicago Libraries. ---. 23 Things for Library Staff. Loyola University Chicago Library Blogs. 2011. Web. <http://blogs.lib.luc.edu/23things/>. ---. The 23 Things. 23 Things for Library Staff. Loyola University Chicago Library Blogs. 2011. Web. <http://blogs.lib.luc.edu/23things/the-23-things/>. ---. About This Project. 23 Things for Library Staff. Loyola University Chicago Library Blogs. 2011. Web. <http://blogs.lib.luc.edu/23things/about/>. ---. LibQual Survey 2010. Executive Summary Web. <http://libraries.luc.edu/about/LibQual2010.doc>. ---. Library Services for Graduate Students. Web. <http://www.luc.edu/education/pdfs/orient_grad_library_service.pdf>. ---. LUC Information Commons: Overview & Philosophy. 2011. Web. <http://libraries.luc.edu/about/ic/ic-overview.htm>. ---. You Asked, We Listened. 2010. Web. <http://libraries.luc.edu/about/libqual2010.htm>. Richard J. Klarchek Information Commons. ---. Community Access Policy. 2010. Web. <http://www.luc.edu/ic/community_access_policy.shtml>. ---. "Information Commons Timeline." 2010. Web. <http://www.luc.edu/ic/timeline.shtml>. ---. Lab Maps. 2010. Web. <http://www.luc.edu/ic/labstats.shtml>. ---. Mission & Philosophy. 2010. Web. <http://www.luc.edu/ic/mission.shtml>. ---. Take a Virtual Tour of the Building. Web. <http://www.luc.edu/supports/ic_universal.html>. ---. Richard J. Klarchek Information Commons Brochure. Loyola University Chicago: 2010. Print. Seal, Robert. Richard J. Klarchek Information Commons at Loyola University Chicago. ILA Reporter: Feb. 2008. Print.

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Shuhuai, Ren, Sheng Xingjun, Lin Haiqing, and Cao Jialin. "From Information Commons to Knowledge Commons: Building a Collaborative Knowledge Sharing Environment for Innovative Communities." The Electronic Library. 27.2 (2009): 247-257. Emerald. Web. Smith, Aaron W. Government Online: The Internet Gives Citizens New Paths to Government Services and Information. Washington, D.C: Pew Internet & American Life Project, 2010. Web. <http://www.pewinternet.org/Reports/2010/Government-Online.aspx>. Strand, Ted. "All-Digital Information Commons Reduces Energy Consumption." American Libraries 41.8 (2010): 19-20. Library, Information Science & Technology Abstracts with Full Text. Web.